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CTE Course Sequences for a Coordinated Program of Study

CTE Course Sequences for a Coordinated Program of Study. Erin Fender Career Academy Support Network UC Berkeley. The plan for this session. Introduction to Programs of Study (POS) Developing the CTE sequence in a Program of Study (POS) Examples of CTE Course Sequences Q & A.

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CTE Course Sequences for a Coordinated Program of Study

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  1. CTE Course Sequences for a Coordinated Program of Study Erin Fender Career Academy Support Network UC Berkeley

  2. The plan for this session • Introduction to Programs of Study (POS) • Developing the CTE sequence in a Program of Study (POS) • Examples of CTE Course Sequences • Q & A

  3. Who is in the Room? Name Role Needs for today

  4. A document that outlines a series of courses that incorporates and aligns high school and postsecondary Integrates academic and career technical content in a coordinated progression of non-duplicative courses in an industry sector Offers opportunity for HS students to acquire postsecondary credits Leads to an industry recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Program of Study

  5. What is a Program of Study for a Career Academy? Everything on the last slide AND Integrates academic and technical curriculum through interdisciplinary projects and work-based learning Provides support services necessary to ensure all students are successful Includes strong and sustained partnerships with business, community and other stakeholders Incorporates career guidance and mentoring opportunities

  6. What career opportunities will exist for students? For students who think they want to enter the workforce directly out of high school? For students who want to attend a short-term training program? For students who want to go to a community college? For students who want to go a 4-year school? Exactly what postsecondary programs will students matriculate to? What type of credentials and/or certificates can students earn both in high school and beyond? Start with the end in mind

  7. California’s Industry Sectors

  8. Crossover between sectors more common Examples • Agriculture and Manufacturing • Arts, Media & Entertainment and Info Tech • Green Technology • Natural Resource Management • Manufacturing & Product Development • Engineering & Design • Energy & Utilities

  9. What you don’t want to do? Build a Program of Study • Around one great teacher • Based on current staff and training • Based on current facilities • Based on current local employer whims

  10. Who decides what the POS will be? A Committee Post-secondary representatives CTE teachers Academic teachers College and Career Center and/or Work-based Learning representative(s) Counselors Industry representatives with a broad view Site and possibly District Administrator(s) Career and Technical Student Organization (CSTO) representative

  11. www.californiahosa.org - Health Occupations • www.tsaweb.org - Technology • www.fbla-pbl.org - Business • www.ffa.org - Agriculture • www.cadeca.org - Marketing, Management, & Entrepreneurship • http://www.hect.org/fhahero - Hospitality, Consumer & Family Services (Home Economics) • http://www.skillsusaca.org - Industrial/Trade/Tech Student Organizations

  12. When creating your POS or to stay current Consider setting up Teacher Externships for all the prospective teachers both CTE and academic A way to make connections in the industry May lead recruitment of guest speakers, advisory boards members or visiting instructors

  13. What will the POS committee do? Identify or develop the non-duplicative sequence of both the CTE and academic courses at secondary & postsecondary levels using the current state and nationals standards Develop dual credit and/or articulation agreements Decide how to integrate college and career guidance in the POS Decide how to integrate 21st century skills in the POS

  14. http://casn.berkeley.edu

  15. www.statewidecareerpathways.org

  16. Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects Mathematics Coming Soon – Next Generation Science Standards

  17. Under Revision

  18. Grade 9 and/or Grade 10 • Objectives – Explore the Career Pathway Options (Kuder, Career Cruising) • Set the foundation in both skills and knowledge that lead to range of opportunities in the field/industry (know & do) • Expose students to a postsecondary options (field trips) • Provide information about range of jobs and related training (job shadows, workplace visits) • Provide role models for students (guest speakers)

  19. Grade 11 • Continue Career Exploration (job shadows, workplace visits) • Deepen industry knowledge and skills • Mentorships & Guest Speakers • Develop career focus • Determine postsecondary plans

  20. Grade 12 • Internship(s) • Student-directed projects • Dual enrollment/ articulation

  21. Sample CTE Sequences

  22. http://casn.berkeley.edu

  23. http://casn.berkeley.edu

  24. www.careertech.org

  25. Examples of Staff Development to Promote Effective POS Teacher Externships Project-Based Learning training and follow up time to plan and improve PBL curriculum Regular conversations b/t academic, CTE and industry representatives Use of technology to improve sharing of content (ex. curriculum mapping)

  26. ThePrograms of Study process is never finished. Courses, requirements, industry standards and expectations are constantly changing; so must your Program of Study. Conclusion

  27. Q & A

  28. Thank you Erin Fender - efender@berkeley.edu http://casn.berkeley.edu

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