Transcript Slide 1

Cohort 2010
Cohort 2009
The Master’s of Arts Degree
in Career and Technical Education (CTE)
Career and Technical Education:
A Field in Transition
“Eighty percent of employers
surveyed by the National Association
of Manufacturers report a serious
shortage of qualified workers. [CTE]
teachers must teach their students
how to read technical materials in
their fields, prepare technical
documents, pass written exams with
open-ended writing assignments, and
use mathematics to solve workrelated problems.”
High Schools That Work (2004). Implementing High-Quality
Career/Technical Programs at:
http://www.sreb.org/programs/hstw/professionalDev/200405Workshops/High-Quality_CT.asp
The field of career and technical education has
come a long way. Under new designs, it has
continued to serve and benefit both youth and
adults. For example, do you know that about half
of all high school students and one-third of
college students participate in career-oriented
programs? Further, it has been estimated that
about 40 million adults benefit from short-term,
postsecondary occupational training every year.1
As CTE continues to evolve, the field is
demanding a new generation of professional
leaders with the capacity to lead the
development and implementation of new
designs, and be prepared to monitor program
effectiveness in an era of increased
accountability.
Gordon, and Kwang Kim. 1998. Statistics in Brief: Adults’ Participation in Work-Related Courses: 1994–1995. Washington, D.C.: U.S. Department of Education,
Office of Educational Research and Improvement, National Center for Education Statistics. NCES 98–309.
1Darkenwald,
The Master’s of Arts Degree in CTE
Mission and Approach
“The content of the curriculum, where
practical, should connect to real-life
applications of knowledge and skills to help
students link their education to the future.”
National Association of Secondary School Principals, (2004).
Breaking Ranks II, Strategies for Leading High School Reform,
Executive Summary, p. 6.
“Students develop flexible understanding of
when, where, why, and how to use their
knowledge to solve new problems if they
learn how to extract underlying themes and
principles from their learning exercises.
Understanding how and when to put
knowledge to use--known as conditions of
applicability--is an important characteristic of
expertise. Learning in multiple contexts most
likely affects this aspect of transfer.”
Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How
people learn: Brain, mind, experience, and school, p. 236.
Recognizing the changing nature of the
field and the challenges involved in making
preparation for work and through work more
rigorous, the M.A. program in CTE is
designed to prepare administrators in all
aspects of program design, operation, and
evaluation.
To meet this focus, the program builds upon
school restructuring principles and
connections with contextual/applied
teaching and learning, integration strategies
with academic education, and
organizational fit with community/workforce
development systems.
The Master’s of Arts Degree in CTE
Program Goals
Our goal is to prepare
professionals who can
create effective learning
conditions for youth and
adults and facilitate their
intellectual and career
development.
Five goals guide the
preparation of participants
in the M.A. in CTE
program. Upon completion
of the program,
participants should be able
to:
1.
Articulate a personal philosophy of
education
2.
Enhance curriculum, instructional,
and assessment practices
3.
Demonstrate administrative and
supervisory competencies
4.
Establish and foster relationships
between CTE programs and
stakeholders
5.
Enhance personal role as a
reflective and professionally active
practitioner
Helping Participants Build Careers in CTE
Administrators in school district central offices
oversee public schools under their
jurisdiction. This group includes those who
direct subject-area programs such as English,
music, vocational education, special
education, and mathematics. They supervise
instructional coordinators and curriculum
specialists, and work with them to evaluate
curriculums and teaching techniques and
improve them. Related positions include
Training and Development Managers,
Education Administrators (Postsecondary),
Social and Community Service Managers,
Training and Development Specialists,
Instructional Coordinators.
For a full description see: Education administrators,
Occupational Outlook Handbook of the U.S. Department of
Labor
Links for employment opportunities in
Florida:
K12 School District Employment Opportunities
Florida Community Colleges & Workforce Education
This M.A. program is for practicing CTE
educators who teach in or serve in support or
leadership positions at the school, technical
institute, district or community college level.
For those seeking certification as Local
Director of Vocational Programs, the program
meets the requirements of the Florida
Department of Education (Administrative Rule
6A-4.044).*
Program graduates are prepared for
productive careers in secondary and postsecondary teaching, training, and for positions
in administration of vocational/CTE programs
in local and state government agencies, and
public and private organizations (e.g.,
business/industry, consultants).
