Pigs Are Flying: Career Clusters Fostering Collaboration Between Education and Labor

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Pigs Are FlyingCareer Clusters Fostering
Collaboration Between Education and Labor

• December 14, 2007

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Presentation Overview

• Panelist introductions and brief national
  perspective
• Department of Education perspective
• Department of Labor perspective
• Reality Check!
• Questions and answers

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Panelists

• Mr. Scott Hess
• U.S. Department of Education scott.hess_at_ed.gov
• Mr. Steve Rietzke
• U.S. Department of Labor rietzke.steven2_at_dol.gov
• Dr. Cheryl Guilbeau
• NASA
• Cheryl.A.Guilbeau_at_nasa.gov

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National Perspective

• Why this partnership?
• CTE connects
• Education reform
• Workforce development
• Economic development
• CTE is
• Education and Training

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National Perspective

• Perkins
• Alignment to industry standards
• Alignment between secondary and postsecondary
• Alignment with the workplace

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Department of Education Perspective
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Why The Change?

• Remediation Rates
• Dropout Rates
• Secondary and Postsecondary Disconnect
• Wasted Senior Year
• Postsecondary Persistence
• Employer Dissatisfaction

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VTE CTE

• In Lieu of Academics
• For a Few Students
• For a Few Jobs
• 6 to 7 Program Areas
• High School Focused

• Aligns/Supports Academics
• For All Students
• For All Careers
• 16 Clusters81 Pathways
• Partnerships

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Two Major Projects Facilitated by OVAE

• Career Clusters

• College to Careers Transitive Initiative

• Defines the What

• Suggests the How

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16 Career Clusters

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Career Cluster Standards Foundation Standards
Essential for all occupations within a cluster
and are organized around ten areas. Pathway
Standards Essential for all occupations within a
cluster pathway.
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Perkins IV

• What is a Program of Study/Pathway?
• Incorporate and align secondary and postsecondary
  education
• Include academic CTE content in a coordinated,
  non-duplicative progression of courses
• May include the opportunity for secondary
  students to acquire postsecondary credits
• Lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree

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Department of Labor Perspective
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Presentation Objectives

• Give ETA perspective on ETA/OVAE partnership
• Give brief overview of the public workforce
  system and key ETA investments and initiatives
• Explain ETAs Industry Competency Models and how
  you can use them
• Provide key action items for you

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Employment and Training Administration (ETA)
Perspective

• ETA collaborating with OVAE to
• Demonstrate value of multiple education pathways
  and career ladders
• Demonstrate value of industry-driven partnerships
• Ensure that education and workforce development
  provide students and job seekers with relevant
  competencies to get good jobs and advance in
  their careers
• Example of collaboration Strategic Partnerships
  for a Competitive Workforce

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The Public Workforce System One-Stop for
Talent Development

• A vast network of information and resources to
  help employers develop human capital.
• 3,200 Delivery Points Nationwide
• Access through multiple Federal, State, and Local
  Web sites
• 15 billion invested annually
• An effective partner that will reach skilled,
  available workers
• Assist employers improve profitability and
  productivity, and reduce employer-related
  liability

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The Public Workforce System
Administrative oversight Demonstration grants,
Research, Policy guidance
U.S. Department of Labor
State Workforce Investment Boards
Develop strategic plans and set funding priorities
Local Workforce Investment Boards
Local One-Stop Career Centers
Deliver services to workers and employers
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More than 3,200 One-Stop Career Centers Across
America

• To find a One-Stop Center Near You
  www.servicelocator.org
• 1-877-US2-JOBS

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Key US DOL/ETA Initiatives and Investments

• The Presidents High Growth Job Training
  Initiative
• Industry Competency Models
• The Presidents Community-Based Job Training
  Grants
• Workforce Innovation in Regional Economic
  Development (WIRED)

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Presidents High Growth Job Training Initiative

• Involved employers from leading sectors of the
  economy in the design and development of training
  programs.
• Used existing education resources such as
  community colleges.
• Invested over 288 million in 156 projects that
  develop education and training solutions to
  specific workforce challenges.

