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Scaling Career Pathways in Oregon: A practitioner’s Perspective

Scaling Career Pathways in Oregon: A practitioner’s Perspective. National Council for Workforce Education October 22, 2012. What’s a CAREER PATHWAY?.

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Scaling Career Pathways in Oregon: A practitioner’s Perspective

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  1. Scaling Career Pathways in Oregon: A practitioner’s Perspective National Council for Workforce Education October 22, 2012

  2. What’s a CAREER PATHWAY? A career pathway is a series of connected education and training programs and student support services that enable individuals to secure a job or advance in a demand industry or occupation. Career Pathways focus on easing and facilitating student transition from high school to community college; from pre-college (ABE/GED/ESL) to credit postsecondary; from community college to university and/or employment.

  3. Why Career Pathways? Oregon’s Career Pathway Initiative was launched in 2004 recognizing that a wide range of workers enter the workforce in different ways and with different needs, and that Oregon needs more trained workers for middle-skill occupations---jobs that require more than a high school diploma but less than a four-year degree.

  4. OREGON’S CAREER PATHWAY INITIATIVE GOALS • Increase the number of Oregonians with certificates, credentials, and degrees. • Ease and facilitate students’ transition across the education continuum and to employment.

  5. Oregon Structure • 17 independent community colleges • Community colleges governed by local boards of directors • Adults Basic Skills taught in the community colleges • State governance: State Board of Education • Current education governance structure in transition • Tradition of Presidents, Instruction Deans, Student Services, Institutional Researchers, Distance Education, etc. meeting quarterly.

  6. SCALING CAREER PATHWAYS in OREGon • Today’s presentation focused on telling the story of “scaling” Career Pathways in Oregon from three practitioner perspectives: • Mimi Maduro = statewide story • Dawn DeWolf = large college story • Serena St. Clair = small college story

  7. SYSTEMS Change • Interdependence of all the parts • Purposefulness in context • Emergence • Self-assessment (feedback) • Self-adjustment

  8. “ACHIEVING THE DREAM” DEFINITION OF SCALING • Practice has an impact on the majority of defined populations and there are measureable improvements or expected outcomes that can be documented; • Practice has become “business as usual” or has been “institutionalized”; • College processes are modified to support the program or service • Institutional resources and policies are aligned in support of the practice

  9. Three Stories TOLD in STAGES • STAGE 1: Building critical mass and shared understanding • STAGE 2: Building capacity, quality, and infrastructure • STAGE 3: Engaged in sustaining and institutionalizing Career Pathways collegewide

  10. TELLING THE STORY FROM MULTIPLE DIMENSIONS • Leadership • Leveraged Resources • Certificates & Roadmaps • Articulation with High Schools • Articulation with Universities • Acceleration for Adult Basic Skill students • Connection with Student Services • Connection with Workforce Partners • Employer Engagement • Data & Research

  11. STATE of OREGON

  12. Lane COMMUNITY COLLEGE Eugene, OREGON

  13. RoGUE COMMUNITY COLLEGEMEDFORD, OREGon

  14. Thank you! Mimi Maduro Dept. of Community Colleges & Workforce Development mmaduro@cgcc.cc.or.us 541-506-6105 Dawn DeWolf Lane Community College dewolfd@lanecc.edu 541-463-5515 Serena St. Clair sstclair@roguecc.edu 541-245-7864 www.oregonpathways.org http://oregon.ctepathways.org (open source licensing available here) www.MyPathCareers.org/cp

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