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Perkins IV Program Design Taskforce

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Title: Perkins IV Program Design Taskforce


1
Perkins IV Program Design Taskforce
  • Kickoff Offsite
  • 12 July 2007
  • With Discussion Notes
  • Next Steps (Slide 61)

2
Program Design Taskforce Agenda
  • Foundation Blocks of Our Vision (Biggest
    Opportunities)
  • Major Challenges/Obstacles to Achieving Our
    Vision
  • What Can We (CTE) Control vs. Influence vs. Have
    No Impact On?
  • Which Challenges Can/Must Be Addressed First?
  • How Do We Maximize the Impact of the PDTF?
  • Review Next Steps, Brief Audit
  • Offsite Agenda
  • Welcome, Introductions, Logistics
  • Meeting Objectives, Groundrules-Assumptions
    Expectations
  • Stage Setting Brief Overview of Perkins IV
    Other Taskforces
  • Feedback from the Interviews Focus Groups
  • Who Are Our Customers?
  • Discussion of the Opportunity for CTE
  • What Success Failure Look Like
  • Our Vision of 2012

3
Welcome, Introductions, Logistics Message from
Salam Noor
4
Objectives, Groundrules-Assumptions
Expectations
5
PDTF Offsite Objectives
  • Primary Focus for this Offsite
  • Create a compelling vision of CTE's future
  • Use that vision to think strategically about the
    biggest opportunities in front of us
  • Identify major challenges/obstacles that need to
    be overcome
  • At Future Offsites we will
  • Build on past efforts and not reinvent the wheel
    (including the Transition Taskforce, SB364, etc.)
  • Address those challenges that we have control
    over or can influence (vs. those we have no
    impact on)
  • Develop specific strategies to make our Vision a
    reality

6
Groundrules Assumptions
  • Be here 100 of the time phones, pagers
    Blackberrys off
  • Constructive dialog even disagreement are
    welcome
  • Lots to do please get to the point
  • Respect our diversity backgrounds, experience,
    capabilities and uniqueness
  • Aligned, we can get almost anything accomplished
  • Misaligned, we will melt down
  • If you miss a meeting
  • Please prepare anyway
  • Send us your thoughts proxy
  • Review the session notes to stay current
  • No substitutes or stand-ins
  • Off-the-Table for the PDTF
  • Perkins IV Funding Distribution Formula
  • Your Role
  • Active participation
  • Open minds honest discussion
  • Yellow vs. Green Hat
  • My Role
  • Help drive us toward our goals
  • Bring in outside perspective

7
Expectations
  • Build on the recommendations of recent efforts
    not reinvent the wheel
  • Transition Taskforce
  • SB 364
  • PTE Symposium of 2004
  • We are not looking for a one-size-fits-all
    solution or a cookie-cutter approach to CTE
  • Our diversity is our strength in demographics,
    local needs, what has worked in the past
  • We have lots of good practice models out there
  • We are looking for how CTE can/must become
  • More responsive to the evolving needs of students
    the workforce
  • High Skill, High Wage, High Demand
  • More seamless across the spectrum of PK-20

8
Stage Setting
Perkins IV Taskforces Advisory Committee
9
Perkins IV
  • The Carl D. Perkins Career and Technical
    Education Act of 2006 provides funding for
    approved high school and community college career
    and technical education programs
  • The purpose of this reauthorized Act is to
    develop the academic, career and technical
    knowledge, and skills of secondary and
    postsecondary students who elect to enroll in
    career and technical education programs.
  • Each state that seeks funding under this Act must
    submit a one-year State Transition Plan (2007-08)
    followed by a five-year State Plan (2008-2013)
  • The development of the State Plan must allow for
    input from a broad array of stakeholders
    including teachers, counselors, administrators,
    parents, students, institutions of higher
    education, members of Tech Prep consortiums, the
    State Workforce Investment Board, interested
    community members, representatives from special
    populations, business and industry, and labor.

