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Career Clusters 201

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Career Clusters 201 Belinda McCharen, Ed.D. Oklahoma State University January 24, 2011 * * * * * * Represent the entire world of work Flexible! Let s talk about ... – PowerPoint PPT presentation

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Title: Career Clusters 201


1
Career Clusters 201
  • Belinda McCharen, Ed.D.
  • Oklahoma State University
  • January 24, 2011

2
Participants and Facilitator
  • Identify yourself, your position, what you expect
    from this workshop
  • Identify one thing that makes you unique

3
Workshop Objectives
  • Understand the components of career cluster
    implementation
  • Deepen understanding of knowledge and skills,
    career development and connections to workforce
    development
  • Develop a tentative plan for implementation

4
Lets Review Career Clusters
  • What are they and why?

5
16 Career Clusters


6
So Why Clusters?
  • An organizer to structure career pathways and
    career-themed programs of study
  • A basis for career-themed standards (knowledge
    and skill statements) for curriculum, instruction
    assessment
  • A basis for organization of career development
    and guidance information
  • A strategy to engage the workforce and economic
    communities in the education enterprise
  • Tool/framework for seamless transition

7
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8
What Research Tells Us About Clusters/Pathways
  • One possible reason for success might be the
    focus on all students, not simply those not
    deemed college material.
  • (J. Stone in Jl. Of Career Technical Education
    Fall, 2005)
  • Shows positive outcomes on many measures of high
    school achievement
  • Pedagogically sound
  • Career pathways restructure the school

9
Critical Components
Student-Centered Learning

Creative and Innovative Teaching Strategies
Workplace Learning
Flexible Schedules
Inter-disciplinary Teams
Integrated Curriculum
Parent and Community Involvement
Education Partnerships
Industry Partners
Multi-Measure Assessment
Standards-Based Curriculum
Career Development
Professional Development
Shared Planning Time
Administrative Support
10
Where Are You?
  • In implementing career clusters?
  • Have you begun implementing pathways and programs
    of study?
  • Have you implemented a system of guidance and
    advisement to support clusters?
  • Share at your table

11
If you answered YES!!
  • You are ready for Clusters 201
  • Even if you didnt answer yes, you need to know
    where you are headed..

12
Process for Choosing Clusters
  • How do you select the clusters offered

13
Getting Started on Clusters
  • Identify Focus
  • student interest
  • employment demand
  • continued education opportunities
  • Perkins requirement
  • Determine Scope
  • K-12, 9-12, 10-14, etc.
  • Establish Advisory Council
  • stakeholders, industry focused

14
Base on Student Interest
  • Identify options for assessing student interest
  • When is it done? For which students? How is data
    used?
  • Are results used for student advisement? Parent
    conferences? Academic and college advisement?

15
Base on courses and expertise
  • Which courses do you currently have ?
  • Did you begin there?
  • Are there particular expertise/interest among
    faculty
  • Did you identify past work experience or interest
    to lead the cluster implementation?

16
Area/Regional Economic Opportunity
  • Match clusters/pathways to colleges and workplace
    learning options in community
  • Match to employment options in region/community

17
Perkins Supports Programs of Study
  • Perkins elements
  • Secondary and postsecondary elements
  • Coherent sequence academic and technical
  • Opportunity for dual or concurrent enrollment
  • Leads to an industry- recognized credential

18
Implementing Clusters You Must
  • Know why you are implementing clusters
  • Use the form in your planner
  • Purpose for clusters
  • Results sought
  • Outcomes for students
  • Impact on school/community

19
Are You?
20
Or are you?
21
Programs of Study
  • What are they and how have you developed?

22
Programs of Study
  • A program of study is a comprehensive, structured
    approach for delivering academic and career and
    technical education to prepare students for
    postsecondary education and career success.
  • OVAE Operational definition of a program of study

23
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24
What is Used to Develop the POS?
  • Knowledge and Skills Statements
  • Broad statements specifying the knowledge and/or
    skills required of learners/workers in order to
    demonstrate competence in a given career cluster
    or career pathway.

25
With KS, you also get.
  • Performance Element(s)
  • Specific, measurable statements that indicate
    what a learner/worker must know or be able to do
    to meet the intent of the Knowledge and/or Skills
    statement.

26
And, you also get.
  • Measurement Criteria
  • Items under each Performance Element that clarify
    what is to be measured and define the level of
    performance expected.

27
KS Cluster Topics
  • Academic Foundations
  • Communications
  • Problem Solving/Critical Thinking
  • I T Applications
  • Systems
  • Safety, Health Environment
  • Leadership Teamwork
  • Ethics Legal Responsibilities
  • Employability Career Development
  • Technical Skills

28
Why are They Important?
  • Used as a basis for course selection, both
    academic and career tech/degree major
  • Used for course improvement
  • Place validity on what students need to know and
    be able to do to be successful in postsecondary
    education and careers.
  • Serve as a roadmap for students, parents and
    teachers to get to the world of work.

29
What Do We Do With Them?
  • Use to determine course content (what you call
    the course isnt as important as what you put in
    it.)
  • Clump into courses
  • for example---

30
Pathway Construction Course 8 Construction
Ethics Legal Responsibilities
  • Exhibit personal accountability, integrity and
    responsibility to enhance confidence among
    co-workers.
  • Read regulations and contracts to ensure ethical
    and safety elements are observed.
  • Use ethical and legal standards to avoid
    conflicts of interest.
  • Recognize legal and ethical relationships between
    employees and employers to establish
    workplace/jobsite rules, regulations and
    guidelines.

31
STEPS FOR DEVELOPING POS
  • Bring the partners together.
  • Determine pathways to be developed
  • a. Target careers (focus)
  • b. Include as part of POS
  • Identify template format for POS
  • Clump the K S statements into courses.

