Transcript Slide 1

The Challenges in Meeting
Our Mission
Southern
Regional
Education
Board
Gene Bottoms
Southern Regional Education Board
[email protected]
2012 TCTW Forum Keynote
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Challenge 1. Changing
national demographics
Southern
Regional
Education
Board
2012 TCTW Forum Keynote
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U.S. Is Becoming
More Diverse
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Regional
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Racial/ethnic groups that are the
least educated are the fastest
growing.
Non-whites accounted for 92 percent
of the U.S. population growth in the
2000s. (U.S. 2010 Census)
50 percent of infants under age one
are now non-white.
2012 TCTW Forum Keynote
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Impact of Population Trends
Transformation of the workforce
1980 -2020:
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Regional
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White working-age population
projected to decline from 82% to 63%
Group reaching retirement age is
predominantly higher-educated whites
Minority workforce will double from
18% to 37%
Hispanic/Latino will triple (6% to 17%)
68 percent of women aged 25-54 have
jobs now – up from 50 percent in 1969.
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Changes in the Workforce
“Employers are increasingly giving up
on the American man.”
Today, 81 percent of men between 25
and 54 hold jobs compared with 95
percent in 1969.
Median wages for men between 20
and 50 dropped 27 percent to $33,000 a
year from 1969 to 2009.
Southern
Regional
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“The Slow Disappearance of the American Working Man.” Bloomberg Businessweek,
August 29-September 4, 2011.
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Demographics of TCTW Students
Race/Ethnicity
White
Black or African American
Hispanic or Latino
Other
Percent
73%
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7
7
Socioeconomic Status
Moderate to High
Low
52%
48
Gender
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Male
Female
Source: 2010 HSTW Assessment
56%
44
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Challenge 2. Providing
opportunities for students to
develop the habits of mind
and behavior, and the ability
to apply essential academic
and technical knowledge and
skills to complete authentic
assignments
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Regional
Education
Board
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Remaining Competitive for
Tomorrow Requires Rigor Today
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Source: Alliance for Excellent Education. The Digital Learning Imperative, 2012.
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Broaden the Preparation Pipeline from
High School to Postsecondary
 While the U.S. still leads the world in
having a college-educated workforce, it is
the only country among the G-20 OECD
members whose incoming workers are
less educated than those retiring.
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 Americans make up more than one- third
of all postsecondary degree holders for
ages 55-64, but only one-fifth for ages 2534.
Organization for Economic Cooperation and Development. Education at a
Glance 2011
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Shortage of Workers with Needed Skills
Southern
Regional
Education
Board
McKinsey Global Institute Survey (2011)
 One out of three employers cannot find qualified
workers, even in today’s economy.
Manpower Group Talent Shortage Survey (2011)
 Half of employers surveyed say they struggle to
fill positions despite high unemployment.
 Jobs have structurally changed, and the skills
needed have too; workplace skills such as
collaboration, critical thinking and mental agility
are critical to generate productivity and
innovation.
Easton, Nina. “Politicians Need to Face Harsh Realities abut the
U.S. Job Crisis.” Fortune, September 5, 2011.
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2012 TCTW Forum Keynote
Competencies Needed for
21st-Century Economy
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 Deductive and inductive reasoning
 Understanding technological tools and
systems
 Critical thinking and problem-solving
 Mathematical and scientific reasoning
 Advanced literacy skills — ability to read
and comprehend complex text
 Active learning
 Project management
STEM Science Technology Engineering Mathematics. Georgetown University Center on Education and
the Workforce, October 2011
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Quantitative Literacy Fosters
Readiness for College and Careers
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 Quantitative literacy is the predisposition
and the ability to use mathematical tools
and mathematical thinking to meet the
demands of workplace, citizenship and
everyday life
 Explicit integration of math into other
courses is likely necessary in order to
reach the goal of college-and careerreadiness
 CT provide a strong linkage to math and
and a different way to deepen
understanding of math concepts.
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Strategies to Deepen
Literacy Skills
Teachers prepare reading and
writing task assignments aligned to
the Common Core State Standards.
Teachers develop instructional
modules with daily learning activities
that result in students’ successfully
using reading, writing and math to
complete the authentic assignments.
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Regional
Education
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Most Improved Centers
Provide Students Opportunities to
Use Their Quantitative Skills
The percentage of students in 2010 who reported:
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Applying academic knowledge and skills
to my CT area
46%
Applying technical knowledge and skills to
new situations
46
Using math to solve complex problems
36
Predicting outcomes based on
observations or information provided
35
Developing a logical argument for the
solution to a problem
31
Source: 2010 HSTW Assessment, SREB
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Challenge 3. Addressing how
to fill the pipeline for middleskill jobs
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Regional
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Board
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Job Openings by Skill Level
2008–2018
In the decade between 2008–2018, 44
percent of all job openings will be
middle-skill.
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Regional
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National Skills Coalition. Middle-Skill Jobs in the American South’s Economy, 2011
2012 TCTW Forum Keynote
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Percentages of Students Completing
A Rigorous Academic Curriculum
11 Most-Improved TCTW Sites 2008-2010
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Regional
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Source: An Undeveloped National Resource, SREB
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Rigorous Programs of Study
 Rigorous and engaging course work in
a sequence of four CT courses joined
with college-ready academic courses
allows students to:
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Discover if they enjoy doing the types of
work typical in that career area
Deepen their understanding of major
literacy, math and science concepts and
skills through authentic projects
Increase their motivation to complete
advanced math and science courses.