10
Perkins IV Planning Components
11
Agency Operational Tasks
  • Federal Assurances
  • Reporting
  • Funding Coordination
  • Technical Assistance Model
  • Teacher Recruitment

12
Accountability Evaluation Taskforce
  • Met twice May 24 June 21 initial meeting
    focused on the purposes for a CTE Accountability
    System AETF reviewed
  • Current CTE evaluation framework
  • Use of current performance measures for
    continuous improvement
  • How an accountability system can evaluate the
    return on CTE investment
  • The accountability requirements to sustain
    receipt of Perkins funds
  • Although no firm recommendations have been
    offered yet, rich discussion has taken place
    regarding
  • Defining Perkins IV performance indicators and
    measurement approaches
  • Uses of performance data beyond meeting
    compliance requirements
  • What policies or practices are needed to foster
    continuous improvement of CTE programs
  • Factors needed in the design and implementation
    of measurement criteria for technical skill
    attainment

13
Special Populations Taskforce (SPTF)
  • Met once June 14th initial meeting focused on
    background information relating to
  • History of Vocational Education in the United
    States
  • Creation of the Carl Perkins legislation
    changes to the Law,
  • Identification of categories of Special
    Populations
  • Development of the Oregon Transition Plan
  • Timeline and process for the development of the
    Oregon Five-Year Plan
  • Requirements for Special Populations in the
    Five-Year Plan
  • SPTF made recommendations regarding
  • Changes/additions to the Special Populations
    Transition Plan narrative (for item 1, a/b/c
    required in the Five-Year Plan.)
  • Accountability Task Force re serving special
    populations
  • Program Design Task Force re serving special
    populations
  • Professional Development Task Force re serving
    populations
  • Next SPTF meeting July 19, 2007, Chemeketa CC

14
Professional Development Taskforce
  • Met twice May 22 June 26th focused on
  • Providing operational definitions for high
    quality, intensive, sustained, focused on
    instruction
  • Listing examples of best practices that will
    provide CTE professionals (at all levels) models
    to use as guidelines for developing Prof-Dev
    plans
  • Exploring what it means to be data-driven and
    accountable, leveraging other federal program
    dollars, and mechanisms for integration
  • Tackling, in a positive manner, how teacher
    retention and preparation can be more effective
    and efficient for CTE teachers
  • Creating a draft for a 5 year implementation plan
    for professional development
  • Recommendations will not be finalized by the
    group until our last meeting in August
    discussing excellent options re
  • A flow chart for how professional development
    should be conducted
  • Components of professional development deemed
    essential for success
  • Incentives for professional development at a
    district and building level
  • Identifying common challenges for current and
    pre-service teachers
  • Infrastructure that assures a seamless mesh
    between academic and CTE instructors

15
Perkins IV Policy Advisory Committee
  • Focus and Scope of Work
  • Review policy recommendations from the Perkins IV
    Taskforces for system coherency and alignment
    between secondary and postsecondary
  • Coordinate policy recommendations from the
    Perkins IV task forces
  • Review recommendations and seek system coherency
    and alignment in the State Plan
  • Finalize State Plan policy recommendations for
    review and adoption by the State Board of
    Education target is April 08
  • First meeting set for 6 Aug at the Summer
    Institute

16
The Change Formula
17
A Few Guiding Thoughts
  • The definition of insanity is doing the same
    thing over and over again, each time hoping for
    different results.
  • W. Edwards Deming
  • The Future is already here its just not widely
    distributed yet.
  • William Gibson
  • By the strength of our common endeavor, we can
    accomplish more together, than we can alone.
  • Tony Blair, Prime Minister of Great Britain
  • Never doubt that a small group of thoughtful
    committed people can change the world. Indeed,
    it is the only thing that ever has.
  • Margaret Mead

