Educating for Careers 2014

Educating for Careers 2014 21st Century Skills: An Overview and Roundtable Discussion of Transformative Change March 3, 2014 David Militzer

New Policies, New Resources Common Core and More: 21st Century Skills and Career Readiness

Achieving Moral Purpose Why Education? Why Are We Educators?

Take a Deep Breath “We are operating on the edge of chaos…where rationally constructed reform strategies do not work.” Michael Fullan, Change Forces, The Sequel, 1999, 2000

Since Publication of A Nation At Risk (1983) • These have been main drivers affecting school reform: • Higher Standards • Higher Expectations (for students, schools, and increasingly teachers) • Higher Accountability (with negative motivators) • Narrowing of the Curricula • Focusing on evaluation of Teachers linked to high stakes Testing • Parent Choice – Charter and Home Schooling • College Ready for all • Budget cuts • .

State Programs Eliminated* Under New Funding System Grade 7 – 12 Counseling, Gifted and Talented Education, Civic Education, Economic Impact Aid, High School Class Size Reduction, Principal Training, Professional Development Block Grant, School and Library Block Grant, Professional Development for Math and English, School Safety, Student Councils, Summer School Programs, Teacher Credentialing Block Grant, AVID, et. al. CTE funding (Ag Incentive Grants, Regional Occupational Centers and Programs): funding held harmless for two years (2013 – 2015), then included in Local Control Funding Formula. *Dept. of Finance

Student Outcomes 100 Students Start 9th grade: • 51 are on a “college prep” track • 75 graduate from high school • 51 enter college • 38 need remediation • 26 graduate college College Completion Toolkit U. S. Department of Education, March 2011

Have We Been using the Right “Drivers” for Education Reform ?

Effectiveness of CTE Research has clearly indicated that CTE is a critical component of a broad and deep school curriculum that addresses career and college readiness. CTE proven models for assisting LEAs in offering programs and curricula consistent with the Common Core, Local Control Funding Formula and Local Control Accountability Plan. It provides relevance and real world content for academic studies while promoting teamwork and cooperative learning. It builds student, teacher, counselor, parent, business, and community engagement. And it encourages students to see a high school diploma and readiness for college or other postsecondary study as a foundation for the future rather than an end in and of itself. It is popular with elected officials, parents, business, and knowledgeable educators. . .

No wonder CTE is so widely and enthusiastically supported by students, parents, businesses, and elected officials.

Using Effective Policies to “Drive” Reform Good Drivers vs. Bad Drivers • Capacity Building vs. Accountability • Group Work vs. Individual Quality • Instruction/Pedagogy vs. Technology • Systems Solution vs. Fragmented Strategies Michael Fullan

Good Drivers • Cause Whole System Improvement • Are Measureable in Practice and Results • Clear Case Can Be Made Michael Fullan

Life is how you frame it Sign in the window of a boutique frame shop behind CDE What is our framework? What are our “frames”? What are helpful new “frames” and“frameworks”

Mission StatementPartnership for 21st Century Skills Serve as a catalyst to position 21st Century Skills at the center of U.S. K-12 education by building collaborative partnerships among education, business, community and government leaders.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century The National Academies Press, 2012

19th, 20th, and 21st Century Frameworks • Text book driven vs. Research Driven • Passive Learning vs. Active Learning • Teacher Centered vs. Student Centered • Fragmented Curriculum vs. Integrated curriculum • Discipline Problems vs. Students & teachers are co-learners, students are highly motivates • Teacher is Judge vs. Self, peer, other assessments • Driven by NCLB vs. Driven by exploration, creativity, and 21st century skills. • Factory Model vs 21st Century Model Taken from P. Olivia and W. Gordon, Developing the Curriculum, Pearson Publishing, 2013, page 251

Marin County • New Playing Field ─ New thinking • Develop Regional Plan with the essential components to meet requirements of LCFF • Applying CTE Standards and Expertise for Common Core Implementation • County-wide efforts to develop “Good Drivers” • Address challenges and opportunities associated with 21st century student outcomes, common core, and deeper learning with Personalized Learning Plans for all students • Use CTE Consortium to piece our Regional Plan together with all stakeholders

Orange County • Leadership of Orange County Office of Education • 21st Century Learning Network • The Three Domains and the 5 C’s Interpersonal ─ Communication, Collaboration Intrapersonal ─ Character Cognitive ─ Critical thinking, Creativity • Extensive Professional Development and links to P21 • Anaheim Union High School District’s 21st Century Skills Resolution, 2011 • Savannah High School named “Partnership for 21st Century Skills Exemplar”, July 2013 • Student Leadership Campaign for 21st Century Skills

Sonoma County • Sonoma County’s 4 Priorities: Common Core, 21st Century Learning, CTE, and Data and Assessment • Career and Education Planning For All Students (goal) • Personalized Learning Plans and Tech Support CalCRN – free resources • Focus on building effective collaboration – Cradle to Career; I.E. Sonoma (“Collective Impact”) • CTE, “Maker Movement”, and Middle Grades Transtition

Essential Components of K-12 Schools • The Instructional/Pedagogical Component (direct facilitation of learning, primarily measured by academic achievement) • The Organizational Component (governance, budgets, management, planning, environment and facilities) • Enabling or Learning Supports Component (building on learner assets, personalized learning, addressing barriers to learning, often aimed at intrapersonal and interpersonal domains) Adopted from UCLA’s Center for Mental Health in Schools

Current K-12 Reform Efforts • Common Core State Standards • Local Control Funding Formula • Local Control Accountability Plan • Smarter Balance Assessments • Next Generation Science Standards • English Language Development Standards • New API Measures • Career and College Readiness for All • CTE?