32
STEPS FOR DEVELOPING POS (cont.)
  • Write/revise course descriptions based on
  • K S.
  • Identify academic courses to support
  • K S
  • Crosswalk to ensure appropriate local, state and
    national standards are met.
  • Remember the target audienceStudents!

33
Lets Share Ideas on POS
34
POS Checklist
  • Are both academic and degree major courses
    included?
  • Are both secondary and postsecondary
    courses/competencies included?
  • Does coursework reflect the K S?
  • Do courses represent a sequence of instruction
    that leads to a degree, certificate or credential?

35
POS Checklist, cont
  • Do courses represent a coherent and rigorous
    program of studies?
  • Have courses been cross-referenced against state
    and national standards?
  • Does completion of the high school courses ensure
    success at the postsecondary level?
  • Does the high school plan reflect opportunities
    for postsecondary enrollment?

36
Use the checklist
  • To identify which attributes you have included in
    your programs of study

37
Individual Career Plan
  • How are they developed and implemented?

38
Individual Career Plan
  • Based upon clusters and pathways
  • Reflects individual goals and aspirations and
    dreams
  • Combine academic and career courses
  • Provides sequenced structure of high school
    courses and connections to postsecondary/work
  • Reviewed annually with students, school and family

39
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40
Components of an ICP
  • What is critical?
  • When should it begin?

41
Cluster Knowledge and Skills
  • How to use of K S

42
Cluster Foundation Skills
  • 6. Safety, Health Environmental
  • 7. Leadership Teamwork
  • 8. Ethics Legal Responsibilities
  • 9. Employability Career Development
  • 10. Technical Skills
  • 1. Academic
  • 2. Communications
  • 3. Problem Solving Critical Thinking
  • 4. Information Technology Apps
  • 5. Systems

43
Cluster/Pathway K S
  • Share how you have used them
  • Course revision/development
  • Basis for programs of study
  • Postsecondary alignment
  • Dual credit agreements
  • Workforce alignment

44
  • Career Pathways System
  • 16 Career Clusters
  • DOL/Governors Industry Clusters
  • http//www.careeronestop.org/competencymodel/
  • 81 Career Pathway Models

45
Building a Career Pathways System
  • Connecting career clusters from classroom to
    workplace

46
How do career clusters and pathways connect to
  • Postsecondary education
  • Workplace

47
Competency Models
  • Advanced Manufacturing
  • Aerospace Automation
  • Bioscience Construction
  • Commercial Construction
  • Heavy Construction
  • Residential Energy
  • Entrepreneurship
  • Financial Services
  • Geospatial Technology
  • Hospitality/Hotel and Lodging
  • Information Technology
  • Long-term Care, Supports, and Services
  • Mechatronics
  • Retail
  • Transportation
  • Water Sector

48
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49
Competency Models
  • Competency models benefit all partners and
    stakeholders within the workforce investment
    system including Workforce Investment Boards,
    One-Stop Career Centers, business and industry,
    economic developers, educators and training
    providers, professional organizations, and
    students and their parents
  • Should be based on workplace knowledge and skills
    progressions

50
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51
Connections with Clusters
  • Which cluster and/or pathway might Energy fit?
  • Can you customize and blend clusters?
  • How do you connect career clusters and
    workplace pathways?
  • What tools would you use?

52
16 Career Clusters


53
Career Development
  • What is the role in facilitating career clusters?

54
Career Development
  • System must be in place to support clusters

55
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56
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57
Putting It All Together
  • An example of workforce, high school collaboration

58
Communication is Important
  • Situation
  • Economic development report shows growth of
    environmental services related industries
  • High school has agriscience program with a couple
    of related courses but not emphasized
  • Local university offers an online dual credit
    in Natural Resources
  • What are the connections and gaps and how would
    you connect them?

59
What are the steps to connect the dots?
  • Identify who you would bring together
  • Tools/materials you would use for curriculum
    revision/development
  • How would you implement a guidance process to
    help students and families be aware of options?

60
Examining Implementation
  • What are the drivers and barriers for career
    cluster implementation?

61
Force Field Analysis
  • Opposing and Driving Forces Working For and
    Against Career Pathways

Career Pathways
62
Opposing Forces for Career Pathways
  • Academic Press
  • Accountability NCLB
  • Lack of recognition of the value of technical
    education and options for postsecondary education
    available
  • Complexity of implementation
  • Lack of understanding of
  • new workplace
  • CHANGE!

63
Driving Forces for Career Pathways
  • Graduation/drop out rates
  • Postsecondary remediation rates
  • Demands /changes in the labor market
  • Evolutionary - School to Work, Tech Prep
  • Perkins IV
  • The New CTE
  • Career academy movement

64
Other Uses for K S
  • Identify integrated assignments
  • Crosswalk against state and national standards
  • Align with postsecondary and workforce
    expectations
  • Help parents and students understand expectations

65
Planning for Change
  • Will career clusters always remain stable?

66
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67
How Can K S Be Used?
  • To engage students?
  • Plan for transitions?
  • Improve opportunities for students?
  • Raise student and parent expectations?
  • Improve terminology among partners?

68
Strategic Analysis www.techcast.org
69
Planning
  • Review current status
  • Review POS Checklist
  • Prioritize next steps

70
To What Degree
  • Are you examining future options for career
    clusters?
  • Do you have a cluster leadership team to help?
  • Do you have goals for improving and updating
    pathways?
  • Do you have partners to look at employment trends
    and relate to pathways?

71
Sharing Your Plan
TCTW
72
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73
QUESTIONS??
73
74
Thank You
TCTW
  • belinda.mccharen_at_okstate.edu
  • Belinda McCharen, Oklahoma State University
  • Cell phone 405.623.6196

75
Travel Safely
TCTW
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