18
Feedback from the Interviews Focus Group
19
Summary of the Interviews
  • 14 Phone Interviews cross-section of HS, CC,
    Workforce Industry
  • Key Question Is Perkins IV evolutionary of
    transformative?
  • Overview
  • We need to start with prior Taskforces
    recommendations not reinvent the wheel, bring
    everyone up to speed and get buy into the
    conclusions
  • What are PDTFs task, scope and goals?
  • How much actual policy authority do we have?
  • Is this a rubber stamp committee for ODE
    mandates?
  • We need a clear message from leadership as to how
    the recommendations of PDTF will be reviewed,
    approved implemented to make it meaningful
  • Perkins IV incorporates NCLB style metrics
  • Can we move beyond the punitive aspects of this
    and use it as a positive lever without denuding
    the technical skills focus of the existing CTE
    programs, and not letting them become just more
    academic classes?
  • Corollary CTE can actually help improve students
    academic performance
  • How can NCLB standards help work this angle, as
    opposed to losing the applied nature of CTE?
  • Can we use this to demonstrate the viability of
    "hands-on-learning" to academia?

20
Summary of the Interviews, contd
  • Overview, continued
  • It is hard to implement change effort State-wide
    much autonomy is held locally
  • Can Perkins IV be a lever to move education and
    CTE toward an integrated vision that aligns
    Secondary, Post-Secondary Workforce-Development
    goals?
  • How aware are the people on the ground in HSs and
    CCs teaching and admin aware of the Workforce
    needs and goals?
  • Can the Perkins IV process be a chance to
    disseminate model practices throughout the State?
  • Can it be used to create statewide CTE standards
    in terms of curriculum, programs, tracking,
    counting and providing of services?
  • No one in this group questions the importance of
    CTE in the larger scheme of education all are
    committed to it
  • But, the Perkins money means very different
    things to each of them
  • For some it is a nice to have
  • For others their CTE efforts would die without it

21
Summary of the Interviews, contd
  • Overview, continued
  • There is a deep history of what is now called CTE
    being seen as a step child" in the educational
    system
  • Can this Perkins IV Taskforce do anything to help
    CTE to raise its own self esteem?
  • Can the NCLB style metrics really be used here?
  • Issues to be Addressed
  • We need a commitment from top leadership in
    education
  • There is no doubt as to the commitment of the
    taskforce members to CTE, but it is often not a
    priority by top management
  • Political gestures have been made, but often w/o
    committing resources enough to make a difference
  • Will this be any different?
  • Must deal with fall out from the Transition
    Taskforce
  • What is the appropriate role for industry in the
    taskforce process?
  • Collecting some recent grad perspectives on the
    relevance utility of the CTE programs they
    experienced is important

22
Summary of the Interviews, contd
  • Issues to be Addressed
  • What is the appropriate role for workforce goals
    and perspectives in the taskforce process?
  • The taskforce has a diverse representation of
    experience and viewpoints united by a common
    belief in the value of CTE programs
  • Many of the groups represented have traditionally
    been at odds with each other
  • Additionally, many individual taskforce members
    have strong personalities, and have been burned
    by similar projects or are otherwise jaded toward
    this project
  • But all of the individuals here involved have the
    potential to rise above that, and the knowledge,
    skills, and positioning to make a difference if
    they so elect
  • Much of the institutional knowledge about Oregon
    CTE programs is in the heads of people who are
    retiring soon
  • Can the Perkins IV process be used to pass some
    of this along?

23
Automotive Grads Focus Group
  • Held at NATA 27 June
  • Facilitated by Barbara Crest
  • 8 Recent Grads (6 men, 2 women)
  • Employees from both Dealerships Independents
  • See Backup Slides for questions asked
  • They were also asked to rate their HS or CC CTE
    experience in eight specific areas and overall
  • Technical Skills
  • People Skills
  • Problem-Solving Skills
  • Working in Teams
  • Computer Skills
  • Business Skills
  • Tools
  • Business Etiquette

