CAREER EDUCATION AND WORK ACADEMIC STANDARDS

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CAREER EDUCATION AND WORK ACADEMIC STANDARDS
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Michele GovoraProduct Quality Division Manager

• PA Department of Education333 Market Street--6th
  FloorHarrisburg, PA 17126-0333717-783-6988Fax
  717-783-6672mgovora_at_state.pa.us

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Focus of Presentation

• Adapting to Change
• Standards Development Process
• Proposed Career Education and Work Standards
• Resources
• Questions
• Application of Information

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Information Based On Sacred Cows Make the Best
Burgers

• Written by Robert Kriegel and David Brandt,
  Warner Books, New York, 1996.
• Sacred Cow An outmoded belief, assumption,
  practice, policy, system or strategy, generally
  invisible, that inhibits change and prevents
  responsiveness to new opportunities.

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Types Of Sacred Cows

• Paper Cow
• Meeting Cow
• Speed Cow
• Expert Cow
• Cash Cow
• Competitive Cow
• Customer Cow

• Low Price Cow
• Quick-Reactor Cow
• No-Mistakes Cow
• Downsizing Cow
• Technocow
• Team Cow
• Work-Till-You-Drop Cow

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Expert Cows

• Rely on the past
• Think they know the lay of the land
• Unaware of their limitations
• Develop routines which turn into ruts

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To Avoid Being An Expert Cow

• Think like a beginner
• Ask embarrassing and/or stupid questions
• Have no preconceived notions
• Provide an open mind/fresh eyes
• Unaware of rules and rationales for why things
  cannot be done
• Switch jobs within organization
• Ask an outsider

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Cash Cows

• Found winning formula and stuck with it
• Ask Why risk something else?
• Rest on their laurels

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To Avoid Being A Cash Cow

• Broaden your niche
• Ask how your competitive advantage could be
  applied in a broader context
• Redefine what you do in the most general of terms
• Look at what you do from the customers angle
• Define yourself by the customers
• perception of what they are buying

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Quick-Reactor Cows

• React instead of being proactive
• Wait until change happens before moving
• Listen only to customers current needs

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To Avoid Being A Quick-Reactor Cow

• Move before the wave
• Change before you have to
• Preview the future
• Good companies react quickly to change great
  companies create the change

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No Mistakes Cows

• Penalize mistakes
• Make few mistakes
• Do not learn from mistakes
• Are cautious and afraid to make mistakes
• Become complacent
• More concerned about avoiding fault than solving
  problems

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To Avoid Being A No-Mistakes Cow

• Do not penalize mistakes reward good tries
• Think of what you want to happen instead of
  mistakes that could happen
• Make mistakes as part of the learning process
• Remember Doing it right every time may mean you
  are not trying anything new, challenging the
  status quo or learning

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Cow Hunting

• Be continuously on the lookout for outmoded
  beliefs and practices
• Challenge everything
• Complaints are often sacred cows in disguise
• Write down the basic assumptions you make about
  your customer, competition, product or service

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Cow Hunting Continued

• Do a reality check to determine if these
  assumptions are still true
• Question everything
• -Why are you doing it? What is the rationale?
• -What if it did not exist?
• -Is it already being done by someone else?
• -How and when did this practice come into
  being and who started it?

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Standards Development Process

• Task forces of educators, parents, students and
  community representatives at Dickinson College
  during the summer of 1996
• Task force leaders from Pennsylvania Department
  of Education
• The Governors Advisory Commission on Academic
  Standards

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Rules and RegulationsTitle 22 - Education

• Chapter 4
• Academic Standards and Assessment
• January 16, 1999

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Section 4.11 (g) State and Local Academic
Standards
Revised List of Academic Standards

• Reading, writing, speaking and listening
• Mathematics
• Science and technology
• Environment and ecology
• Social studies
• Arts and humanities
• Career education and work
• Health, safety and physical education
• Family and consumer science
• World languages

• Reading, writing, speaking and listening--Final
• Mathematics--Final
• Science and technology--Final
• Environment and ecology--Final
• Civics and government--Final
• Economics--Final
• Geography--Final
• History--Final
• Arts and humanities--Final
• Health, safety and physical education--Final
• Family and consumer science--Final
• World languages--In Process
• Career education and work--In Process

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Section 4.12 (a)(5) Career Education and Work
Description

• Understanding career options in relationship
  to individual interests, aptitudes and skills
  including the relationship between changes in
  society, technology, government and economy and
  their effect on individuals and careers.

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Section 4.12 (a)(5) Career Education and Work
Description Continued

• Development of knowledge and skill in
  job-seeking and job-retaining skills and, for
  students completing vocational-technical
  programs, the skills to succeed in the occupation
  for which they are prepared.

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Career Education and Work

• To be presented to the State Board of Education
  no later than
• September 2000
• Section 4.12 (g)

Note Presented in January 2002
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Public Roundtable DiscussionMarch 2002

• Offered support for standards
• Indicated all students need career development
• Recommended additional professional development
  in this area for teachers
• Suggested changes in wording for some standards
  to clarify meaning
• Requested these standards receive same emphasis
  as other sets received
• Stated parts of these standards are already being
  addressed but more needs to be done

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State Board ActionJuly 2002

• State Board Committee on Academic StandardsJuly
  17, 2002, Voted to recommend Board action to
  announce intention to adopt
• State Board of EducationJuly 18, 2002, Voted to
  announce intention to adopt

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State Board ActionMarch 31, 2003

• Copy of standards submitted to Independent
  Regulatory Review Commission (IRRC) and to
  Chairpersons of House and Senate Committees on
  Education

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Proposed Standards for Career Education and Work

• 13.1 Career Awareness and Planning
• 13.2 Career Acquisition (Getting a Job)
• 13.3 Career Retention (Keeping a Job)
• 13.4 Entrepreneurship

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13.1 Career Awareness and Planning

• Abilities and Aptitudes
• Non-Traditional Workplace Roles
• Community-Based Jobs
• Career Selection
• Preparation for Careers and Career Changes
• Career Plan Components
• Career Cost/Benefits

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13.2 Career Acquisition (Getting a Job)

• Interviewing Techniques
• Technical Skills
• Technology in the Workplace
• Workplace Health and Safety Practices
• Career Acquisition Documents
• Career Portfolio
• Manipulative and Motor Skills in the Workplace

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13.3 Career Retention (Keeping a Job)

• Work Habits
• Cooperation and Conflict Resolution
• Teamwork
• Budgeting
• Time Management
• Workforce Changes
• Continuing Career Education

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13.4 Entrepreneurship

• Pricing Strategies
• Business Plan Development
• Principles of Entrepreneurship
• Problem Solving

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Resources

• PDE Home Page www.pde.state.pa.us
• Academic Standards, Career Education and Work
• K-12 Schools, Curriculum and Instruction, Career
  Education and Work
• PDE Resource Center 1-800-992-2283
• The Pennsylvania Bulletin www.pabulletin.com,
  April 12, 2003 issue
• National Occupational Information Coordinating
  Committee (NOICC) www.ed.gov/pubs/TeachersGuide/
  noicc.html

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Resources Continued

• Multi-State Academic and Vocational Curriculum
  Consortium (MAVCC) www.mavcc.org
• Marketing Education Resource Center (MarkED)
  www.mark-ed.com
• Center for Workforce Information and Analysis
  www.dli.state.pa.us/workforceinfo
• Federal Reserve Bank of New York
  www.newyorkfed.org
• See handout for websites related to each Career
  Education and Work strand

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