Transcript Rethinking Workforce Preparation in the 21st Century: A

Edward A. Shafer, Director, CTE Technical Assistance
Center of New York, [email protected]
A Little Background
What the United States has been!
 Leading economy in the world
 Propelled by:
 High Quality K-12 and Post Secondary Education
 Innovation
 Competitive Character of Capitalism
 Thrived by Setting Standards and Pace for the World
Economy
Vocational Education vs CTE
VOCATIONAL
 Learning to do
 Job specific skills in the
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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, and Centers
CTE
 Doing to learn
 Specific and job “intelligence”
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skills (21st Century 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
Not a New Label for an Old System
 Career and Technical Education is:
 Adapted to meet the dynamic demands of the Global Economy
 Prepares students for a wide variety of careers (Bio-medical,
renewable energy, nanotechnology, engineering, logistics,
information technology)
 Reflects the modern workplace
 Rigorous academic and technical standards
 Critical workplace “Intelligence” or 21st Century skills
Prepare CTE Students to Succeed in
College and Further Education
 Personalized learning plan for each student on how to
achieve their education and career goals
 Achieve career and college ready standards embodied in
the National Common Core State Standards and National
Career Clusters Essential Knowledge and Skills Statements
CONVERGENCE
 Performance based and student centered programs
 Use of rigorous national technical assessments resulting in
a recognized and portable credential
Convergence
The blending of academic and CTE content and instructional design and
delivery to create a new contextual way of learning
 Integrated academics aligned to the NCCSS in CTE
 Application of student engagement strategies used in CTE in academic
disciplines
 Balance across all instruction of informational and literature text at 70% to
30 % in across the school
 Engagement of students in all disciplines in text complexity consistent with
that which they will encounter in entry level work, college , the military and
life
 Embedded numeracy standards across the school
Rigor/Relevance Framework
6
Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
2
3
4
5
Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning
to life and work
Rigor/Relevance Framework
D
C
R
I
G
O
R
High
Student
Think
A
Low
Teacher
Work
Student
Think &
Work
B
Student
Work
Low
High
RELEVANCE
The Big Five
1.
National Common Core State Standards
2. Next Generation Assessments
3. Changes in Graduation Requirements
4. New York State Teacher and Principal Performance
Assessment
5. Shifting Policy Discussion
Common Core State Standards
 Fewer
 Clearer
 Higher
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Rigorous
Clear and specific
Teachable and learnable
Measurable
Coherent
Grade by grade standards
Internationally benchmarked
Everyone is a Literacy Teacher
 P-12 English Language Arts and Literacy
 Appendix A, English Language Arts and Literacy for
History/Social Studies, Science and Technical Subjects
 Appendix B, Text Exemplars and student performance
tasks
 Appendix C, Samples of Students Writing
Everyone is a Numeracy Teacher
 Recapitulation of Han’s Point
 Call on students to practice applying mathematical ways of
thinking to real world issues and challenges
 Require students to develop a depth of understanding and ability
to apply mathematics to novel situations, as college students and
employees regularly are called to do
 Emphasize mathematical modeling, the use of mathematics and
statistics to analyze empirical situations, understand them
better, and improve decisions
Next Generation Assessments
PARCC-Partnership for Assessment of Readiness for College
and Careers
Next-Generation Common Assessment Systems Will:
 Measure students’ mastery of Common Core State Standards
 Provide a common measure of college and career readiness
 Include a range of item types that allow for the assessment of higher-
order skills
 Leverage new technologies in assessment and reporting to get
actionable student data to educators and parents in real time
 Mitigate challenges associated with student mobility by ensuring
students will have the same expectations wherever they live
Next Generation Assessments
Fewer Multiple Choice
Constructed Response
Extended Response
Performance Assessments
Changes in Graduation Requirements?
 What
is College and Career Ready?
 What is the content?
 What are the delivery models
(seat time,
integrated, online)?
 What are the assessments and student choices
(demonstration and mix)?
 Standards for performance-Aspiration levels?

How to address the focus on STEM
Teacher Leader Evaluation Based on
Student Achievement
 Standard assessment of student performance to
determine “value added”
 Academics?
 Technical?
 What are the models, tools and measures?
 What are the pedagogic rubrics to be use to assess
teacher classroom performance?
 What is the role of your organization in the policy
discussion?
More tomorrow on this.
The shifting policy discussion
The old discussion
The new discussion
 College or Career Ready
 College and Career Ready
 Mandates
 Seat Time Requirements
 Explain the Value
 Contribution to AYP and
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 Local Program Design and
Technical Standards
 Antidotal Student Success
Stories
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Graduation Rates
New models of delivery and
assessment
Academic Convergence and
meeting the Aspiration
Standards
Technical Assessment based on
national Standards
Hard Data on Student Success
Are You Ready?
 What assets do your members have to address these
challenges?
 What resources will they need?
 What is the potential of CTE Professional
Organizations to engage in the new policy
discussions?
Where is the time
going to come
from?
With thanks to Tim