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Career Cluster Grids Train the Trainer Presentation

Career Cluster Grids Train the Trainer Presentation. PART 1. What are Career Clusters?. Career Clusters: Focusing Education on the Future. Michigan’s Career Clusters Initiative. Workforce Development and Education System Benefits.

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Career Cluster Grids Train the Trainer Presentation

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  1. Career Cluster Grids Train the Trainer Presentation

  2. PART 1 What are Career Clusters?

  3. Career Clusters:Focusing Education on the Future Michigan’s Career Clusters Initiative

  4. Workforce Developmentand EducationSystemBenefits • Provide a common theme for communication from state to state • Enhance academic achievement • Provides basic benchmarks for current Career and Technical Education programs • Prepare students for entry into college/university and the workplace

  5. Student and Community Benefits • Help develop workplace, academic and technical skills • Build links to future training, college, and the workplace • Add relevance to the high school curriculum

  6. A Career Cluster represents agrouping of occupationsand broadindustries based on commonalities.

  7. Agriculture, Food & Natural Resources Architecture & Construction Arts, Audio/Video Technology & Communications Business, Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety & Security Manufacturing Marketing, Sales & Service Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics The Sixteen National Career Clusters

  8. PART 2 Michigan Initiatives

  9. Career Cluster Alignment with AllCTE Programs • Program Mastery Level Grids • Trainings • Web Site Support • OCTP Consultant Support • … and more…

  10. Section #1Represents the knowledge and skills, both academic and technical, that all students within the cluster should achieve regardless of pathway. • Academic Foundations • Communications • Problem Solving and Critical Thinking • Information Technology Applications • Systems • Safety, Health and Environmental • Leadership and Teamwork • Ethics and Legal Responsibilities • Employability and Career Development • Technical Skills

  11. Section #2, 3, 4 … • Cluster Pathway represents the knowledge and skills, both academic and technical, necessary to pursue a range of career opportunities from entry level to professional.

  12. Career Specialties • Represents a sample of specific career opportunities within a cluster pathway. • Michigan CIP Codes

  13. Assessment Grids HELP: • Find the gapbetween the instructional program and the workplace requirements. • Identify what is OR is not taught in a course. • Identify the level at which a performance element is taught

  14. EDUCATION & TRAINING CAREER CLUSTER PROGRAM MASTERY LEVEL

  15. Web Sites • www.michigan.gov/mdcd • Go to Google and type in “Michigan Career Cluster Grids”

  16. Assessment Grids Design is the same for all 16 Grids III TOPIC (FOCUS AREA) 1 Knowledge and skill statement (GOALS) 1.1 Performance Element (OBJECTIVE) 1.112 Measurement Criterion (TASKS)

  17. How to rate your level success? • N = Not exposed to task • 1 = Exposed to task • 2 = Accomplishes task with help • 3 = Accomplishes task • 4 = Exceeds Criteria and/or Able to teach task

  18. Resources • Career Clusters Pathway Model • Knowledge & Skills Components • O*Net Crosswalk Report • Validation Overview/Results • Assessment Protocol • Brochures • www.careerclusters.org • www.nchste.org • www.michigan.gov/dleg

  19. Teacher Training • Give an overview of the National Career Cluster to your teacher • Print out the Clusters Grids related to state approved program CIP Codes that your agency offers • Review the Career Cluster Grid directions that are provided on the web site with your teachers

  20. Teacher Training Option #1 • Have all the classroom teacherscomplete the levels on the grids for the program/courses that they teach • Any programs with multiple teachers and/or courses should have the teachers meet and determine the mastery level for the program

  21. Teacher TrainingOption #2 • Have the teachers meet and determine the mastery level for each career cluster performance element within the approved program • Then have the teacher determine in which course/program the performance element will be taught

  22. Teacher Documentation • The educational agency must keep on file, all resources used to document the mastery level determination of the performance elements for their approved programs

  23. CONTACT INFORMATION: • GLENNA ZOLLINGER-RUSSELL 517-241-2072 • zollinger-russellg@michigan.gov • KAREN POHJA 517-335-0381 • pohjak@michigan.gov • PATRICIA TALBOTT-DILLS 517-335-0359 • talbott-dillsp@michigan.gov • RANDY SHOWERMAN 517-355-6580 • showerma@msu.edu • CAROL CLARK 517-241-4355 • clarkcarol@michigan.gov • MIKE BURLEY 248-425-0522 • mburley@wideopenwest.com

  24. Why change the grids? • To meet local needs • To develop class syllabi • To reduce the number of pages for local use • To create new documents without re-typing • Etc..

  25. Develop a Class Syllabus • Highlight the rows that are shaded on the grid by going to the beginning of the row and left clicking on your mouse • Now right click on your mouse • Go to “Delete” and left click • Repeat until all shaded rows are gone

  26. Next, Delete columns • Go to the top of the column and left click to highlight • Right click on your mouse • Go to “Delete” and left click • Repeat until all the columns you do not want are gone

  27. Remove lines on grid • Highlight the columns that remain • Go to “Borders” on the top of the page • Select the box without borders and left click

  28. To change “Headers” and “Footers” • Go to “View” at the top of the page and left click • Go to “Headers and Footers” left click • Select “Custom Header” or “Custom Footer” and left click • Make changes or delete them

  29. Change Print Setup • Go to “File” at the top of the page and left click • Go to “Page Setup” and left click • Go to “Portrait” and left click

  30. Select “Performance Elements” • Review the Performance Elements to identify those taught in the class • Delete those not taught • You now have a class syllabus

  31. Other Possible Changes • Curriculum recording • Parent/Teacher Conference Information • Student Career Self-Evaluation • Student Skills Check-Off Sheet • Articulation Documentation

  32. CONTACT INFORMATION: • GLENNA ZOLLINGER-RUSSELL 517-241-2072 • zollinger-russellg@michigan.gov • KAREN POHJA 517-335-0381 • pohjak@michigan.gov • PATRICIA TALBOTT-DILLS 517-335-0359 • talbott-dillsp@michigan.gov • RANDY SHOWERMAN 517-355-6580 • showerma@msu.edu • CAROL CLARK 517-241-4355 • clarkcarol@michigan.gov • MIKE BURLEY 248-425-0522 • mburley@wideopenwest.com

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