24
Automotive Grads Focus Group How prepared were
you in
Ratings (5Most Prepared 1Least Prepared n8)
25
Focus Group Findings
  • Getting a job in the auto industry is easy with
    the proper skills
  • There is a huge demand for individuals with these
    skills
  • 18 year olds are being hired directly from HS by
    high profile auto dealerships because they had
    learned the right skills there
  • Many have gotten their jobs via placement and
    internships while in CC
  • Were best prepared in the areas of electrical
    systems and basic stuff like brakes and tune-ups
  • HS programs also taught good basic problem
    solving
  • They were not well prepared to communicate what
    they were doing, either internally to co-workers,
    office staff, or to the customer
  • They would have liked to have learned more about
    communications with service writers
  • All agreed that communication with the service
    writers are a key for success, but none of them
    got any experience from this in HS or CC CTE
    programs
  • Lack of integration of materials
  • Some felt that they were unprepared to really do
    anything after graduating and that their skills
    only really came together on the job
  • One participants view dealership training and
    working as an apprentice with other techs made
    him

26
Focus Group Findings, contd
  • Some were introduced to critical computer
    software (ALL DATA and MITCHELL) while in HS or
    CC
  • Others had to learn it on the job
  • All agreed that these skills are critical and
    should be part of CTE programs
  • Every participant use computers every day at work
  • Some HS programs seem stuck in the days of
    rebuilding carburetors
  • Others are learning to use computers to do direct
    diagnosis and explore factory websites
  • Most learned team skills in HS or CC CTE
    programs, but this was true for a variety of
    reasons
  • Some programs had integral team components
  • Other programs incorporated teamwork because of a
    need to share equipment
  • Although a few CTE programs included customer
    contact (either simulated or actual), many had
    no experience with customer contact until
    beginning work

27
Focus Group Findings, contd
  • ASE certifications are relevant and valuable to
    the careers of automotive industry workers
  • Some were able to earn these certifications while
    in HS or CC CTE
  • Found this to be valuable both in getting work
    and in their subsequent career
  • Gaining certifications often are directly tied to
    more compensation
  • No one had received any training on hybrid
    vehicles in their HS or CC CTE programs
  • Participation in automotive competitions linked
    to CTE programs was immensely valuable
  • It gave them a reason to be excited and provided
    goals for their studies
  • Placing well in local and national competitions
    allowed them to
  • Win scholarships for more training
  • Got them jobs in industry based on their
    performance
  • Participants would like to see such competitions
    given the same prestige as HS sporting
    competitions including those who were also HS
    athletes

28
Focus Group Findings, contd
  • If they were King/Queen for a day (visa-vis HS
    CTE programs), a number of interesting ideas
    emerged
  • Implement longer CTE classes with bigger blocks
    of time to work
  • This would require some shuffling, because
    adequate time for CTE classes would not fit into
    the standard period system
  • Expose middle-school kids to lawnmower engines to
    get them interested early
  • Better educate HS counselors about CTE and career
    paths other than college
  • Specifically, set up opportunities for job
    shadowing in the trade with successful graduates
  • Successful techs make upwards of 100k a year
  • HS students need to open their eyes to the
    possibility of financial success in the trades
  • Make HS teachers take regular courses to keep up
    to date with technology changes
  • Educate HS students to real world practical
    concerns
  • What one needs to be prepared for and dangers to
    avoid
  • Dangers from drugs, and alcohol
  • Negative career impacts in industry of having a
    bad driving record

29
Who Are Our Customers?
30
Who Are Our Customers?
  • Who we each consider to be our customers helps
    determine the degree of alignment across the CTE
    spectrum
  • End-Customers?
  • Our Orgs Management
  • Local School Board
  • State Agency (ODE, CCWD, etc.)
  • State Board of Education
  • Feds
  • Next Org in Line
  • Students
  • Workforce
  • Oregon Employers
  • Society
  • Intermediate-Customers?
  • Our Orgs Management
  • Local School Board
  • State Agency (ODE, CCWD, etc.)
  • State Board of Education
  • Feds
  • Next Org in Line
  • Students
  • Workforce
  • Oregon Employers
  • Society

31
Discussion of the Opportunity for CTE
32
Important Trends
  • Education Week 12 June 07
  • Employers interviewed said they were able to
    redesign jobs around academic-skills
    deficiencies, but not soft-skills deficiencies
  • One of the biggest crises facing CTE is a
    teacher shortage. Its a huge issue
  • For some kids, it is awfully important that they
    see a job at the end of a sequence of classes
  • We need to dramatically increase postsecondary
    attainment, especially among underserved groups.
    Without them, we simply cannot produce enough
    workers for the jobs of the future, and we risk
    further expanding the American family-income
    divide
  • Aiming to prepare 100 of students for the 40
    of societys jobs that require 4-year college
    skills makes good politics, but bad economics,
    and it will create a lot of disappointment