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Industry Competency Models

• Developed in close collaboration with industry
  partners
• Describe competencies required for careers across
  all sectors of an industry
• Help employers articulate their skill needs to
  educators
• Help educators plan programming to address the
  skill needs of employers

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Competency Model Resources

• Website (www.careeronestop.org/competencymodel)
  provides access to the models, and links to
  descriptions of specialized competencies required
  for specific occupations (ONET occupational
  competency profiles)
• Website provides extensive database of existing
  certifications, apprenticeships, and curriculum

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How You Can Use Competency Models

• Construct employer skill surveys
• Assess current education and training offerings
  against employer skill needs and identify gaps
• Identify high-priority areas for curriculum
  development or enhancement
• Assist students and workers with career
  exploration
• Identify career pathways within and across
  industries

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Presidents Community-Based Job Training Grants

• Experience with the High Growth Initiative
  showed that community colleges must improve
  their ability to develop talent through
• Stronger relationships with employers
• Expanded and specialized faculty
• Improved facilities
• Up-to-date equipment
• 142 grants totaling 250 million were awarded in
  2005 and 2006, third round of funding to be
  awarded soon

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Workforce Innovation in Regional Economic
Development

• WIRED is focusing on talent development as a key
  driver in a regional economy
• The Goal
• Expand employment and advancement opportunities
  for workers while simultaneously catalyzing the
  creation of high-skill, high-wage jobs.
• www.doleta.gov/WIRED

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Recap and Action Items

• Visit www.doleta.gov/wired to find out more about
  the WIRED initiative and see whats happening in
  your region
• Visit www.servicelocator.org to find your nearest
  One-Stop Center and Workforce Investment Board
• Visit www.careeronestop.org/competencymodel to
  see ETAs industry competency models and research
  existing curriculum and certifications
• Use these resources to help improve your business
  engagement activities!
• Have questions? Call Steve Rietzke at
  202-693-3912 or ETAs Business Relations Group at
  202-693-3949

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Reality Check How This is Working in Alabama?
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Alabama Coalitions Education Reform for
Workforce Development

• 1998 Alabama Mathematics, Science, and
  Technology Education Coalition (AMSTEC) To Build
  Systemic K-20 Math, Science, and Technology
  Education Reform
• 2002 Alabama Math, Science, and Technology
  Initiative (AMSTI)
• To Build K-12 Math, Science, and Technology
  Problem-solving and Application skills
• 2004 NASA Marshall Space Flight Center (MSFC)
  leads Integrated Stakeholder Coalition for
  Workforce Development (ISCWD)
• To Benchmark Education-to-Workforce Partnerships
• Systems Approach to Highlight Stakeholder Roles,
  Responsibilities
• 2007 Workforce Coalition Education Task Force
• Huntsville/Madison County Chamber of Commerces
  Workforce Coalition identifies Education-to-Workfo
  rce Needs
• NASA MSFC leads Education Task Force to identify
  K-12 Partnerships for Education-to-Workforce
  Needs

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Synergy Created through National, State, and
Regional Efforts

• WIRED/VIA (Workforce Innovation in Regional
  Economic Development/ Valley Innovation Alliance)
• DOL Grant for North Alabama and South Central
  Tennessee to Cultivate Cluster-based STEM
  Competencies For Regional High-growth Industries
  Bio/Nano-Technology, Engineering, Information
  Technology (IT), and Advanced Manufacturing
• K-12 Partnership Models for Career Cluster
  Competencies
• AMSTI
• Junior Achievement (JA)
• Alabamas 16 Career Clusters and Pathways
  Curriculum
• Broad Base Knowledge and Skills to Pursue Career
  Cluster
• Development of Plan to Pursue and Gain Skills for
  Specific Career Pathway
• Engineering Academy Initiative for Alabama (EAIA)

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Collaboration and Consensus on Partnerships for
the Future Workforce

