Maryland’s Approach to High Quality Career & Technology Education

1. Maryland’s Approach toHigh Quality Career & Technology Education Lynne Gilli , Program Manager for CTE Instruction Maryland State Department of Education Division of Career Technology and Adult Learning www.marylandpublicschools.org

2. Presentation Objectives • Provide an Overview of Maryland’s Career Clusters & CTE Pathway Programs • Describe Criteria for Developing CTE Pathway Programs • Explain the Value of Partnerships & “Critical Friends”

3. FULFILLING THE PROMISE: A New Education Model For Maryland’s Changing Workplace Report of the Maryland Commission On Vocational-Technical Education August 1989

4. Commission Recommendations • Develop a new curriculum framework to prepare students for employment and further education • Emphasize professional development • Involve business leaders with educators at the policy level • Create a dynamic evaluation model • Develop a new management model • Change the name of vocational education 1989

5. Career Cluster Frameworks • Influenced by VTECS White Paper Titled: Observations Regarding the Development of Occupational/ Skill Clusters (1994 – Dr. Ronald McCage) • Used VTECS DIRECT to Identify Cluster Frameworks & Industry Standards • Involved Over 350 Maryland Employers in the Validation and Design Process • Focused on Breadth, Depth, & Value Added in CTE Programs • Moved Away From Procedural • Knowledge to Focus on Problem • Solving & Critical Thinking in CTE

6. Quote from the Report: “A Nation at Risk” has caused people to focus too much attention on the improvement of academic education at the expense of career technical education resulting in a two-edge sword. States are trying to teach the same content in the same old way. Problem solving & teamwork are learned by solving problems & working in teams, not by being told about problem solving or teamwork in a lecture. Dr. Ronald McCage,1994

7. Career Cluster Frameworks • Influenced by VTECS White Paper Titled: Observations Regarding the Development of Occupational/ Skill Clusters (1994 – Dr. Ronald McCage) • Used VTECS DIRECT to Identify Cluster Frameworks & Industry Standards • Involved Over 350 Maryland Employers in the Validation and Design Process • Focused on Breadth, Depth, & Value Added in CTE Programs • Moved Away From Procedural • Knowledge to Focus on Problem • Solving & Critical Thinking in CTE

8. Manufacturing, Engineering and Technology

9. Career Cluster Frameworks • Influenced by VTECS White Paper Titled: Observations Regarding the Development of Occupational/ Skill Clusters (1994 – Dr. Ronald McCage) • Used VTECS DIRECT to Identify Cluster Frameworks & Industry Standards • Involved Over 350 Maryland Employers in the Validation and Design Process • Focused on Breadth, Depth, & Value Added in CTE Programs • Moved Away From Procedural • Knowledge to Focus on Problem • Solving & Critical Thinking in CTE

10. Arts, Media, & Communication Business, Management & Finance Construction & Development Consumer Services, Hospitality, & Tourism Environmental, Agricultural, & Natural Resources Systems Health & Biosciences Human Resource Services Information Technology Manufacturing, Engineering & Technology Transportation Technologies *Ten Career Clusters *Used VTECS Frameworks

11. An initiative of the Maryland State Department of Education, The Governor’s Workforce Investment Board, the Maryland State Department of Business and Economic Development, and the Maryland Department of Labor, Licensing, and Regulation.

12. Career Cluster Frameworks • Clusters & Pathways • Industry Insights • Define the Scope of the Industry • Core business functions/economic activities • Cross cluster skill areas • Full range of career options

13. Policies & Procedures for the Development & Continuous Improvement of Career and Technology Education Programs Maryland State Department of Education Division of Career Technology and Adult Learning Effective January 2005 www.marylandpublicschool.org

14. Policies & Procedures for the Development & Continuous Improvement of CTE Programs (2001) • Created by a Design Team with State & Local Members • Mission • Core Principles • Program Development Process • Program Approval Process • Proposal Format (Academic & CTE Sequence) • Proposal Feedback Form • Criteria for “Fast Track Program Proposals” • Reviewed by “Critical Friends” for Feedback and Revised Annually

15. Model Program Sequences • College Preparatory Academic Curriculum • A minimum of 4 credits in a Career Pathway • Work-based Learning Opportunities (using VTECS Connect Software) • End of Course &/or End of Program Assessments • Industry Recognized Certifications/Licenses • Grades 9-16 Tech Prep Program Articulation • Career Technology Student Organizations TechPrep and Basic Grant Funds Support Implementation

16. A Model: Project Lead The Way Pre-Engineering Sequence Foundation Courses • Principles of Engineering • Introduction to Engineering Design • Digital Electronics Pathway Courses (HS offers 1 or more) • Computer Integrated Manufacturing • Civil Engineering/Architecture • Bio Engineering (In Development) • Aerospace Engineering (In Development) • Capstone Course/Articulation • Engineering Design and Development

17. Criteria for Quality CTE Programs Evolved from Project Lead The Way (PLTW) • Standards-Based Curriculum • Curriculum Development & Dissemination • Oversight & Quality Assurance • Value-Added Opportunities • Professional Development for Teachers & Counselors • Program Sustainability

19. Pre-Engineering – PLTW Careers in Cosmetology Auto Tech (NATEF) Printing Technology –PrintEd Civil/Architectural Engineering (PLTW) Finance Academy (NAF) Construction Trades (NCCER) Building Maintenance (NCCER) Teaching Professions Academy of Info Tech (NAF) Fire Science Data Base Academy (Oracle) IT Networking Academy (Cisco) IT Networking Academy (NAF) Auto Body Collision Repair CTE Fast Track Programs

20. Career Development • K-P/Adult Framework • Standards by Grade Spans • Self Awareness • Career Awareness • Career Exploration • Career Preparation • Job Seeking/Advancement • Career Satisfaction/Refocus/Transition • Decision-Making Process throughout

21. Goals and Outcomes • Increase academic achievement • Increase high school graduation rates • Decrease school dropout rates • Increase postsecondary transition and completion rates • Increase career success rates – employment/earnings • Better labor market responsiveness

22. Bicycle Helmet Design Problem Design a bicycle helmet that will accommodate a braided hairstyle. Prior to using the computer, sketch the top and front view using the correct dimension to acquire the required dimensions. Show all your math calculations. Using the computer design tool, apply good design criteria of function and aesthetic value to solve this problem. (The formula used will depend on the shape of the interior of the helmet and design of the hairstyle.) Produce a prototype for testing.

23. Bicycle Helmet Design Problem ????

25. A PROMISE FULFILLED A New Education Model For Today’s Global Economy Report to the State Directors of Career & Technical EducationSeptember 2005

26. As the Saying Goes: We are not where we want to be, but then… We are not where we were, either.

27. Health and Biosciences

28. Manufacturing, Engineering and Technology

29. *SWOT Analysis • Downsized Staff • Eliminated Program Specialists • Eliminated State Set-Aside for CTE Funding • Expanded State Directors’ Roles to Include Correctional and Adult Education *Strengths, Weaknesses Opportunities, Threats