Using Career Clusters In Career Development

1. Using Career Clusters In Career Development Presented by Belinda McCharen, Ed.D., LPC, NCC, NCCC Tuttle Endowed Chair for Occupational Studies College of Education Oklahoma State University belinda.mccharen@okstate.edu

2. So Why Are We Here?

3. Essential Questions • Why are we using career clusters, career pathways and programs of study to provide a basis for career development? • Is our current system of guidance and advisement providing avenues of success for all learners (secondary, postsecondary, adults)?

5. Vocational Education vs. Career and Technical Education

6. Key Terms • Career Cluster • Career Pathway • Program of Study • Career Major • Plan of Study • Dual Credit

7. “Need to Know” Information about Perkins? • At least one Program of Study must be in place during the 2008-09 school year; • The Programs of Study must include courses at both the secondary and postsecondary levels;

8. “Need to Know” Information about Perkins • The Programs of Study must include both academic and CTE/degree major courses; and • The Programs of Study must lead somewhere – a credential, certificate, license, degree, etc.

9. Key Terms • Career Clusters are groupings of occupations and industries • A Career Pathway represents a grouping of occupations within a cluster based on commonalities • A Program of Study is sequence of courses used to get students from high school entry to success in careers and postsecondary education/both academic and technical courses

10. Key Terms, cont. • A Plan of Study is the tool used to help students identify the courses needed to reach their career goal and establish their educational strategy • Dual Credit is college credit earned by being enrolled in courses at the tech center and earning credit from a community college

11. National Perspective • System Philosophy for Career Clusters: • Career-focused educational reform • Career Development + Instruction + Delivery= Seamless Education • Framework in which occupationally-specific programs are one component • Connects career development and guidance to delivery systems • Vertical and horizontal transfer of knowledge/skills

12. National Perspective • Career Clusters require a shift in thinking from ONLY specific occupational education and skills training to a seamless system • Career Clusters require CTE “programs” to quit thinking as stand-alone and begin thinking as part of a seamless system • Career Clusters require long-term commitment of every partner in its role within the system • Career Clusters support workforce preparation and economic development

13. Let’s Say It Again…… • A Plan of Study is the framework to get students from high school entry to success in careers and postsecondary education • It’s not hard, but someone has to take the lead and dedicate the time • You are the leaders to implement

14. What’s Most Important? • NOT – What you call courses • NOT – How many courses you take • It’s being sure students get the content and the career development they need in a format they can understand

15. Where Do Clusters Fit in the Educational System? • Elementary, Middle and Comprehensive High Schools • Career Academies • Small Learning Communities • Technology Centers/Tech Colleges • Magnet Schools • Community Colleges • Universities • Business and Industry (re-tool, cross-train, career ladders/lattices)

16. 16 Career Clusters

17. Connections • Strategies • Perkins • School-to-Careers • HSTW • Tech Prep • Career Academies • Small Learning Communities • Career-Themed Instruction • Career Development • Career/Transition Planning

18. What are the Programs of Study? • A sequenced listing of courses, both academic and CTE/degree major, that connects student’s high school and postsecondary educational experiences

19. REMEMBER…… • Courses that teach knowledge and skills to reach industry standards for specific careers NEED TO BE ADDED to the student program of study

20. www.careerclusters.org

29. CAREER PS SKILL DEVELOPMENT CAREER MAJOR PATHWAY K&S CLUSTER K&S 9TH GRADE

30. How Is A Plan of Study Used? • It is the advisement document that interprets the program of study to students and parents/guardians • Provides a tool to plan academic and technical courses to achieve a career goal • It is a student, teacher and counselor roadmap to career success

35. How Will You Help Implement? • Understand the purpose of clusters and pathways • Understand how clusters and pathways help connect to the next level of education and careers • How will teachers be involved? • Know if clusters and instruction will be connected to a career plan

36. So Are You Ready?

37. ASCA National Standards Academic Development The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. Academic development includes: Acquiring skills, attitudes, and knowledge to learn effectively; Employing strategies to achieve success in school; and Understanding the relationship of academics to the world of work, and to life at home and in the community.

38. ASCA National Standards Career Development Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work. Career development includes: strategies to achieve future career success and job satisfaction; fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and the development of career goals by all students as a result of career awareness and experiential activities.

39. ASCA National Standards Personal/Social Development Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. Personal/social development includes: the acquisition of skills, attitudes, and knowledge which helps students to respect self and others; the use of effective interpersonal skills; the employment of safety and survival skills; understanding the obligation to be a contributing member of our society; and the ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century.

40. Which Standards Do Programs of Study Facilitate? Understanding the relationship of academics to the world of work, and to life at home and in the community. Strategies to achieve future career success and job satisfaction; Fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and Development of career goals by all students as a result of career awareness and experiential activities

41. Plan of Study Checklist • Are both academic and degree major courses included? • Are both secondary and postsecondary courses included? • Do courses represent a sequence of instruction that leads to a degree, certificate or credential?

42. POS Checklist, con’t. • Do courses represent a coherent and rigorous program of studies? • Does completion of the high school courses ensure success at the postsecondary/career level? • Does the high school plan reflect opportunities for postsecondary and dual enrollment?

43. Implementation of the Pathways Provides: • Consistency for better data (results) and shared opportunities for development • Articulation within and between states • Employer and postsecondary validated standards • Opportunities for “all” students • A “place” for all career goals and interests

44. Critical Components for Cluster Implementation • Administrative Support • Shared Planning • Career Development • Professional Development • Parent and Community Support • Education Partnerships • B&I Support and Understanding

45. Critical Components for Cluster Implementation • Career Development Process • Connect Planning with Enrollment • Student Centered Learning • Commitment to Career Development/Guidance for all students

46. Why Do All This? • Worst Reasons!!! • Perkins Legislation— • Just to get the money • Someone says we have to

47. Why Do All This? • Best Reasons!!! • It is best for students • It links the various levels of education • It causes academic courses and CTE/degree major courses to have a linkage • It gives faculty members a reason to work together

48. Why Do All This? • It puts a “reason” into what students are learning • Reduce remediation • Increase academic and career success • It adds value to CTE—no one else is doing it for students!!

49. Benefits for Learners • Enhances academics by providing real-world relevance • Provides opportunities to explore multiple pathways and relates high profile careers to real life situations • Relationships among educational institutions • Sets them apart from the “pack”

50. Benefits for Teachers/Faculty • Curriculum can be tailored to the needs of the community • Opportunity to integrate CTE and traditional academics • Opportunity to enhance academic achievement for all students