• Workforce Coalition Education Task Force
  Meetings
• Skills Needed for the Workforce
• Ethics and Life-Long Learning Criticality
• Hands-on, Team Building and Apprentice Skills
• Problem-Based Learning and Application Skills
• Use JA and AMSTI Models to Leverage Partnership
  Activity
• Models Provide Professional Development and
  Training
• Activities Build Career Focus and Workforce
  Competency Skills
• Implementation of Partnership Activities at the
  Middle School Level
• Time to Explore Career Interests/Aptitudes and
  Develop A Career Pathway
• School System Meetings
• Students Need Work World Relevance and Role Model
  Relationships
• JA and AMSTI Meet NCLB and Curriculum
  Requirements
• Implement Activities through the Middle School
  Career Technology Curriculum

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Middle School Career Tech/Cluster Initiative
Building Skills Across the Curriculum and Into
the Workplace

• Building Career Focus, Ethics, and Interpersonal
  Skills
• Career Cluster Matching, Resume Writing, and Soft
  Skills Activities
• Building Relevance and Relationships
• Industry Sponsors ½ Day Work Site Visit to Career
  Cluster Match
• NASA MSFC and Boeing STEM, Manufacturing and
  Transportation
• Hudson-Alpha STEM/Bio-Tech
• Huntsville Hospital Health Science
• Adtran IT, Marketing, Communication
• Building Hands-on, Problem-Based Learning,
  Application and Teamwork Skills
• Career Cluster Speakers and Mentors for Special
  Topics and Projects
• Integrative Activities Aligned to the Curriculum

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STEM Career Cluster School and Industry
Site-Based Activities

• Building Relevance, Relationships, and
  Application Skills for Educators and Industry
  Personnel
• AMSTI Summer Institute at Columbia High School
  Teacher Collaboration with Scientists and
  Engineers for Career Connections and Skills
  Needed in the Workplace
• Junior Achievement Trains Teachers for Career
  Cluster Matching at School Site
• NASA Education Specialists Train Teachers for
  Engineering Design Challenges at NASA Educator
  Resource Center
• Hudson-Alpha Education Director Trains Teachers
  to Implement Bio-Tech AMSTI Modules and Career
  Tech Activities at the Hudson-Alpha Institute
• Building Relevance, Relationships, Interpersonal
  and Application Skills for Students
• NASA MSFC and Hudson-Alpha Institute Host ½ Day
  Work Site Visit
• Overview of Company Mission, Career
  Opportunities, Skills Needed
• Students Interview Industry Personnel
• Hands-on, Problem-Based Learning Activities
• Tours and Real Work Experiences
• Teachers Lead Follow-up Career Cluster Reflection
  and Action Plan

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STEM Career Cluster School Site-Based Activities

• Building Relevance, Relationships, and
  Interpersonal Skills
• NASA Digital Learning Network (DLN)
  Video-Conferencing with Career Cluster
  Professionals
• Building Relevance, Relationships, Interpersonal
  and
• Hands-on Problem-Based
  Learning and Teamwork Skills
• Education Specialists Coordinate Speakers and
  Mentors for Hands-on, Problem-Based Learning
  Activities
• NASA MSFC Engineering Design Challenges and
  Competitions Robotics Competitions
• Hudson/Alpha Bio-Tech AMSTI Module and Career
  Tech Labs

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Next Steps

• Alignment of Career Cluster Activities and
  Competency Skills to High School Academies and
  Technical Schools
• Education Task Force Meetings Stakeholders from
  Industry, Education, and WIRED/VIA Collaborate
  on
• Partnership Activities to Meet Academic,
  Technical, and Career-Focus Competencies
• Gaining Industry Support through Speakers,
  Mentors, Work Experiences and Apprentice Training
  
• Competency Articulation for Community Colleges,
  Universities, and Technical School Degrees

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Career Cluster Components for Success

• Align Efforts and Gain Support through the
  Chamber of Commerce, Coalitions and Interagency
  Initiatives
• Use Existing K-12 Models to Leverage Resources
  and Activities for Career Focus and Competency
  Skills
• Integrate Stakeholders for Collaboration and
  Consensus on Partnership Activities to Meet
  Career Cluster and Competency Skills
• Get Input and Buy-In From Grassroots/School-Buildi
  ng Level Educators
• Start Small with Pilot Schools to Work Through
  Lessons Learned for a Model Plan
• Provide Professional Development and Training for
  Systemic, Sustainable Effects

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Questions?