Transcript Take Pride In Your Accomplishments!

Hats Off – Helmets On!:
Conceptualizing CBI For The Next
50 Years
Take Pride In Your
Accomplishments!
• As new generations of academically and
economically disadvantaged students enter
our schools and are faced with increasingly
higher academic standards and performance
tests we still manage to get the majority of
them across the stage at graduation.
Hats Off To You For
Fifty Years of Success!
• Since our first CBI type programs
took wing in Ohio in 1963,
thousands of teachers have helped
hundreds of thousands of students
successfully enter and succeed in an
ever changing work world.
Ever Growing & Changing
• 1963 – The first Occupation Work
Experience Program opened in Warren OH
to serve students deemed potential dropout
who were at least 16 years old.
• 1967- The first Occupational Work
Adjustment pilot program for potential drop
out students 14 &15 years opened in
Tallmadge OH.
Federal Approval
• 1975 - US Department of Labor decides to
continue indefinitely on a permanent basis
the Work Experience and Career
Exploration Program (WECEP) for 14 -15
year old students.
Merger of CBI Programs
1998 – To unify programs, add local options
and improve program images, OWA and
OWE programs were merged into Career
Based Intervention Programs
Thank You!
• Helping a student find his or her place
in society as a productive citizen is a
great gift to the person and the
community!
• The need for Workplace Readiness
Skills has never been greater!
New Challenges For The Next
50 Years!
We must address an adequate funding
formula for Ohio Schools that provides
appropriate funds for basic education
aid, Career & Technical Education,
Special Education and Career Based
Intervention Programs.
Today Schools are flat funded at 2009
levels and a new formula will not be
introduced until after the fall election.
Helmets On!
• In the current age of accountability and global
competition we have new opportunities to lead
discussions about the kind of education our
students will need and how we measure those
skills and attitudes that go far beyond the
traditional academic assessments.
• Fundamentally, how do we measure student
growth and development that prepares them
for productive careers?
National & State Challenges
As youth unemployment continues to
be a major problem and the costs of
higher education continue to spiral
out of control, the importance of
making informed career decisions
has never been greater!
Chart of the day: College tuition is out
of control says College Board 11/12
College Costs Rise Nearly 600%
Since 1985 says Federal Reserve
Important Career Decisions
Youth Unemployment Rate
“Although the recession ended in the
summer of 2009, youth unemployment
remains near its cyclical peak…What
keeps the numbers from being even
higher is that many teens have simply
given up. Some are sitting on couches.
Others are in school, which can be a dead
end itself. The percentages of American
16- to 19-year-olds who are employed
have fallen to below 26 percent, a record
low.”
College Grad
Unemployment Rates
According to the New York Times, only 53%
of college graduates from the classes of
2006-2010 are employed full-time. Even
recent graduates who are working will make
10% less in their first job than graduates
from just a few years ago, down to $27,000
a year. - January 2012
Are They Ever Going To
Leave Home?
Internships: A Two Edged
Sword!
• Under U.S. law, unpaid
internships must serve primarily
as educational training
experiences. An unpaid intern
cannot replace a regular
employee, and the employer
cannot profit directly from the
work of the intern.
Unpaid Internships?
• Nancy J. Leppink, the acting director of the Labor
Department's wage and hour division, told the
New York Times in April that the federal
government would begin cracking down on
companies that violate the law. "If you're a forprofit employer or you want to pursue an
internship with a for-profit employer, there aren't
going to be many circumstances where you can
have an internship and not be paid and still be in
compliance with the law."
Energy Costs
• Enough Said!
Ohio Addresses The Issues
Kasich sees job training as key issue
Governor wants to link schooling, needed
skills – Columbus Dispatch 1/26/12
• There are 77 different workertraining programs (funded in
various ways by state and federal
dollars) operating under 13 state
agencies. The Kasich
administration is taking a
“rationalize, condense and
collapse” inventory of those
programs.
