Career Education and Work Academic Standards

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Career Education and Work Academic Standards

• The Case for Implementation
• Why Do Pennsylvania Students Need the Career
  Education and Work Standards?

2

• When I was growing up, I always wanted to be
  somebody.
• Now I wish I had been more specific.
• Lily Tomlin

3
Students Need to Know

• Who they are
• Where they want to go
• And how they are going to get there!
• Career Education and Work Standards (CEW) are the
  key to making this happen

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Governor Edward G. Rendell
By the time students graduate from high school,
they need to have the necessary skills to succeed
at the collegiate and university level and be
trained to meet the competitive demands of the
future.
The Career Education and Work Standards are a
critical component of building this future for
students.
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CEW Standards Mission

• Ensure each student achieves and maintains a
  personally and professionally rewarding career
  journey.

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CEW Standards Goals

• Boost the skills of all high school graduates by
• Helping school districts improve academic
  outcomes
• Providing career and workplace learning
• Prepare the emerging workforce for the careers of
  tomorrow.
• Strengthen Pennsylvanias economic future with a
  well-educated and skilled workforce.

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• In an ever-changing global environment where
  interdependency abounds, the best and highest
  quality of education is a necessity no longer
  reserved for the few, but demanded for all.
• Breaking Ranks Changing an American
  Institution

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Global Prosperity Means

• Success in a world of change requires schools to
  ensure that all students have
• the capacity to be autonomous, lifelong learners
• the ability to solve problems and create new
  solutions
• the ability to collaboratively work with others

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The Changing Workplace

• Skills for work, college and citizenship are
  essentially the same
• Jobs for unskilled workers are declining
• Wages for high-school-only graduates have
  declined 70 in the last 20 years
• The knowledge-intense workplace requires new
  skills
• problem-solving
• teamwork
• learning how to learn

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High School Is Not Enough!

• Most careers require more than a high school
  diploma
• Students need to be aware of the many
  postsecondary options
• The six fastest-growing occupations nationally -
  all in computer-related technologies - require at
  least an Associates Degree
• U.S. Bureau of Labor Statistics

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The Old and New
The Old Workplace The New Workplace
Employees worked in a defined workspace Employees workspace can be virtual
Success was dependent upon Career Ladder Loyalty to Company Entitlement Success is dependent upon Valued Skills Work Performance Marketability
Employees received salaries, benefits and job security Employees salaries, benefits and job security are balanced with personal freedom and choice
Employees looked to their supervisors Employees look to their customers
Employees were individuals hired directly, working as individuals and evaluated based upon individual productivity Employees are team members and may include vendors and entrepreneurs, and evaluation is often based on group productivity
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National TrendsThen and Now
Mid 20th Century 21st Century
Professional 20 20
Skilled 15 65
Unskilled 65 15
U.S. Bureau of Labor Statistics
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Changing Schools

• More active learning required
• Teaching to diversified learning styles
• Quantity of academic content has increased
  exponentially
• Barriers to successful graduation must be
  addressed
• Key elements of the 20th century learning model
  have become obsolete

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The Key Elements of 21st Century Learning

• Information and communication technology literacy
• Financial, economic and business literacy
• Global awareness
• Civic engagement
• The ability to apply learning skills
• Assessment of 21st Century Skills The Current
  Landscape

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The Old and New
Old Schools New Schools
Education occurred primarily in the classroom Education extends to the community
Teachers said Do your own work Teachers say Work as a team
The three Rs were reading, writing and rithmetic The three Rs are joined by three more rigor, relevance and relationships
Academic disciplines were separate Academic disciplines are integrated
Career education was track-specific and occurred in high school only Career education is student specific, K-12 and for all students
Schools prepared students for work or college Schools prepare students for life
Education ended at graduation Education never ends
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We can no longer afford to educate

• TODAYS students
• for
• TOMORROWS world
• in
• YESTERDAYS schools!
• etc Illinois Education to Careers Next
  Generation Education

