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Recommendation

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Title: Recommendation


1
Recommendation to the Accommodation Review
Committee Nov. 17, 2008
2
  • We recommend that
  • this facility be
  • closed, renamed and
  • transformed into a
  • Centre of Specialization
  • for the North-East and beyond.

Reference GAPP Recommendation 4 (Page 23,
Target 3)
3
  • The revitalized Centre of
    Specialization would operate either as a stand
    alone centre or in a campus
    relationship with one or more of the seven
    surrounding collegiates.

4
  • Students would access the Centre of
    Specialization for part or all of their Grade 11
    and/or Grade 12 experience as needed.
  • While the Centre of Specialization would
    primarily cater to Grade 11 and 12 students, it
    would be possible to expand the programs to
    younger students with a demonstrated interest in
    the Centres areas of study.

5
  • Where programs are so unique and highly
    dependent on facilities and specialized staff,
    students and programs will be clustered in
    specialized programs to ensure sustainability.
  • Specialized Programs
  • are Board approved programs open to the entire
    student population across the TDSB
  • lead to Ministry recognized Specialized High
    Skills Major (SHSM) status
  • occur where programs require highly expensive
    facilities/equipment, specialized staff
    qualifications and/or the clustering of students
    to ensure program viability
  • offer students opportunities the TDSB could
    never offer in every school.
  • These specialized programs will eventually
    fulfill the requirements of the Ministry of
    Educations Specialist High Skills Major.

Reference Support Document to the GAPP (Page 3)
6
(No Transcript)
7
Within the next decade or so, Canada will be
experiencing a critical shortage of skilled
trades workers. As per the TDSB Career Centres
Labour Market Information newsletter, In Canada,
it is estimated that there will be 50,000
unfilled jobs in skilled labour by 2010. A
Centre of Specialization would provide valuable
educational opportunities in these lucrative high
skills fields and help prepare TDSB students to
meet Canadas needs for the future.
Appendix A
8
Planning Department Data
Appendix B
  • Currently, based on attendance data from the
    last three years for our seven surrounding
    collegiates, an average of 29 of students
    chose to attend a different secondary school than
    their home school.

9
Planning Department Data
Appendix C
  • Currently, based on combined attendance data
    from the last three years for our seven
    surrounding collegiates, each year an average of
    449 students chose to leave their current
    school to attend a secondary program at either
    another TDSB school or a private school.

10
Students will switch schools for Specialty
Programs!
Appendix D
Out of the 47 students that have taken the OYAP
Carpentry limited enrollment specialty program
over the last three years, only 6 of those
students were Timothy Eaton students prior to
enrolling in the program. The other 41 students
transferred to the school specifically for the
OYAP Carpentry program.
11
Students will switch schools for Specialty
Programs!
Appendix E
During the PART process, a survey was conducted
of grade ten students at Agincourt and Albert
Campbell. Seventy percent of the students
surveyed expressed a willingness to switch
schools in order to attend a specialty program of
interest to them.
12
The following slides represent possible
programs for a Centre of Specialization in the
North-East. These programs would utilize
the excellent existing facilities in this
building.
13
Proposed Centre of Specialization Focus Programs
include, but are not limited to
14
Pure and Applied Animal Sciences
  • Sample Pathways include
  • University Veterinarian, Zoologist, Zookeeper
  • College Veterinary
    Technician, Animal
    Caretaker, Animal
    Services Worker
  • Employment Pet
    Groomer, Pet Retail
    Sales, Animal Trainer

15
Engineering Foundations Program
  • Sample Pathways include
  • University Civil Engineer, Electrical Engineer,
    Industrial Engineer, Mechanical Engineer
  • College Civil Engineering Technician,
    Electrical Engineering Technician,
    Mechanical Engineering
    Technician
  • Apprenticeship Facilities
    System Technician

16
Architectural Design and Construction Technology
  • (including Accelerated Ontario Youth
    Apprenticeship Program Carpentry)
  • Sample Pathways include
  • University Architect, General Contractor,
    Planner, Construction Management
  • College and/or Apprenticeship Architectural
    Technician, Cabinetmaker,
    Carpenter, Renovator
  • Employment Construction
    Tradesperson

