Transcript Do to Classroom to Do with Classroom

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CAREER AND TECHNICAL EDUCATION: RIGOROUS
AND RELEVANT EDUCATION FOR COLLEGE AND
CAREER READINESS
Carol Zygo and Tim Ott
CTE Technical Assistance Center of NY
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Agenda
• About the CTE Technical Assistance
Center
• New Global Reality
• Vocational v. CTE
• College for All?
• Rigor and Relevance
• Engagement Dividend
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CTE TAC
Background & Purpose
State Contract to assist SED in carrying out
its mission of improving the quality, access,
and delivery of CTE through research-based
methods and strategies resulting in broader
CTE opportunities for all students.
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Background & Purpose
State Contract
• Federally Funded (Carl Perkins)
• Targeted funds for state support
• 3 years - began in January 2011
• 2 year contract extension possible with
successful performance
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CTE TAC Work Plan
1.
Improve CTE data collection to create an accurate picture of
career and technical education program performance
2.
Assist schools in the integration of the new national common
core academic standards with CTE.
3.
Expand CTE program approvals.
4.
Use best practices in CTE for high school improvement.
5.
Expand CTE programs and student leadership participation
6.
Build relationships and networks to strengthen CTE.
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Our Focus
• Define a new vision for secondary
education based on a convergence of CTE
and Academics
• Help CTE identify & strengthen the
academic links
• Provide tools and strategies to facilitate
Integration CCSS
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Why – What - How
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The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher Evaluation Based on Student
Performance
• Prepare Students for the World Beyond
School
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The primary aim of education is
not to enable students to do well
in school, but to help them do well
in the lives they lead outside of
school.
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The Transition of Vocational Education
To
Career and Technical Education
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1970’s
Vocational Education
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Academic Education
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1980’s
Occupational Education
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Academic Education
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2000
Career and Technical Education
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Academic Education
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2014
Applied Academics
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Academic Education
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Vocational Education vs CTE
• CTE
• VOCATIONAL
 Learning to do
 Job specific skills in the skilled






trades
Prep for lifetime employment
A non college track
Apart from academics
Credentialed by Diploma
Text and manual based
information
Trade and Technical High
Schools
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 Doing to learn
 Specific and job “intelligence”