33
Important Trends, contd
  • Diplomas Count 2007 A Conversation with the
    Experts 20 June 07
  • Why isn't vocational education being better
    understood?
  • Children not interested in heading off to college
    can learn real skills in a well-run vocational
    setting
  • The world will always need carpenters and
    plumbers...these jobs are plentiful, honorable
    and pay well
  • It seems to me we could be providing real
    opportunities for so many of our youth if
    vocational education were given more respect and
    more dollars
  • Bureau of Labor Statistics
  • There will be a shortfall of 10 million workers
    by 2010
  • A demographic crunch is coming and will be
    exacerbated by a talent crunch that threatens to
    stall the very engines of economic growth

34
Important Trends, contd
  • Graduation Profile (Education Week)

All Students American Indian Asian Hispanic Black
Oregon 71.1
U.S. 69.9
All Students American Indian Asian Hispanic Black
Oregon 71.1 37.6 75.7 56.0 32.7
U.S. 69.9 49.3 80.2 57.8 53.4
Houston, we have a problem!
35
Important Trends, contd
  • Graduation Profile (Education Week)
  • Discussion
  • Graduation s only tell a small part of the
    story
  • Relevance utility of education received is key
    whether academic or CTE or both
  • The PDTF needs to looks more carefully at
    different aspects of this issue

36
Talent Supply/Demand Disconnect
37
The Opportunity for CTE? Task force responses
  • Contextualized Learning Outcomes
  • Real World Experiences
  • Integration/Systems
  • Curricular learning opportunities
  • Systems learning making connections re
    problem-solving
  • Strike while the iron is hot! This is very timely
  • Cooperate co-opt with other educational areas
    3Rs
  • Employers are coming to the table with resources
  • Opportunity to engage earlier grades its
    coming back
  • National piece baby boom
  • International piece economic stakes are high
  • Save the world!
  • To change perceptions about CTE (via marketing,
    etc.)
  • To start removing boundaries between
    career-oriented vs. learning
  • For seamlessness between PK and 16, especially in
    HS
  • Capture the middle students that may not be
    destined to college
  • Redesign programs so that they are transitional
    to 4-yr degrees

38
The Opportunity for CTE? Task force responses
  • Marketing CTE opportunities re high-tech industry
  • Make sure students understand that the skills
    they acquire in CTE are utilized
  • The opportunity is for students utilizing CTE not
    the other way around
  • Use a variety of data to drive our thinking
  • To reshape CTE restructuring, using words/ideas
    that are not as divisive and closer to the way
    the world works
  • Ref Workforce side Work Readiness Certificate
  • Career-related learning standards
  • Define CTE its a very broad topic
  • Professional-side
  • Lifelong learning, skill-upgrading
  • The labels we use are important  we need to be
    clear consistent
  • Perkins may have brought us together but this
    discussion is needed now anyway!
  • Ties into the new diploma requirements being
    implemented now super-timely
  • How do we take better advantage of these (2012)?
  • We have an opportunity to define the whole K-16
    CTE spectrum
  • For CTE to addressed the work college readiness
    transferring from HS

39
The Opportunity for CTE? Task force responses
  • With the CTE Teacher shortage, we can look at all
    of this in a fresh way
  • Can look at extending CTE into teacher education
    programs
  • Ref Reinventing the American HS for the 21st
    Century
  • Some wonderful ideas re changing how we deliver
    education qualify teachers
  • Need to build on prior work re many of the above
    points build some common understanding
  • Marketing what?
  • Piggyback on other opportunities
  • Initial Themes
  • Potential integration of CTE with Academics
  • Collaboration/cooperation among the different
    levels of CTE