Press Release 1/26/12
• “For months, Kasich has lamented the
thousands of job vacancies in the state —
now 73,600, according to his staff — and
has argued that many of those jobs
haven’t been filled because workers lack
the required skills. He’s also discussed,
and reiterated yesterday, his desire to link
Ohio companies’ needs to curriculum
offered at four-year universities,
community colleges and K-12 education.”
Governor Kasich State of
State Address 2/7/12
Cleveland Plain Dealer 2/7/12
“Education: Kasich decried the
high dropout rate in urban schools
and the cost of providing remedial
education for students who
graduate unprepared. He said he
would spend the next year
working toward a consensus on
how to fix public education.”
• Governor Kasich’s Mid Biennium
Review
March 16, 2012
Career ConnectionsRefocusing on Career Paths
• “Now more then ever, students need to be
exposed to careers available in Ohio, and
they need to see the value and direct link
that exists between school lesson and the
real world.” - Ohio’s 21st Century Education
and Workforce Plan
Career ConnectionsRefocusing on Career
Paths
“By starting the process earlier, these students
will be better prepared to select the courses
and higher education they need that align with
their career path.
As the department of education develops
model curriculum for students in all k-12
schools, teachers and administrators will be
given tools to include career awareness and
development in their lessons.”
Our Professional
Responsibilities
• Understand current and future trends in the
workplace; relay them to our students and their
families, and change our instructional programs
accordingly.
• Scan developments in the fields of education,
business, medicine, psychology, sociology,
economics, and more recently communications
and political science.
If We Want Continued Funding,
We Must Make the Connections:
• Between Education and Economic
Development
• Between Education and National Security
• Between Education and Lower Crime Rates
• Among Education, Wellness & Health Care
• Between Education and a Happy Life
Tell Your CBI
Stories!
• Brag on your students!
• Talk about the successes of your students!
• Speak for the ones who could not be
reached!
• Now is not the time to be shy! All policy
makers need to hear about what you do!
Become Involved!
Tomorrow May Be Too Late!
We Need Your Input Now!
Measure Outcomes
Some things are relatively easy to
measure:
• Passage of all graduation requirements
• On time graduation with your peers
• Improved attendance
• Less incidences of major discipline
• Successful work performance on a job
• Adequate scores on the ACT, SAT,
ASVAB and Compass Assessments.
Career Education May Be
Difficult To Measure
How do we measure “Career Maturity” such
as:
• Development and implementation of goals?
• Flexibility on the job?
• Commitment to one’s employers?
• Emotional Intelligence (EQ)?
• Career Synthesis & Compromise?
Should Students Master
A Dictionary of Career
Terms?
• What terms should students be able to use
and define to develop and implement career
plans leading to paid work and appropriate
life long education.
• What terms should be on the list?
In General, Education Pays
But Not Always!
• BLS National Projections 2010-2020. (2020 in
parentheses) show some growth related to degrees.
•
•
•
•
•
•
Typical Entry-Level Education:
25.9% (25.9 %) Less Than High School Diploma
43.4% ( 42.6%) High School Diploma or equivalent
0.6% (0.6%) Some College, no degree
10.2% (10.5%) Associate degree or certificate
15.5% (15.8%) Bachelor’s degree or Bachelor’s or
higher degree plus work experience
4.5% (4.7%) Master’s , doctoral or first professional
degree
Olympic Lesson
• The hidden curriculum
for American Schools
like the Olympics
should teach
cooperation and
competition and the art
of knowing when to
do them.
You already know that work roles
may determine:
• Your sense of self worth
• Your education
• Your income
• Where you live
• Who and when you will marry
• The number of children you have
•
What kind of health care you receive
•
How long you will live
•
Your final legacy
And all of the above for your children and grandchildren!
Reasons for Education Reform
The American Economic
System is the envy of the
world, reformers want to
apply the same concepts to
education.
1. Bottom Line Results
Orientation
2. Competition, Competition,
Competition!
