Transcript CTE Learning that works for MN
WELCOME!!!
January Mentor/Mentee Webinar
January Mentor/ Mentee Webinar Agenda
• Welcome & Review of Agenda –
Ginny Karbowski, MnSCU
• Announcements –
Kari-Ann Ediger, MDE & Ginny Karbowski, MnSCU
• Overview of Programs of Study & Technical Skill Assessment Initiative –
Ginny Karbowski, MnSCU & Michael Mitchell, MDE
• Review of CTECreditMN.com –
Jean Rakun, Hennepin West Consortium
• Overview of MnProgramsofStudy.org –
Yingfah Thao, MnSCU
• Comments from Local Consortium Leader –
Jes Lipa, Oak Land Perkins Consortium
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Announcements * Target Negotiations
–
Kari-Ann Ediger, MDE
Contact Katie Vaccari at [email protected] or Kari – Ann Ediger at [email protected]
•
Winter Mentor/Mentee Meetings – 9:00 a.m. to 3:00 p.m.
--January 27, 2015 – Normandale Community College --February 27, 2015 – Itasca Community College 3
Creating Secondary/ Postsecondary Programs of Study
Perkins IV & Programs of Study
• Incorporate and align
secondary and postsecondary
education elements
,
• Include academic and CTE content in a
coordinated, non duplicative progression of courses
, • Offer the opportunity, where appropriate, for secondary students to acquire
postsecondary credits
, and • Lead to an
industry-recognized credential or certificate
at the postsecondary level, or an associate or baccalaureate degree.
CAREER & COLLEGE READINESS FOR ALL STUDENTS!!
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Perkins IV & Programs of Study
•
Competency based curricula
tied to industry expectations and skill standards; •
Sequential course offerings
that provide strategic entry and exit points as needed throughout a lifetime —this leads to management completion; “stepping stones” of skill building, high school graduation and postsecondary education •
Flexible course and program formats
convenient for • • learner segments;
Course portability
for seamless progression;
Multiple entry and exit points
workers; align to support continuing education, returning adults, and dislocated • Connections between high school and postsecondary education, skill progression, and career opportunities that
academic credentials with job advancement
in high-skill, high-wage or high demand occupations.
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Minnesota’s response…
Three important changes in the implementation of Perkins Act of 2006 • • • MN changed its definition of a local recipient.
A requirement for the establishment of Programs of Study A new approach to assessing CTE skills Academic (Liberal Arts & Sciences) skills Technical skills Workplace skills
Minnesota only awards Perkins funds to collaborating consortia of secondary and postsecondary schools…no individual local recipients.
Minnesota’s Career Wheel
Minnesota Program of Study
Set of aligned programs and curricula that begin at the high school level and continue through college and university certificate, diploma, and degree programs.
• Career Fields • Career Clusters • Career Pathways
The stakeholders
• Perkins consortia leaders • Local education administrators • Teachers and faculty • Business and industry leaders • State CTE staff • Legislative leaders
The process
• • • • • •
Based on labor market information, identify the HIGH SKILLS, HIGH WAGE, AND/OR HIGH DEMAND OCCUPATIONS in region .
Identify KEY STAKEHOLDERS to be involve by pathway process. Begin the discussion on RECOMMENDED ACADEMIC (or liberal arts & sciences) and CTE COURSES in secondary and postsecondary programs. Identify certificate, diploma, and degreed PROGRAMS AT POSTSECONDARY LEVEL. Involve business & industry reps through advisory committees in a process of VALIDATION OF THE WORK. Use as a GUIDANCE COUNSELING TOOL with students and parents.
MnProgramsofStudy.org
http://www.mnprogramsofstudy.org
Benefits of MnProgramofStudy.org
•
Use MnProgramofStudy.org. . . as a counseling tool
•
for career development instruction
•
for course schedule planning
•
to discuss high school to college/ career options
Technical Skill Assessment Project
www.cte.mnscu.edu/programs/mntsa.html
Implemtation Academic Year
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
79 Career Pathways Addressed in TSA Project
Accounting Law Enforcement Services Network Systems Animal Systems Diagnostic Services Early Childhood Development & Services Teaching/Training (Pre K-3) Engineering & Technology Facility & Mobile Equipment Maintenance Administrative Support Administration and Administrative Support Services Construction Emergency & Fire Management Environmental Services Systems Natural Resource Systems Web & Digital Communications Health Informatics Agribusiness Systems Audio/Video Technology & Film Biotechnology Research & Development Business Information Management Correction Services Counseling & Mental Health Services Family & Community Services Foreign Service Governance Design/Pre-construction General Management Human Resource Management Banking Services Business Finance Consumer Services Food Products & Processing Systems Health Support Services Transportation Systems, Infrastructure Health Safety & Environmental Management Insurance Legal Services Lodging, Travel, & Tourism • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Plant Systems Therapeutic Services Marketing Management, Merchandising Professional Sales Printing Technology Visual Arts/ Foundation Knowledge & Skills Health Informatics Personal Care Services Production Mfg Production Process Development Restaurant Food & Beverage Services Teaching/Training (K-12) Professional Support Services Information Support & Services Journalism & Broadcasting Operations Management Maintenance Installation & Repair Planning Performing Arts Power, Structural, and Technical Systems Public Management & Administrative Planning National Security Revenue & Taxation Security & Protective Services Telecommunications Marketing Communications Marketing Research Programming & Software Development Quality Assurance Recreation, Amusement and Attractions Regulation Sales & Services Securities & Investment Science & Mathematics Telecommunications
Common Core Competencies for Secondary/ Postsecondary Programs in Each Career Pathway
State Approved Technical Skill Assessments by Career Pathway
Minnesota Career Technical Education Data Driven Improvement Professional Development
• CTEDDI provides teachers & faculty professional development to increase their confidence, knowledge and skills in Programs of Study and technical skill assessments.