17
Transportation Technology
  • Sample Pathways include
  • University Transportation Studies, Automotive
    Marketing and Management, Automotive Design
  • College Automotive Technician, Specialist
    Mechanic, Heavy Equipment Operator
  • Apprenticeship Automotive
    Service Technician, Auto
    Body/Collision Repair,
    Automotive Parts Person
  • Employment Auto Detailer,
    Automotive Sales, Driver

18
Esthetic Arts and Sciences
  • Sample Pathways include
  • College Esthetician, Cosmetologist,
    Hairstylist, Nail Technician,
    Spa Management
  • Apprenticeship Hairstylist
  • Employment Esthetician,
    Nail Technician, Spa
    Technician, Cosmetics
    Specialist

19
Culinary Arts
  • Sample Pathways include
  • University Hotel and Food Administration
  • College and/or Apprenticeship Caterer, Chef,
    Cook, Hotel and Restaurant Management,
    Bartender,
    Patissier/Baker
  • Employment numerous and
    wide-ranging employment
    opportunities

20
Medical Sciences Pharmacology and Toxicology
  • Sample Pathways include
  • University Pharmacologist,
    Pharmacist, Toxicologist,
    Chemist
  • College Pharmacy Technician,
    Lab Technician
  • Employment Pharmacy
    Worker

21
A Model for the Future
  • Example Architectural Design and Construction
    Technology - WoodLINKS
  • The existing WoodLINKS program would act as
    a model for program development in the other
    focus areas that you have just seen.

22
A Model for the Future
  • The current WoodLINKS program at Timothy Eaton
    has
  • pathways to university, college, apprenticeship
    and employment
  • - University of British Columbia Bachelor of
    Science in Wood Products Processing
  • - Conestoga College Bachelor of Applied
    Technology in Advanced Manufacturing Technologies
    (Wood Composite Products) or Diploma in
    Woodworking Technology
  • - Humber College Industrial Woodworking
    Technician (diploma)
  • - college certificate programs in Cabinet Making
    at Conestoga College, Humber College and Sheridan
    College
  • - apprenticeship programs in Carpentry at
    Conestoga College and George Brown College
  • - direct employment opportunities at the
    numerous Sector Council partner companies

23
A Model for the Future
  • excellent co-operative education opportunities
  • Industry-recognized certification opportunities
  • dual credit opportunities with college programs
  • Specialist High Skills Major requirements
  • a nationally recognized pilot program
  • Industry and Education partnerships
  • Federal Sector Council partnerships

24
A Model for the Future
  • state of the art facilities

25
The WoodLINKS model is easily transferrable to
other areas of specialization, creating a unique
High Skills Environment. Existing facilities
would need only limited upgrading to bring them
up to current Industry standards for other focus
areas. This is an economically feasible option
that would allow such programs to be available to
students until fully composite schools able to
host such programs could be built.
26
Sample Program Model
A number of successful programs currently exist
in the system whereby students attend full or
part days at a different school than their home
school in order to participate in specialized
programming. One example is the CitiMotive
program at Winston Churchill C.I.
Appendix F
Reference CitiMotive Power Program/OYAP 2009
Semester Two Program
27
  • In addition, the new Centre of Specialization
    could include
  • Professional Development space, tied to the
    Culinary Arts Program - Reference GAPP Working
    Paper, page 23 Professional Learning hubs for
    staff would be attached to Centres of
    Specialization (with culinary/hospitality
    programs).
  • An extensive Guidance and Career Centre with
    career research facilities for North-East
    quadrant students and career information sessions
    for teachers and parents
  • Introduction to Experiential Learning
    Opportunities for younger students through visits
    to the Centre
  • A continuation of our community partnership with
    the Timothy Eaton Infant and Toddler Daycare
    Centre

28
This is the Future!
  • Centre of Specialization for Grade 11 and 12
    students interested in a variety of
    innovative, focused areas of study
  • Programs leading to all four destination
    pathways (university, college,
    apprenticeship and employment)
  • Multiple focus areas with excellent facilities
    and skilled staff with specialized
    qualifications
  • Industry and community partnerships
  • In-depth Experiential Learning and Co-operative
    Education opportunities
  • Expanded Guidance and Career Planning Centre
  • Professional Learning Hub for TDSB staff
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