Transcript Making Career & Technical Education Equitable for Everyone

Making Career & Technical
Education Equitable for Everyone
How to collaborate with School Counselors,
Administrators & Staff to promote CTE enrollment.
Kiersta Stallman, M. Ed.
Richard Paiva, GCDFI, M. Ed.
Presented at NAPE Professional Development Institute, Washington DC
April 17th 2012
ASCA National Model & School
Counselors
• American School Counseling Association
 Student Centered & Empowerment of Students
• Model Philosophy: Promote the development
of the school counseling program based on the
following areas of the ASCA National Model:
 Foundation
 Delivery
 Management
 Accountability
ASCA National Model & School
Counselors
Foundation
 Built on Philosophy/Beliefs:
• Professional school counselors believe every child
can learn and that all students have an equal right
to access a school counselor and to participate in
a comprehensive school counseling program
designed to ensure student success.
• All students’ ethnic, cultural, racial differences and
special needs are considered in planning and
implementing a school-wide program.
ASCA National Model & School
Counselors
Foundation (continued)
 Built on Philosophy/Beliefs:
• There is a collaborative effort among the school
counselors, administration and teachers to
coordinate with parents and the community.
• Classroom lessons and activities are based on
curriculum standards/competencies which
incorporates the personal/social, academic and
career domains.
• School counselors adhere to ethical standards
and regularly participate in professional
development activities.
ASCA National Model & School
Counselors
Delivery
• School counselors provide culturally competent
services to students, parents/guardians, school staff
and the community in the following areas:
 School Guidance Curriculum*1
 Individual Student Planning*1
 Responsive Services*
* - ASCA Model recommends that school counselors spend 80 percent of their
time in direct service (contact) with students.
1 – Majority of Formal Career and Academic Career Planning at the middle and
high school level
ASCA Competencies & Standards
Standard B: Students will employ strategies to
achieve future career goals with success and
satisfaction.
• C:B1 Acquire Career Information
• C:B1.1 Apply decision-making skills to career
planning, course selection and career transition
• C:B1.2 Identify personal skills, interests and abilities
and relate them to current career choice
• C:B1.3 Demonstrate knowledge of the careerplanning process
• C:B1.7 Describe traditional and nontraditional career
choices and how they relate to career choice,
employment trends and future training
ASCA Competencies & Standards
• National Standards for Students
 Academic
 Personal/Social
 Career Development*
“ASCA National Standards for career development guide school
counseling programs to provide the foundation for the acquisition
of skills, attitudes and knowledge that enable students to make a
successful transition from school to the world of work, and from job
to job across the life span.”
- From the American School Counseling Website (2012)
ASCA Competencies & Standards
• C:B2 Identify Career Goals
• C:B2.1 Demonstrate awareness of the education
and training needed to achieve career goals
• C:B2.2 Assess and modify their educational plan
to support career goals
• C:B2.4 Select course work that is related to
career interests
• C:B2.5 Maintain a career-planning portfolio
Communication & Collaboration
Career Pathway Plans of Study
(CPPOS)
• Develop Plans for ALL Career Clusters
• Student Centered
• Provide Rigorous & Relevant Courses
• Development Process vs. Final Product
Communication & Collaboration
CPPOS
• Delivery System
 Career & Academic Curriculum
• Infusion into Core Classes
 Access by Parents & Professionals
 Marketing to Staff/Faculty/Administration
Kuder Navigator
Milford High School & Applied Technology Center
Communication & Collaboration
Dual Enrollment
• Reach a broad range of students
• Reach a broad range of curriculum
• Rigor can be achieved
 (Despite AP/Collegeboard’s Marketing campaign)
• All 50 states allow for Dual Enrollment
 Either set in State policy or as locally defined
 Local/State policies may restrict decisions on how
and when programs are offered.