*Note: Not including a course in law, finance, etc.
Program Delivery
Offered entirely online (participants come to
campus three times per year for
orientation/wrap-up and networking), the two
year program is committed to providing
Guiding Principles for Distance participants with high quality experiences
Teaching and Learning including personalized feedback, collection and
analysis of local data, and opportunities to
Learner-centered strategies include modular, demonstrate understandings and competencies.
stand-alone units that are compatible with
short bursts of learning.
Where possible, learning outcomes should
relate to real-life experiences through
simulation and application.
Various learning styles are best engaged by
using a variety of media to achieve learning
outcomes.
Learning environments must include problembased as well as knowledge-based learning.
Learning experiences based on interaction and
collaboration support learning communities
while building a support network to enhance
learning outcomes.
From American Distance Education Consortium
The online delivery format draws from principles
for effective distance learning to make learning
engaging and, in many ways, even more
dynamic than classroom learning.
While working at their own pace, participants
conduct research activities, work in teams,
exchange ideas, and develop lasting
professional networks as they complete the
programs as a cohort. Participants’ feedback
has been overwhelmingly positive as the
program delivery continues to improve.
Faculty Support
Our faculty have complementary expertise
in career and technical education programs;
have published, presented, and consulted
widely, and take pride in having a very
student-friendly approach and feel very
strongly that “we are here to serve
students”.
Department Faculty
Adult, Career, and Higher Education
Program Faculty
Career and Technical Education
Bill Blank
Dr. VictorDr.
Hernandez
Dr. Janet Scaglione
Career
and Technical Education
Office: EDU 151B
Office: EDUOffice:
151F EDU 151D
Phone: (813) 974-1277
Phone: (813)
974-0038
Phone:
(813) 974-0314
Fax: (813)
974-3366
Fax:
(813)Fax:
974-3366
(813) 974-3366
Email: [email protected]
Email: [email protected]
Email: [email protected]
Dr. Hernandez holds a B.S. Degree in
Dr. ScaglioneDr.
is Blank
a native
of Tampa,
in
Agronomy. He
alsoreceived
received aaB.S.
M.S.Degree
in
Florida and aIndustrial
graduate Technology,
of the University
an
M.S.
in
Agricultural Education and a Ph.D. in
of South
. Her
Ph.University,
D. is in Business
Technical Education
from Florida
Memphis
State
and from
a Ph.D.
Educational
Research
and Evaluation
Education/Industrial
Psychology
and
her
professional
experiences
in
Vocational,
Technical
and
Career
Education
from
Florida
State at
Virginia Tech. For several years he served as Associate Researcher
in University.
teacher education
have
centered
on reflective
practice,
Technical
teaching
experience
includes
secondary
the University of Wisconsin-Madison. He later served as Associate
interactive
learning
environments
and the journey
to personal
Industrial
and
Engineering
Graphics
the technical
Professor
at Arts
Florida
State
University,
and asatSenior
Educational
passion.
She
shares
her
energy,
creativity
and
expertise
through a
institute level.
also has
worked in industry
as a technician,
Researcher
in theHe
Center
for Educational
Technologies
(CET)—a
variety
of
programs
and
is
a
frequent
keynote
presenter
for
the
drafter,
productby
engineer
andWheeling
product manager.
center
sponsored
NASA—at
Jesuit University. Over the
National Business Education Association and other national, state
years he has collaborated with organizations and faculty at a number
and
local
groups.
She was recognized
as Florida
Outstanding
Blank
has
presented
oninternationally.
various aspects
of 's
career
and
of Dr.
universities
nationally
and
This
synergistic
Post-Secondary
Educator
(1993)
and
received
two
Outstanding
technical
education
and
educational
reform.
Consultancy
collaboration has resulted in a number of publications featuring
Teaching
awards
at Africa,
USF (1992,
1990). Honduras, Scotland and
locations
include
New
Zealand,
professional
development,
contextual
teaching/learning, and the
most Canadian
provinces and
and career
states education.
in the U.S.
integration
of mathematics
M.A. in CTE Program Design
EDF5607
Social
Foundations of
Education
EVT 6661
Current Trends
EVT
Equity in CTE
Organizational
Mission
“[Career and Technical Education] has important short- and
medium-run earning benefits for most students at both the
secondary and postsecondary levels, and these benefits
extend to those who are economically disadvantaged.”