• CTEDDI will be delivered by facilitators who will also serve as coaches as the educators apply their initial training at their school sites.
Perkins POS Required Elements
Incorporate and align secondary and post secondary education elements
POS Framework Supporting Elements
• • Legislation and policies Partnerships Include academic and CTE content in a coordinated, non-duplicative progression of courses • • • • Course sequences College and career readiness standards Teaching and learning strategies Guidance counseling and academic advisement Offer the opportunity, where appropriate, for secondary students to acquire post-secondary credits • • Credit transfer agreement Professional development Lead to an industry-recognized credential or certificate, Associate or Baccalaureate degree • • Technical skills assessment Accountability and evaluation systems
RIGOROUS PROGRAM OF STUDY COMPONENTS
LEGISLATION & POLICIES ACCOUNTABILITY & EVALUATION SYSTEMS COLLEGE & CAREER READINESS COURSE SEQUENCES PARTNERSHIPS TECHNICAL SKILLS ASSESSMENTS PROFESSIONAL DEVELOPMENT CREDIT TRANSFER AGREEMENTS GUIDANCE COUNSELING & ACADEMICS TEACHING & LEARNING STRATEGIES
Rigorous Program of Study/ State-Approved Programs of Study
RPOS
State-approved Programs of Study
Programs of Study
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Your Role As Consortium Leader – To Do’s – Rigorous Program of Study
Review existing Rigorous Program of Study (POS) on MnProgramsofstudy.org and in your FY15 plan: • Is your Rigorous Program of Study relevant ? • Are you working on at least one of the 10 components of RPOS?
• If possible, begin to align any of the 6 state approved POS to these components.
* Reviewed and approved by state CTE staff during Perkins monitoring visits.
Your Role As Consortium Leader – To Do’s – State-Approved Programs of Study
Review existing state-approved Programs of Study on MnProgramsofstudy.org and in your FY15 plan: • Are your 6 State-Approved Programs of Study still relevant to high schools and colleges?
• Have you implemented Technical Skill Assessments in at least one high school and one college program in your consortium?
* Reviewed and approved by state CTE staff during Perkins monitoring visits.
**Refer to “MDE/MnSCU Position on Implementation of Technical Skill Assessments”
Your Role As Consortium Leader – To Do’s – Programs of Study
Review existing consortium Programs of Study (POS) on MnProgramsofstudy.org: • Are your consortium Programs of Study still relevant to your high school(s) and college programs? • Have you revised them so the website is useful for your schools & colleges?
**Not included in your FY15 plan.
Implementation
CTECreditMN.com
Jean Rakun CTE Director, Wayzata HS Hennepin West Consortium Leader
Implementation
MnProgramsofstudy.org
Yingfah Thao, CTE Communications, Minnesota State Colleges & Universities
Implementation
Local Consortium
• Programs of Study – Mnprogramsofstudy.org
• Technical Skill Assessment Initiative • Rigorous Programs of Study Jes Lipa Principal, STEP & Director -Career & Technical Education, Anoka-Hennepin District #11 & Oakland Consortium
Technical Skill Assessments
Professional Learning Communities & Common Assessments
• Set aside time for professional development to review outcomes, learning targets, & sample assessments and choose the assessment • Ease teachers’ fears
Simplify it!
• Make the procedure for the teachers to be the least amount of work (ordering the assessments, putting in the data, etc.)
Technical Skill Assessments
Prepare the Students Ahead of Time
• Talk to the students prior to assessment – show the students the blueprints!!
• Make the results matter – report results on transcripts, print off certificates, talk about college credit options, etc.
Technical Skill Assessments
What Do I Do with the Results?
• Use Professional Learning Communities • Was it the best assessment?
• Timing in the semester/trimester?
• Analyze the results • Do we teach every area?
• Compare with district, state, nation • What do the cut scores mean?
Next Steps - Discussion
Think about your own local progress in implementing effective Programs of Study • Strengths?
• Needs for improvement?
How can the your state or local CTE leaders assist you in your work on this initiative?
Resources
•
www.cte.mnscu.edu
for webinars & technical assistance in programs of study