Craven Community College and Craven County Schools

1. Craven Community College and Craven County Schools Have a commitment to….

2. Building Relationships Workplace Readiness = +

3. 2010-2011 School Year • Our consortium decided to return to the basics and focus on the relationship piece of our partnership by: • Establishing a CCC/CCS Educational Partnership Committee • Developing a Local Articulation Agreement • Return to Industry Opportunity

4. CCC/CCS Educational Partnership • The goal is to remove the barriers between the two school levels as well as to remove the walls between CTE and core curriculum program areas • Key stakeholders were identified and a quarterly meeting schedule was developed • CCS Individuals included Superintendent, Assistant Superintendent for Instruction, Directors and Coordinators • CCC faculty included President, Vice-President for Academic Affairs, Directors and Department Heads

5. Partnership Quarterly Meetings • The agendas covered everything from the Tech Prep Grant to how CTE and core courses could support and enhance each other • Opportunities to make a connection between the two institutions such as a Craven Expo Day coordinated with CCS students attending or the offering of summer camps and bridge programs • Aligning the two calendars, with built-in meeting dates, to allow the teachers and faulty to have collaboration time

6. Partnership Outgrowths • Establishment of Craven Expo Day on a school day so that high school students could visit the community college • College Faculty being invited as guest speakers in CTE classes • Quarterly meetings between teachers and faculty to help facilitate the student’s transition from high school to the community college

7. Partnership Outgrowths • Summer bridge opportunities: Career Pathways Institute • helps high school students identify and analyze career possibilities related to individual and educational interests, skills, and abilities and develop college success skills

8. Developing Local Articulation Agreement • The second prong of our relationship building process was to develop a local articulation between CCC and CCS • Teachers and faculty devoted a day to learning about each other’s program areas • Syllabus and SCOS of studies were carefully explored • Agreement was reached on what courses were aligned

9. Developing Local Articulation Agreement • Teachers and faculty laid the foundation for faculty to visit the high schools and students to tour the community college • The framework for a crosswalk was developed • Quarterly meetings were scheduled

10. Developing Local Articulation Agreement • Both groups learned to appreciate the challenges each face • Brainstorming of how to build stronger foundation skills in reading, writing, and math • Appreciation for what it takes to facilitate the transition from high school to higher education

11. Return to Industry Opportunity • As a natural outgrowth from the articulation agreement, the faculties discovered a need to experience what the ultimate goal of the student was—successful and rewarding employment which became the third prong of our relationship piece • Thus, we began stage one of the Return to Industry Opportunity

12. Return to Industry—Stage 1 • Teachers from all high schools and in all program areas were invited to spend two days shadowing a business/industry in their program area • Teachers were to experience the career goals of their students to help better understand how to relate their curriculum to employment needs • Teachers were part of stage 1 to allow them to build a stronger foundation of the connection between the community college and the work place

13. Return to Industry—Future Stages • Teachers will report out to their program areas in county-wide PLCs. • Teachers will use information learned to aid in discussions with college faculty in future meetings • Community college faculty will participate in future Return to Industry initiatives in conjunction with teachers to help design the crosswalk from education to work and life-long learning