40
What Success Failure Look Like
41
What Failure Looks Like
  • Purpose
  • Stir negative-discomfort by looking at the costs
    of not taking full advantage of this opportunity
    to transform CTE
  • Process
  • Imagine the effects of not succeeding in
    addressing the current emerging workforce needs
  • How would this impact your organization?
  • How would this impact tomorrows students?
  • How would this affect you personally?
  • Write a couple of Headlines about the failure of
    CTE
  • Share results with the group

42
What Failure Looks Like Task force responses
  • Organization Impact
  • Congress will drop funding
  • ODE loses staff
  • Focus more on NCLB
  • Schools become irrelevant or status-quo continues
  • Perkins awarded to ITT to train citizens from
    India and Canada to work for American companies
    CTE is outsourced!
  • Will see more remediation needs at HS, CC 4-yr
  • Student Impact
  • Higher dropout rate
  • Lost opportunities (all kinds)
  • Misperception of whats broken
  • CTE will become available in the private sector
    at a higher cost longer time
  • Some students will be left out altogether
  • Lost of relevancy re experiencing the world of
    work
  • Loss of roots
  • Lost income
  • Less flexibility less opportunity to experiment
    less transferability
  • Greater barriers for risk populations especially
    students of color

43
What Failure Looks Like Task force responses
  • Personal Impact
  • Lose my secure society
  • High cost of repair, technical services
  • It would really jeopardize my ability to engage
    with local businesses nothing to offer
  • I would mourn this
  • Lower standard of living
  • I wouldnt feel as safe
  • Army recruitment would rise for the wrong reasons
  • Our own kids grandkids wont have the same
    opportunities that we had
  • Growing gap between haves have-nots
  • Oregon has-been, used to be a nice place to live
  • Headlines
  • CTE is outsourced!
  • Intel closes due to lack of technicians
  • Gates is right the Education System is broken!
  • Average cost of BS degree now reaching 100k
  • The Monthly Auto-Repair Barge is leaving for
    India
  • Waiting list for Nursing Home is 10-years
  • Academia Learns Technical Skills

44
Our 2012 Vision of CTE
45
Our 2012 Vision of CTE
  • In small groups  pick a scribe presenter
  • Put yourself into the future
  • Without any of the limitations or issues of today
  • Imagine that by 2012 Oregon becomes widely known
    as a World Class Model for Career Technical
    Education
  • A team of observers arrives
  • What would they see?
  • How would recent grads describe their experience?
  • Employers?
  • Educators?
  • Parents?
  • Share results with the group

46
Our 2012 Vision of CTE Task force responses
  • Recent Grads
  • Very relevant to their jobs
  • They love what they do
  • Prepared for advancement
  • Know how to seek next steps
  • Their job connects back to the school systems
  • They equate their success with how well they were
    prepared
  • Cant wait to work as a part-time teacher
  • I got a great job I make a living wage I owe
    it all to my school
  • Everything I took applied to my 4-yr degree
  • I bought a new truck/hybrid

47
Our 2012 Vision of CTE Task force responses
  • Employers
  • Ive got employees that create great profit
  • Job-ready day one
  • Where did you get them from
  • They want to contribute to their community
  • My best employees come from local schools
  • I meet with local educators a couple of times a
    year they really listen have the capacity to
    met our needs
  • We are ready to invest in additional training
  • I enjoy teaching at my HS/CC
  • I have excellent candidates to interview
  • 20 of my workforce are interns
  • Can serve my community/customers better with my
    diverse workforce
  • The grads know how to work as a team
  • The grads are innovative create better ways to
    do business
  • We are growing at 20/year
  • I am voting for the bond measure to expand CTE

48
Our 2012 Vision of CTE Task force responses
  • Educators
  • I have a raise
  • Dont care about PERS because I enjoy teaching so
    much
  • I have more personal relationships with students
  • 85 of my completing seniors have jobs!
  • I go home everyday feeling rewarded for the work
    I do because my work is so successful
  • Im not burned out
  • I am a happy teacher
  • Every year students ask me what would it take
    for me to do what you do
  • I need more space/periods to serve all those
    wanting to be in the program
  • I love teaching skills (vs. helping them
    catch-up)
  • I work closely with the Math English teachers
  • I team-teach with business owners