Four Major Types of Reform
Efforts
•
•
•
•
Horizontal: Academic & Technical Ed.
Vertical: K-12 through College
Spatial: School-based & Work-Based
Temporal: Synchronous & Asynchronous
Examples of Horizontal Reform
•
•
•
•
•
•
•
•
•
Merger of Rigor, Relevance & Relationship
Project Based Learning
Inquiry Based Learning
Career Academies
Instructional Teams
Emphasis on OGT tests
International Assessments
Capstone Courses
Driven By Needs of Labor Force
Examples of Vertical Reform
• Seamless Education
• Articulation:
• HS credit in Middle School
• College credit in HS
• STEM
• Project Lead The Way
• Dual Enrollment Courses
• Tech Prep For All
• “Stackable” Certificates
• TAG – Transfer Assurance Guarantee
Driven by High Costs of College & Dropouts
New York Times
February 21, 2010
• “Public high schools in eight states will
begin an experimental program next year
allowing 10th graders who pass a battery of
tests to get a diploma two years early and
immediately enroll in community college.”
• “Those bound for competitive universities
would continue with college prep courses in
high school.”
Examples of Spatial Reform
•
•
•
•
•
•
•
•
•
•
•
•
School-to-Work
Apprenticeships
Cooperative Education
Early Placement
Internships
Mentorships
Service Learning
Job Shadowing
Case Studies
Cyberspace
Distance Learning
Driven By The High Costs of School Based Education
Examples of Temporal Reform
• Online Classes
• Smart Phones
• Flexible Credit Options
• Webinars
• Small Group Learning
• Text Messaging & Email
• Electronic Blackboards
• Podcasts
Driven By Convenience and Transportation Costs
Labor market information can be
misleading!
• The fastest growing jobs actually provide only a
small number of jobs.
• The vast majority of job openings are due to
replacement not growth.
• The occupations with the largest number of job
opening (growth and replacement) are not high
tech or glamorous. (Retail Sales, Waiters &
Nurses)
• We must all become intelligent consumers of
labor market information.
Jobs and Technology
• Sometimes jobs absorb technology
• Drafters
• Administrative Assistants
• Teacher Educators ( I replaced six)
• Sometimes jobs are replaced by technology
• Elevator Operators
• Word Processors
• Webmasters
• Spot Welders
Job Specializations
• Skills can be too broad.
• Skills can be too specific.
• We need to prepare students for current and
future jobs!
• Entrepreneurship Skills are needed in all
occupations but to different degrees.
Labor Market Information:
National, State and Local
Tomorrow’s Green
Technology
• Application of known • Application of as yet
sustainability,
unknown inventions,
recycling, and efficient
and technologies.
energies.
• What are you doing to
• If Edison had an
foster creativity &
MBA, he might have
ingenuity?
invented the 50 Foot
• At least stop killing
Candle!
creativity & diversity!
Concepts of Wellness
EQ Not IQ!
• IQ contributes only 20% to determining life
success. 80% are attributed to other factors.
Dr. Daniel Goleman says these other factors
are “Emotional Intelligence”.
• Dr . Martin Luther King said, “ Intelligence
plus character- that is the true goal of
education”.
Emotional Intelligence
• Emotional Intelligence is the ability to
• Motivate oneself and persist in the face of
frustration,
• Control impulses and delay gratification,
• Regulate one’s mood and keep distress
from swamping the ability to think,
• To empathize, and
• To hope.
The Need for Trusted Workers
•
•
•
•
•
Liability for poor employees
Loss of resources
Loss of reputation and clients
Loss of propriety information
Increased emphasis on employee
performance
• Physical mobility of workers and increased
demands for workplace flexibility
Contact Information
G. James Pinchak, Ph.D. LPC
Senior Lecturer
Workforce Development &
Education
College of Education & Human
Ecology
The Ohio State University
Room A466, PAES Building
305 West 17th Ave.
Columbus, OH 43210-1224
Mobile: 614.270.2547
Email: [email protected]