career technical education
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- 1. NASDCTEcFall Conference Career Technical Education Framework for California Public Schools,Grades Seven Through Twelve
2. CTE Model Curriculum Standards - Background
- Legislation in 2003 mandated the creation of CTEStandards and Framework
- Standards adopted May 2005
- Framework approved January 2007
- All standards are models
- CTE standards organizedin 15 sectors (clusters) and 58 pathways
- TheCTE standardsare a tool to:
- Support mastery of essentialemployability skillsandtechnical skillsand rigorousacademic contentstandards
- Develop ahighly skilled and educatedworkforce which contributes toeconomic prosperity
- Support aseamless transitionto postsecondary education and/or career entry
- Improvestudent achievement
4. CTE Standards are presented by Industry Sector and Pathway,not by course or grade. Why?
- Course content, nomenclature and grade levels vary
- Local industry needs may require customized pathway development
- Some pathways require academic courses as prerequisites or as part of the pathway.
5. The 15 Industry Sectors:
- Agriculture & Natural Resources
- Arts, Media & Entertainment
- Building Trades & Construction
- Education, Child Development, & Family Services
- Energy & Utilities
- Engineering & Design
- Fashion & Interior Design
- Finance & Business
- Health Science & Medical Technology
- Hospitality, Tourism, & Recreation
- Information Technology
- Manufacturing & Product Development
- Marketing, Sales, & Service
- Public Services
6. Career Pathways
- A sequence of courses leading to a degree, certificate or licensure, and/or gainful employment.
- Two or more Career Pathways
- per Industry Sector
- There are 58 Career Pathways represented in the Standards
7. Career Pathway Examples
- Health Science & Medical Technology Industry Sector
- Biotechnology Research and Development
- Diagnostic Services
- Health Informatics
- Support Services
- Therapeutic Services
- Information Technology Industry Sector
- Information Support & Services
- Media Support & Services
- Network Communications
- Programming & Systems Development
8. 2 Types of Standards: -Foundation Standards-Pathway Standards
- Foundation Standards
- The common knowledge and skills all students need to master within each industry sector that prepares them
- for success in the workplace and readies them for postsecondary education and training
9. Foundation Standards
- 1. Academics (math, science, history-social science, VP arts)
- 2. Communications (English Language Arts)
- 3. Career Planning & Management
- 4. Technology
- 5. Problem Solving & Critical Thinking
- 6. Health & Safety
- 7. Responsibility & Flexibility
- 8. Ethics & Legal Responsibilities
- 9. Leadership & Teamwork
- 10. Technical Knowledge & Skills
- 11. Demonstration & Application
10. Example of Foundation Standardin 1.0 Academics Building Trades & Construction Sector
- 1.2 Science
- Specific applications of Physics (grades nine through twelve)
- (3.a) Students know heat flow and work are two forms of energy transfer between systems.
- (3.g) Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.
- (5.b)Students know how to solve problems involving Ohms law.
11. Pathway Standards
- Concise statements that reflect the essential knowledge and skills students are expected to master for success in specific career pathways
12. CTE Pathway Standard
- Sector : Engineering& Design
- Pathway : Architectural & StructuralEngineering
- Standard :
- A6.0 Students understand the use of computer-aided drafting and design (CADD) in developing architectural designs:
- Subcomponents :
- A6.1 Know various CADD programs that are commonly used in architectural design.
- A6.2 Use CADD software to develop a preliminary architectural proposal.
13. Career Technical EducationFramework 14. Vision Statement
- Career technical education (CTE) engagesall studentsin a
- dynamic and seamless learning experience resulting in their
- mastery of the career and academic knowledge and skills necessary to become
- productive contributing members of society.
15. Organization of Contents
- Part I : Career Technical Education for Californias Twenty-First Century
- Chapter 1: Structuring a Standards-based Curriculum
- Chapter 2: Standards-Based EducationLesson Planning and Instruction
- Chapter 3: Administrative and Support Services
- Chapter 4: Community Involvement and Collaboration
- Chapter 5: CTE Foundation Standards Applications
- Part II : Industry Sectors
- References, Glossary
16. Part I -Introduction
- Theunique qualities of CTEinclude the opportunities offered to all youths to:
- Acquire the technical skillsrequired for direct employment in business & industry.
- Maximize achievement throughcontextual learning .
- Learn to function efficiently inpredictable and unpredictable circumstances .
- Experienceadult mentors
17. Part I -Introduction
- The unique qualities of CTE include the opportunities offered to all youths to:
- Gainemployment experienceandbeginning references .
- Increase potential forhigh school graduation.
- Prepare for success inpostsecondary training and education.
18. Chapter 1: Structuring a Standards-Based Curriculum
- Overview of CTE delivery structures
- Step-by-step discussion of how to create standards-based CTE programs
- Course Sequencing
- Mapping Curriculum
- Curriculum Delivery
19. California Career Technical Education Systems Professional Advanced Technical Technical Occupational Career Pathways, ROP, Career Exploration and Beginning Preparation Career Awareness and Beginning Exploration Career Concept and Beginning Awareness Delivery Systems Level of Preparation High School Middle School Elementary School ROCP Regional Occupational Programsand CentersGrades 11 To Adult UC, CSU & Private Colleges & Universities Community Colleges and Post-secondary Technical Schools Adult Education 20. Chapter 1 - Steps to Develop a Program and Curriculum
- Process for choosing program area- page 13
- CTE program planning pathways/courses -page 18
- Developing course sequences page 20
- Defining the curriculum through the standards page 24
- Mapping the curriculum to address the standards page 28
21. Considerationsin developing acourse sequence/program of study Student Interests Instructor Availability Course Availability Time & Transpor- tation Articulation Resources Business/ Community Needs PROGRAM OF STUDY 22. Chapter 2: Standards-Based Instruction and Assessment
- Creating standards-based lessons and units
- Integrating foundation and pathway standards in lessons and units
- Reinforcing the learning of literacy and math through CTE
- Interdisciplinary projects
23. Unwrapping a Standard
- Analyze the standard collectively what does it say in your terms?
- What do our students need to know and be able to do?- page 46
- How will attainment of this knowledge and skill be measured? Page 49, Performance Task Rubric
24. Chapter 3: Administrative and Support Services Page 70
- CTE Plan must be integrated into other school-wide