49
Our 2012 Vision of CTE Task force responses
  • Parents
  • Thank you!
  • My child is out of the house, working earning
    solid wages
  • Im jealous that I didnt have this opportunity
  • My tax have been well spent
  • What is nano-technology?
  • I am happy that my child has a career, not just a
    job
  • FINALLY my kid is excited about school
  • He/she makes more than I do!
  • Now Im back in school

50
Our 2012 Vision of CTE Task force responses
  • What is that Model?
  • No delineation between CTE and other learning
    Academic instruction services CTE
  • Lots of on-line opportunities
  • Hybrid ed
  • Simulations
  • Distance-learning
  • No boundaries between different level of ed
  • Comprehensive advising system
  • Awareness gt Exploration gt Planning gt
    Preparation
  • Competency/outcome/proficiency based CTE -- vs
    contact hours, units
  • Easy transferable among the schools
  • All faculty periodically engaged in
    back-to-industry efforts
  • Program completers receive next-step placement or
    are guaranteed a refresher course
  • Stds for teacher licenses are adapted to fit this
    paradigm with more opportunities for business
    environment
  • Different funding model from contact hours to
    innovation, demand-programs, economic needs

51
Our 2012 Vision of CTE Task force responses
  • What is that Model, contd
  • Greater level of collaboration across the whole
    CTE spectrum
  • Respect for all sectors by all sectors
  • Students have lots of ways to apply their
    learning contests, clubs, internships
  • Students K-20 all have plans that extend into the
    world of work
  • Model is financially responsible sustainable
  • Able to change with workforce needs flexible,
    adaptable
  • Teacher Ed is across the board delivered by CC,
    4-yr, employers
  • Profusion of mentorships for teachers students
  • Integrated Programs developed around career
    clusters local business needs
  • These opportunities are equally distributed
    around the State on-site or via distance

52
Foundation Blocks of Our Vision  Leverage
Opportunities
53
Leverage Opportunities for CTE Task force
responses
  • Flexibility between big, little, urban, rural
    schools
  • Quality Assurance process (criteria) especially
    for HS level
  • Existing networks
  • Regional Coordinator Network
  • Counsel of Instructional Administrator
  • ODE/Local Ed Agency
  • 22 other transition programs  consistently
    applied
  • Local innovative model programs going on, e.g.
  • OSU/LBCC Culinary Arts
  • Excellent relationships between CC and feeder HSs
  • Strong business community connections
  • Increased staffing ability at CCWD for
    accountability, etc.
  • Active involvement with the implementation
    reauthorization of NCLB
  • Student Leadership Organizations in Oregon (esp.
    HS)
  • Oregon Business Council budget framework

54
Leverage Opportunities for CTE Task force
responses
  • Systemic Innovative Programs
  • Small learning communities
  • Career Pathways Program
  • Distance Education infrastructure
  • Plan Profile for K-12 can be built upon
  • New diploma requirements 2007 2014
  • Credit for proficiencies (vs. time)
  • Strong advisory committees
  • Technological competence career opportunities
     value added within CTE
  • Partnerships with Workforce Policy Board
  • Connections with other policy entities this is
    on peoples radar (State, National, etc.)
  • TSPC relationship fertile ground of receptivity
  • New legislatively funded CTE study
  • Other funding sources HR CREB, Incentive
    Grants, DOL
  • Lots of existing data (needs analysis on CTE
    outcomes labor needs)
  • Federal Mandate to change

55
Achieving Our Vision  Challenges/Obstacles
56
Challenges/Obstacles for CTE Task force
responses
  • Changing the culture at schools
  • Big systems to change
  • Federal
  • State
  • NCLB highly qualified teacher status
  • State requirements for teacher approval
  • Limited resources to rebuild our programs
  • Student or youth culture issues
  • Resistance from within CTE community e.g. with
    accountability
  • Challenge re what is a mandate vs. local control
  • In the end everyones just fighting for the
    money
  • People tied to existing formulas
  • Contract work rule issues