skills
Prep for employment based on
skills and projects
College and Career ready
Convergence with academics
Credentialed by Diploma and
Certification
Digitally based information
All schools and all students
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1970’s
Career
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College
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2014
College & Career
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Why - What – How
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A Recommendation:
Pathways to Prosperity
William Symonds Harvard University
http://www.gse.harvard.edu/news_events/featur
es/2011/Pathways_to_Prosperity_Feb2011.pdf
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College for All does not mean everyone needs a B.A. Even in this
decade most jobs do not require a B.A.
Source: March CPS data, various years; Center on Education and the Workforce
Forecast of Educational Demand to 2018.
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In the fast-growing healthcare sector, over 78% of jobs require
less than a B.A.
Source: Health Careers Futures/Jewish Healthcare Foundation, Health Careers Pathways Study (2008)
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What are the Trends in New York?
By 2018, New York is expected to have 9.7 million
jobs:
• 63% OF THESE JOBS WILL REQUIRE PSE
• SOME 36% WILL REQUIRE A 4-YEAR DEGREE OR
HIGHER
• BUT 27% WILL REQUIRE AN AA DEGREE OR SOME
COLLEGE
• AND 37% WILL REQUIRE A HS DEGREE OR LESS
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Engagement Crisis
• Lack of meaningful exposure to career
experiences to begin developing personal
career aspirations;
• Core academic classes that are highly
abstracted and devoid of engagement and
relevance;
• Lack hope for future after high school.
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“College and Career Ready”
--the new vernacular regarding
high school graduation
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 National Governors Association Center for Best
Practices (NGA Center)
 Council of Chief State School Officers (CCSSO)
Achieve
 ACT
 and the College Board
“common core of standards that are internationally
benchmarked, aligned with work and post-secondary
education expectations, and inclusive of the higher
order skills that students need…”
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Janet B. Bray, Executive Director of the Association for Career and
Technical Education stated,
“…We are pleased that both college
and career readiness have been
considered as the standards were
developed and view this work as
foundational in the effort to address
the full range of academic, employability and technical skills that
students need to be successful.”
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What is college and career ready?
To become college and career ready, students in
New York should have preparation in three major
skill areas: core academic skills, employability
skills, and at least some technical, job specific
skills allowing them to seamlessly transition to an
entry level position and/or a post-secondary
credentialing program (apprenticeship, licensure,
community or 4-year college).
•
,
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What is college and career ready?
In order to make this happen students should:
• possess the specific academic skills appropriate for and
foundational to the career they wish to pursue,
• be able to apply academic skills to situations in the
increasingly sophisticated workplace and society
• develop individual college and career plans with academic
core requirements and course choices appropriate to their
plans.
• explore and understand the academic and skill requirements
for their selected career cluster.
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Even with high demand for qualified workers, many of
our college graduates are unable to find work
commensurate with their education. What is wrong
with this picture?
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“The future U.S. workforce is here—and it is woefully illprepared for the demands of today’s (and tomorrow’s)
workplace.”
Study by The Conference Board, Corporate Voices for Working Families, Partnership for 21st
Century Skills, and the Society for Human Resource Management
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Surveyed over 400 employers across the United State
Articulate the skill sets that recently hired entrants need
to succeed in the workplace.
Among the most important skills cited by employers:
• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration and
• Critical Thinking/Problem Solving
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The results of this study leave little doubt that improvements
are needed in the readiness of new workforce entrants,
High School Graduates are:
• “Deficient” in the basic knowledge and skills of Writing in English,
Mathematics, and Reading Comprehension,
• “Deficient” in Written Communications and Critical Thinking/Problem
Solving, both of which may be dependent on basic knowledge and
skills,
• “Deficient” in Professionalism/Work Ethic, and
• “Adequate” in three “very important” applied skills: Information
Technology Application, Diversity, and Teamwork/Collaboration.
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College for All?
College
• Community College
• Bachelors Programs
• Technical School
Other Options
•
•
•
•
Apprenticeships
Corporate Training
Military
Certificate programs
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College Completion in NYS
• 23% who enter complete community college in 3
years (2004 Cohort)
• Only 61% entered the second semester
• 34% who enter community college complete in 10
years (1997 Cohort)
• 58 % who enter a four year college complete
bachelors degree programs in 6 years
NYSED and the College Board
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“College for all” might be the mantra, but the hard reality is
that fewer than one in three young people achieve the dream
 The underlying assumption has been that an academic,
classroom-based approach is capable of preparing nearly
all adolescents and young adults for success in the 21st
century
 But after 20 years of effort, and billions of dollars the time
has come for an honest assessment.
 Marginal gains in the bottom line measure of successcollege completion. We have still been unable to get more
than 30 percent of young adults to earn a bachelor’s
degree by their mid-20s.
The College Completion Agenda-Pathways to Prosperity
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Value of a Post Secondary Diploma
Georgetown Center in Pathways to Prosperity
Middle Skill with Certificates
•
•
•
•
•
•
•
•
Plumber
Electrician
Construction Manager
Dental Hygienist
Paralegal
Policy Officer
Licensed Practical Nurse
others
Compensation
• Premium over High School
diploma
• Pay more than many jobs held by
BA graduates
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Only 30% of young adults earn a bachelors degree by their mid20’s
27% of those with post secondary licenses or certificates credentials short of an associate’s degree – earn more than an
average bachelors degree recipient
By 2018 there will be 8 million openings in blue collar fields and
2.7 million will require a post secondary credential. This type of
education-as opposed to a BA-is a ticket to a well-paying job
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Why
- What - How
 Rigor
 Relevance
 Relationships
 All Students
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Relevance Makes Rigor Possible
for Most Students
• Engagement Crisis -when students speak of boredom they refer to the
lack of engagement in class and lack of connection between what is
presented and how it applies to their life or future
• The Silent Epidemic -high school dropouts reported that the most
frequent reason for leaving school was that classes were not interesting.
– 40 percent of high-school students were bored in school because the
curriculum was not relevant to the real world.
– Just 26 percent thought that high school provided skills necessary for
work after graduation.
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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning
to life and work
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Application Model
1.
2.
3.
4.
Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real-world predictable
situations
5. Application to real-world unpredictable
situations
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Rigor/Relevance Framework
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Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
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3
4
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Rigor/Relevance Framework
D
C
R
I
G
O
R
High
Student
Think
B
A
Low
Teacher
Work
Low
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Student
Think & Work
Student
Work
RELEVANCE
High
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Rigor/Relevance Framework
Problems
K
N
O
W
L
E
D
G
E
D
C
Projects
Activities
B
A
APPLI CATI O N
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Common Core State Standards
ELA - Six Shifts in Learning
1.
2.
3.
4.
5.
6.
Increase in Nonfiction Texts
Content Area Literacy
Increase Text Complexity
Text-Based Answers
Focus on Writing Arguments
Academic Vocabulary
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Increase in
Nonfiction Texts
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Content Area
Literacy
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Increase Text
Complexity
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CTE Engagement Dividend
Student Outcomes improve when CTE
programs use a robust integrated
curriculum aligning core academics and
Career and Technical Education
National Education Longitudinal Study and ConnectEd: California Center
for College and Career
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Priorities for CTE
• Get to know the Common Core State Standards and
State Learning Standards.
• Review your own curriculum.
• Scan standards and your curriculum for obvious links.
• Review student-level data.
• Gather feedback from stakeholders.
• Determine which standards fit best into your curriculum.
• Create curriculum maps, crosswalks, and lesson plans.
• Teach the integrated lessons.
• Evaluate the lessons and revise as necessary.
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Why – What -
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HOW
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Web Site Resources
• Reading in the Content Area
• Rigorous and Relevant Instruction
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Increasing Rigor/Relevance
High
R
I
G
O
R
Low
C
D
A
B
Low
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RELEVANCE
High
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NYS Program Approval Process
• Self Study
• External Review
• Board of Education Approval
• NYS Education Department Review
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CTE Program Approval Process
•
•
•
•
Assures quality technical and academic curriculum
Evidence of postsecondary articulation agreements
Work-based learning opportunities
Established partnerships with local business and
industry
• Certification of individual programs; Re-certification
every five years
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CTE Approved Programs Examples
BOCES vs. LEAs
• BOCES
• Multiple applications
each year
• Use of integrated and
specialized course
credit
• Use of collaborative
teaching model
• Majority of programs
approved
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• LEAs
• Few applications each
year
• Minimal use of
integrated and
specialized course
credit
• Majority of programs
have not been
approved
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Web Site Resources
• Aligning CTE with CCSS
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CTE Educators Need to Know
• What are the Common Core State Standards that are
most relevant to my program area and are most
applicable to my students?
• How can I create integrated lessons that meet these
standards?
• How can I increase the rigor and relevance of lessons
and student assessments?
• How can I build a relationship with academic teachers
that will also help my students?
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CTE Next Navigator
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Thank You!
And remember to visit
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