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OVAE’s 10 Components of
Rigorous Program of Study
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 Legislation and
Policies
 Partnerships
 Professional
Development
 Accountability and
Evaluation
 College- and
Career-Readiness
Standards
 Course Sequence
 Transfer Agreements
 Guidance Counseling
and Academic
Advisement
 Teaching and
Learning Strategies
 Technical Skills
Assessment
Source: Career and Technical Programs of Study: A Design
Framework.
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How do you join academic and CT studies?
 Create multiple career pathway programs
of studies — linking intellectuallydemanding CT programs to rigorous
achievement and to continued learning in
postsecondary education and advanced
training opportunities — to ensure more
students will graduate prepared for
college and careers and that more ninthgraders will graduate from high school.
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2012 TCTW Forum Keynote
Challenge 4. Continuing to
improve the career/technical
curricula
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Redesigned High School
CT Courses
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Must be intellectually demanding
and academically rigorous
Be joined with a college-ready
academic core
Provide authentic learning
experiences around project- and
problem-based contextualized
learning
Draw upon sustainable technology
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Redesigned High School
CT Courses
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 Provide quality work-site learning
opportunities
 Draw upon representatives from
business and industry, and from
secondary and postsecondary
education to develop new CT curricula
 Include teacher training for each new
or redesigned course
 Should be scalable and transportability
to other schools, districts or states
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PFT Career Pathway Programs
 Aerospace Engineering
(AL)
 Innovations in Science
and Technology (AR)
 Manufacturing, (GA)
 STEM Education and
Training (KS)
 Informatics (KY)
 Construction Design
and Management (MD)
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 Food and Nutritional
Sciences (NE)
 Global Logistics (NJ)
 Project Management
(NC)
 Automated Materials
Joining Technologies
(OH)
 Health/Informatics (OH)
 Renewable Energy
Technologies (SC)
 Energy and Power
(WV)
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2012 TCTW Forum Keynote
Challenge 5. Investing in the
development of new and
existing teachers
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Regional
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Most-Improved Centers Increased
Professional Development Experiences
Southern
Regional
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The percentage of teachers who
reported that:
2008 2010 Change
I am expected to reflect on what I learn in
staff development programs, apply it and
share with my colleagues
24% 40%
+16
Staff development programs are
sustained over time, with ample follow-up
activities that include an expert observing
my teaching and giving me ideas for
refining instruction to get higher student
achievement
13
27
+14
Staff development experiences have
resulted in holding their students to the
current national academic and industry
standards developed for their field
23
31
+8
Source: 2008 and 2010 HSTW Assessments, SREB
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An Induction Model for
New CT Teachers
The model will strengthen teacher
competence through four modules:
1.Instructional planning
2.Instructional strategies
3.Classroom assessment
4.Classroom management
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Board
NRCCTE Career and Technical Teacher Preparation Project
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Support Elements Underpinning
Induction Model
The model provides new teachers with
a variety of support:
Mentoring
Coaching
Electronic communities of practice
Administrator and school system
support
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Regional
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NRCCTE Career and Technical Teacher Preparation Project
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Challenge 6. Developing CT
leaders who are leaders of
learning
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Five Functions of
Effective CT Leaders
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1. Shaping a mission for graduating
each student prepared for careers
and postsecondary study
2. Creating a climate of continuous
improvement
3. Cultivating teacher leaders to own
problems and to implement proven
solutions
Source: The School Principal As Leader, The Wallace Foundation, 2011
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Five Functions of
Effective CT Leaders
4. Understanding and supporting
research-based instructional
practices that engage and motivate
students to complete intellectually
demanding assignments
5. Managing people, data, resources
and processes to foster school
improvement
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Source: The School Principal As Leader, The Wallace Foundation, 2011
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TCTW Leader Effectiveness
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TCTW Teachers Reported That
Their Director:
Percent
Emphasizes monthly the importance of
guiding students into challenging
32%
academic courses at their home school.
Uses data continuously to evaluate the
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center’s effectiveness monthly in
preparing students for further study and
careers.
Consults with staff members monthly
39
before making decisions that affect
them.
Source: 2010 TCTW Teacher Survey
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TCTW Leader Effectiveness
Percent
TCTW Teachers Reported That
Their Director:
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Encourages them monthly to
experiment with instructional
strategies.
45%
Organizes study team meetings
monthly to address how to implement
the individual components of the
center’s improvement plan.
34
Involves staff monthly in school
improvement decisions and activities.
41
Source: 2010 TCTW Teacher Survey
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Seven Factors Contributing to Improving
College- and Career Readiness at
Technology Centers
1. Focus on a dual purpose — preparation
for work and further study.
2. Increase access to rigorous academic
curriculum.
3. Provide intellectually-demanding and
engaging instruction and assignments.
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4. Integrate academic and technical
content and skills.
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2012 TCTW Forum Keynote
Seven Factors Contributing to Improving
College- and Career Readiness at
Technology Centers
5. Set high expectations.
6. Provide parental support, guidance
and the importance of high school.
7. Provide targeted professional
development with an emphasis on
implementation.
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2012 TCTW Forum Keynote
Summary
Technology centers are positioned to have
a significant impact on the future of
students, but challenges are ahead. Centers
will make the greatest contribution when
they:
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Innovate in educating a diverse student body
Ensure students’ college- and career readiness
Provide intellectually demanding curricula
Implement programs of study linked to
postsecondary study
Invest in sustained professional development
Have strong instructional leaders
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