LCFF/LCAP State Priorities • Conditions of Learning • Implementation of standards, course access, county coordination of expelled students, foster youth. B. Pupil Outcomes • Achievement: standardized tests, school API, pupils college and career ready, EL Learners who become proficient, EL reclassification rate, % who pass AP exams with 3 or higher, % deemed college ready by Early Assessment Program • Other pupil outcomes in subject areas

LCFF/LCAP State Priorities • Engagement • Parent Involvement: in decision-making, promotion of Pupil Engagement, School Climate: suspension rate, expulsion rate, surveys of pupils, parents and teachers on sense of safety and school connectedness. • Pupil Engagement: School attendance rates, chronic absenteeism rates, middle school and high school dropout and graduation rates. and Optional Local Priorities

BREAK Time Check and Vote Change Process Round Table Discussion Additional Information on Career Development, Resources, Policies and Practice, or ?

Change Process “We are operating on the edge of chaos…where rationally constructed reform strategies do not work.” Michael Fullan, Change Forces, The Sequel, 1999, 2000

Change Process “If you don’t like the future, create a different one!”

Change Process • What is it? • What can and can’t be anticipated? • Who is involved? • How is it Guided • How is Change Capacity developed?

Change Process • Chaos theory • Uncertainty about the Future • Evolutionary Forces

Common Core and More • California Career Pathways Program • Career Development • Career Readiness – Defined and Measured • Career Technical Education (CTE) • CTE Program Models

Career Readiness Learning Continuum 33

Standards forCareer Ready Practice • Increase in complexity and expectation as student advance through a program of study • Are taught and reinforced in all career exploration or career preparation programs, or integrated into core curriculum • For ALL students, not just CTE students

Standards forCareer Ready Practice • Adapted from the National Career Technical Common Core • Align with Skills for the 21st Century • Describe the fundamental knowledge and skills needed to be ready for careers AND college • Adapted from the National Common Career Technical Core • Not exclusive to a career pathway, CTE program of study, a particular discipline, or grade level

Standards for Career Ready Practice • Apply appropriate technical skills and academic knowledge • Communicate clearly, effectively, and with reason • Develop an education and career plan aligned to personal goals • Apply technology to enhance productivity • Utilize critical thinking to make sense of problems and persevere in solving them • Practice personal health and understand financial literacy

Standards forCareer Ready Practice (continued) • Act as a responsible citizen in the workplace and the community • Model integrity, ethical leadership, and effective management • Work productively in teams while using cultural/global competence • Demonstrate creativity and innovation • Employ valid and reliable research strategies • Understand the environmental, social, and economic impacts of decisions

CTE Standards forCareer Ready Practice • Adapted from the National Career Technical Common Core • Align with Skills for the 21st Century • Describe the fundamental knowledge and skills needed to be ready for careers AND college • Adapted from the National Common Career Technical Core • Not exclusive to a career pathway, CTE program of study, a particular discipline, or grade level http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

Career-ready individuals take personal ownership of their own educational and career goals and manage their individual plan to attain these goals. They recognize the value of each step in the educational and experiential process, and that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever changing work environment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans. Standards for Career Ready Practice Example 3. Develop an education and career plan aligned to personal goals.

Personalized Learning and Individual Learning Plans/Student Learning Plans When Implemented Well……. • Addresses Career, Postsecondary, and Life Goals • Informed by Career and Self Exploration prior to High School • Motivates all students to “own their own learning” • Can increase engagement of students, teachers, support personnel, parents, and community when implemented well • Positive impact on school climate • Improve academic performance, attendance, graduation rates • Optional modes of delivery: extra-curricular, class-based, “advisory”/school counselor

California Career Pathways Program • Funding Period: July 2014 – June 2018 • Funding Available: $250 million • Can be used for CTE Pathways and Address Career Readiness for All

California Career Pathways Program Grants shall be available for K-14 career pathways programs that address any or all of the following goals: • Fund specialists to…establish or enhance locally defined career pathway programs connecting education and business. • Establish regional collaboratives…and partnerships with business entities, community organizations, and postsecondary education. • Develop and integrate standards-based academics with career curriculum following industry-based pathways aligned with growing economic sectors.

California Career Pathways Program 4. Provide articulated pathways to postsecondary education aligned with regional economies. • Leverage or build on any of the following: • Perkins, CPAs, ROCPs, etc. • Matching resources • The California Community Colleges Economic and Workforce Development Program and its sector strategies and deputy sector navigators • Participation in the local California community Colleges Skills Panel. *******

California Career Resource Network (CalCRN) Mostly free resources available from the CDE through the CalCRN homepage at www.californiacareers.info, including: The California Career Center with career and college planning resources The California Career Zone, a web-based career exploration system The California Career Planning Guide, a hard copy resource for student development of a personal career action plan Find and Get the Right Job student guide, covers the basic steps in finding work Succeed at Work student guide, helps transition to working and retaining employment Career Surfer, mobile application available through iTunes and Google Play

Career Readiness Delivery Models:The “How” • California Partnership Academies • Career Academies • Career Pathways • Linked Learning Pathways • Magnet Schools • NAF Academy • Regional Occupational Centers/Programs • Smaller Learning Communities • STEM or STEAM Academies

David Militzer Education Programs Consultant Partnership for 21st Century Skills High School Innovations and Initiatives Office Career and College Transitions Division Instruction and Learning Support Branch California Department of Education 916 323-5146 E-mail: dmilitzer@cde.ca.gov

Educating for Careers 2014