National Assessment of Vocational Education, Final Report to Congress (2004),
Executive Summary, p. 1.
The philosophical and social foundations of the
field provide an understanding of CTE’s evolving
nature, new directions, and the role it can play
in the larger educational enterprise in our nation
Related knowledge helps participants analyze
and sharpen program missions and connect to
implications for serving all students
M.A. in CTE Program
EVT 5369
Preparation & Development for Teaching
EVT 6930
Curriculum Design and Evaluation
ADE 6360
Methods of Teaching Adult Education
Organizational
Mission
Curriculum and
Instruction
Program participants learn about
new CTE curricular models,
instructional approaches, and
alignment strategies with
program mission
A key component is an emphasis
on the interface of effective
curriculum, instruction, and
assessment strategies, and
innovative strategies for the
integration of CTE with academic
education and school-based and
work-based learning connections
“Schools must integrate academic and career/technical instruction and organize small
learning communities with a career focus in order to get students to see the value of
working harder in high school.”
High Schools That Work (2004). Implementing High-Quality Career/Technical Programs at:
http://www.sreb.org/programs/hstw/professionalDev/2004-05Workshops/High-Quality_CT.asp
M.A. in CTE Program Design
Program supports for implementation are reviewed
and analyzed through examination of local
practices and benchmarking strategies
Managerial roles and functions are particularly
emphasized to stress working knowledge and skills
in operating local programs (e.g., budgeting)
Organizational
Mission
Curriculum and
Instruction
EVT 6264
Administration of
Local Programs
EVT 6265
Supervision of
Local Programs
School Structures
and Supports
The idea for comprehensive change may begin in the principal’s office, but it most assuredly can
end there either through incomplete planning, failure to involve others, neglect, or failure to
create conditions that allow a new order of things to emerge in the high school. Creating those
conditions is often the first challenge…
Breaking Ranks II: Strategies for Leading High School Reform, National Association of Secondary School Principals (NASSP)
http://www.principals.org/s_nassp/bin.asp?CID=230&DID=47560&DOC=FILE.PDF
M.A. in CTE Program Design
Participants learn about designing and operating programs taking into
consideration the nature and extent of external supports in the community
and beyond. A key aspect of related knowledge and skills is the ability to
determine and establish a fit between a CTE program and
community/workforce development efforts
Another important component is the identification of workplace
competencies required for successful participation in emerging occupations
and infusion into the CTE curriculum
Organizational
Mission
Curriculum and
Instruction
School Structures
and Supports
EVT 5664
Community
Development
EDG 6931
Emerging Workplace
Competencies
External Factors
and Supports
To build the organizational capacity required to promote student learning of high
intellectual quality [and career development], schools need support from beyond
their walls.
Newmann & Wehlage (1997) on what makes successful school restructuring.
M.A. in CTE Program Design
EDF5607
Social
Foundations of
Education
EVT 5369
Preparation & Development for Teaching
EVT 6264
EVT 6930
Administration of
Local Programs
Curriculum Design and Evaluation
EVT 6661
EVT 5664
Community
Development
EVT 6265
Current Trends
ADE 6360
Methods of Teaching Adult Education
EVT
EDG 6931
Supervision of
Local Programs
Emerging
Workplace
Competencies
Equity in CTE
Organizational
Mission
Curriculum and
Instruction
School Structures
and Supports
External Factors
and Supports
Implications for school-wide/district and distributive leadership
EVT 6948
EDG 6931
Practicum/Portfolio Development
Improvement of CTE Programs
Program design, implementation, and evaluation is approached from a systemic and practical
framework to establish organizational connections and requirements for successful operation
and improvement of CTE programs
What Do Participants Say About the M.A. in CTE Program?
Join us!
We are currently accepting applications
For more information on the MA in CTE program contact:
Dr. Edward Fletcher
Assistant Professor and MA Program Advisor
Office: EDU 151A,Phone: (813) 974-0029
Fax: (813) 974-336, E-mail: [email protected]