Dual Enrollment Highlights
2 Year
Institutions/College
4 Year
Institutions/University
Geographic Proximity
Higher Acceptance of Credits
Less Intimidation Factor
Perception of Academic Rigor
Options for on & offsite*
Options for on & offsite*
80% College vs. 55% High School Campus*
5 States are Two-year Public Postsecondary Institutions Only**
• Arizona
• Connecticut
• Illinois
• Maryland
• North Carolina
*Edwards, Hughes, Weisberg, 2011
**Education Commission of the States, 2009
Dual Enrollment Highlights
High School Based
College/University Based
Higher Integration/Alignment
Transportation Issues
Greater Student
Access/Flexibility
The College “Experience”
Teachers - HQT, Master’s Level &
Instructional Methods
Professors - Connecting with HS
Students
*Key Considerations for Successful Dual Enrollment Programs
• Postsecondary Authenticity
• Critical Consideration of Context & Parameters
• Flexibility in Programmatic Decisions
• Broad Range of Student Supports
*Edwards, Hughes, Weisberg, 2011
Credits Required for Graduation
NH Department of Education:
•
Art
0.5
•
Info Technologies
0.5
•
English
4.0
•
Math
3.0
•
Physical Science
1.0
•
Biological Science
1.0
•
US/World History
2.5
•
Health Education
0.5
•
Physical Education
1.0
•
Open Electives
6.0
Total = 20 credits
Credits Required for Graduation
Milford High School
Fine Arts
1.0
Applied Technology
1.0
English
4.0
Math
4.0
Science
3.0
Social Studies
3.0
Wellness (Health/PE)
2.0
Career Focus Electives
2.0
Open Electives
6.0
Total = 26
“Program Completers”
•
In most instances students are required to take at least two
levels in the same content area to be considered a program
completer.
•
Under a traditional block schedule some of these programs
can be completed in one academic year:
Accounting I & II
Marketing I & II
Microbiology & Biotechnology
Graphic Design & Screen Print
Business Applications & Entrepreneurship
Programming Fundamentals & JAVA
Video Production 1 & II
Engineering Design and Advanced Engineering Design
Program Completers
• Some technology programs require two full
years to be considered a completer:
Automotive I & II
Culinary Arts I and II
*Through these courses students may also elect
to pursue Running Start credits through local
community colleges.
Additional Program Completer
Options
• The Construction Trades Program and the
Precision Machining Program recommend the
following for successful completion:
1 semester of the level I class and;
2 semesters of the advanced classes
*Both programs offer articulation credits through
local community colleges.
Marketing and Promotion
Students and Parents
• Video tours (on line/school web site/in person)
• Open House for upcoming 8th grade students and
parents.
• Open House to current students and parents
• CTE tours and visits
• CTE Informational Fairs during lunches
• Mailing information to uprising 8th graders.
• Student Service informational visits to middle schools.
• Visibility through clubs (Robotics, FBLA, etc.)
• Summer Exploratory Camps
Marketing and Promotion
Faculty and Staff
Counselor Breakfasts.
Sending school meetings/tours at CTE sites.
Rotating meetings whereby a CTE program
is featured each month, including a
presentation/tour of their specific program.
Hands on presentation by current CTE
students to guidance counselors and
teachers.
Ongoing collaboration and consultation.
Introducing students to CTE
Programs
Each spring eighth grade students are invite to
tour our facilities following their course
selection introductory meetings with guidance
counselors.
•
Tours are in small groups and all students visit all CTE sites.
•
Teachers (of all content areas), school counselors, and
administrators are asked to assist with the tours.
•
Two student representatives (one male and one female) are
selected by their technology instructors to speak to the
specifics of their program.
Exploratory courses designed for
Freshman
The following courses are designated as exploratory
courses. Student may take an introductory course simply as
a way to fulfill their technology credit requirement.
Others may use these classes as a way to gauge their
desire and interest in pursuing higher level courses with the
intent of becoming a completer:
• Computer Studies
• Introduction to Culinary Arts
• Adobe Photoshop
• Introduction to Pre-Engineering
• Introduction to Video Production
• Woodworking Technology
Electronic Media Marketing
Target Audiences
 Students
 Parents
 Faculty/Administration
Each Demographic appealed to strategically
Electronic Media Marketing
Parents, School & Local Community Members
Milford High School & Applied Technology Center
Student Target Audience
Pinkerton Academy - "Discover Yourself with CTE"