57
Challenges/Obstacles for CTE Task force
responses
  • Some internal structures that get in the way of
    our being nimble
  • Pace global economic changes
  • Lack of State Model really exists
  • Teacher workforce issues
  • Demographics
  • Aging
  • Articulation/transfer issues within the State
  • Huge learning issues with policy makers
    politics
  • Misinformation, misperceptions
  • Lack of a communications structure and a
    teaching-structure
  • Pipeline for succession planning for teachers and
    instructional leaders
  • The changing demographics of rural areas
    smaller schools

58
What Can CTE Control vs. Influence vs. Have No
Impact For Next Offsite 26-27 July
59
Which Challenges Can/Must Be Addressed First?
For Next Offsite 26-27 July
Setting Priorities Our Focus Going Forward
60
Next Steps
61
Next Steps
  • Data mine for relevant input to the PDTF
  • Add Industry/Program specific Focus Groups as a
    strategic periodic tool to
  • Solicit feedback from recent grads (2-to-3 yrs
    out)
  • Solicit feedback from employers
  • Help keep curriculum developers as well as
    Instructors current and relevant
  • Help foster stronger ties with industry
  • All PDTF Members please
  • Review these notes and suggest clarifications/chan
    ges
  • Look for emerging themes regarding
  • Vision
  • Leverage Foundation Blocks
  • Challenges Obstacles
  • Try to find that pithy, compelling statement that
    captures the hearts and minds of CTEs vision
  • Example We help people become whole again
  • One suggestion already Preparing Our Future
    Workforce through Effective Learning Systems

62
Perkins IV Program Design Taskforce
  • Kickoff Offsite
  • 12 July 2007
  • BACKUP SLIDES

63
Appendix A Focus Group Questions
  • What has been your work experience since
    graduating from school?
  • Talk to me about how you moved in to your new job
    in the automotive industry?
  • What were you most prepared to do once you
    starting working?
  • And, what were you the least prepared to do?
  • For example, talk to me about your ability to
    work with auto electronics and diagnostic
    equipment.
  • How about computer skills, e.g., your ability to
    go to manufacturer websites to get repair
    information?
  • Lets talk about how you did or didnt learn to
    work together as a team to solve problems?
  • And what about general communications, like
    working with customers?
  • If you had to do it all over again, what would
    you like to see taught in automotive classes in
    high school and/or community college that it is
    not doing now?
  • Are there things that you will like taught that
    would enhance you skills in todays automotive
    repair business?

64
Appendix A Focus Group Questions, contd
  • Do you get any training on repairing hybrid
    vehicles?
  • How about training in dealerships? What types of
    training did they offer to you?
  • Okay heres a for instanceI would have done
    better in the training that Toyota offered me.if
    I had better preparation in schoolor, I was
    really suffering because_______________________.
  • Do you feel you learned independent skills to
    help you with problem solving, like figuring out
    options available and which is the correct one to
    choose?
  • Did school help you to say, How do I communicate
    options for car repair to the customer in a way
    they can understand?
  • What is your assessment of the quality of your
    education and how they prepared you to work in
    the automotive industry?
  • If you were King/queen for a day what would you
    change in the current education system to make
    automotive repair training the best it could
    possibly be?

65
The World is Flat 10 Flatteners
  1. Berlin Wall Comes Down November 1989
  2. When Netscape Went Public, August 1995 from PC to
    Internet Based Platform
  3. Workflow software enables a global supply chain
  4. Open Sourcing-Shareware
  5. Outsourcing-Y2K-Using telecom to contract to
    another firm in another country
  6. Off Shoring - Moving a U.S. factory to another
    country
  7. Supply Chaining - Connected throughout the chain
    without owner control
  8. In Sourcing - UPS into your company
  9. Informing - The ability to build and deploy your
    own personal supply chain-a supply chain of
    information, knowledge, and entertainment.
    (Google, Yahoo, MSN Web Search)
  10. The Steroids -Digital, Mobile,Wireless, Personal
    and Virtual
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