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The CEW Standards

• Set the stage for a philosophy of education,
  focusing on relevance and rigor
• Require ALL students (no exceptions) to meet
  high, real-world standards of success
• Ensure that ALL students are prepared for career
  options based on individual needs and skills
• Delivered kindergarten through graduation
• Are implemented by all school personnel

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Academic StandardsforCareer Education and Work

• Pennsylvania Department of Education

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13.1 Career Awareness and Preparation

1. Abilities and aptitudes
2. Personal interests
3. Non-traditional workplace roles
4. Local career preparation opportunities
5. Career selection influences
6. Preparation for careers
7. Career plan components
8. Relationship between education and career

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13.2 Career Acquisition (Getting a Job)

1. Interviewing skills
2. Resources
3. Career acquisition documents
4. Career planning portfolios
5. Career acquisition process

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13.3 Career Retention and Advancement

1. Work habits
2. Cooperation and teamwork
3. Group interaction
4. Budgeting
5. Time management
6. Workplace changes
7. Lifelong learning

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13.4 Entrepreneurship

• Risks and rewards
• Character traits
• Business plan

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Where to Start!

• PDEs CEW Standards Toolkit
• FAQ Fact Sheet and PowerPoint
• Resources
• Getting Started - Key Resources
• Annotated Materials and Internet Resources
  Listing
• Evaluation Rubric for Career Resources
• Career Education Through Literature Matrix
• Standards Alignment
• Crosswalks with all PA Academic Standards
• Curriculum Resources
• 2003 CEW Governors Institute Materials
• Online Curriculum Grades 3, 5, 8, and 11 Aligned
  to Standards
• Link to Professional Development Opportunities

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CEW Toolkit is Online

• www.pacareerstandards.com

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CEW Standards Assessment

• Document standard attainment by examining student
  career portfolios
• Evaluate portfolios, job shadowing experience and
  career research activities with rubrics
• Evaluate connecting activities with the
  community/workplace
• Evaluate strategic plans, mission statements and
  curricula to ensure that the standards concepts
  are an essential component
• Monitor all student career outcomes with student
  transition and exit plans

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What is the value of a 10 hammer?

• On the shelf?
• In the hands of an experienced carpenter who
  builds custom cabinets?
• That is part of a worldwide network of technical
  support?

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Answer

• The value of any tool increases
• dramatically when used in the context
• of systems, processes and networks.
• Dont Place the CEW Standards
• on the Shelf!

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References

• American Diploma Project (ADP), 2001 Project
  launched by The Education Trust and the Thomas B.
  Fordham Foundation
• Assessment of 21st Century Skills The Current
  Landscape, Pre-publication Draft, 2005
• PA Department of Labor and Industry
• Porter, John, CEPRI Presentation
• U.S. Bureau of Labor Statistics
• U.S. Bureau of Census
• U.S. Department of Labor
• Wagner, Tony, Making the Grade Reinventing
  Americas Schools (New York Routledge Falmer,
  2001)

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For more information

• Jay Cannon
• State Administrator for
• Career Counseling Services
•    Bureau Career and Technical Education
•    333 Market Street
•    Harrisburg, PA 17126-0333
•    Voice [phone]
•    Fax (717 ) 783-6672
•    TTY [phone]
• jcannon_at_state.pa.us

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Edward G. Rendell Governor
Gerald L. Zahorchak Secretary of Education

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Deputy Secretary Of Elementary and Secondary
Education Diane Castelbuono
Bureau of Career and Technical Education Dr.
Lee Burket, Director Division of
Professional Development and Support Services
Katherine Simchock, Acting Division Manager

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The Pennsylvania Department of Education (PDE)
does not discriminate in its educational
programs, activities or employment practices
based on race, color, national origin, sex,
sexual orientation, disability, age, religion,
ancestry, union membership, or any other legally
protected category. This policy is in accordance
with state law, including Pennsylvanias Human
Relations Act, and with federal law, including
Title IV and Title VII of the Civil Rights Act of
1964, Title IX of the Education Amendments of
1972, Section 504 of the rehabilitation Act of
1973, the Age Discrimination in Employment Act of
1967 and the American Disabilities Act of 1990.