industrial/engineering career pathway › americansamoa › localresources › corners ›...

American Samoa Transportation, Distribution & Logistics 1

TRANSPORTATION, DISTRIBUTION & LOGISTICS

Career Pathway System

‘Making the Transition from Education to Employment’

GUIDE

Developed August 2010

American Samoa Department of Education



Career Pathway

Contents

What is a Career Pathway?………………...………………………………………….. 3

Career and Technology Plan Overview and Description…………………...…………. 3

Examples of Career Contents……………………………………………...................... 4

Overview of the Transportation, Distribution & Logistics Career Pathways…………. 7

Components of the Pathways……………...................................................................... 8

Vision, Mission and Goals of the Career Pathway System………….………………… 16

Core Academic Courses and Competencies ……………………………….…………. 17

Foundation Skills & Core Competencies (SCANS) …………………………………... 17

Integrated Core Curriculum Development ………………………………...................... 18

Standards, Tests and Certification ……………………………………………………... 19

Transportation Tech. Career Pathway Framework…………………………………… 19 Work-based Learning Options ………………………………………………………… 34

Guidance & Counseling …………………………………………………...................... 36

Career Pathway Advisory Committee Involvement …………………………………... 37

Business & Industry Involvement …………………………………………………….. 37

Articulation and Tech Prep ……………………………………………….................... 38

Community College Connections ………………………………………….………… 38

Employment Outlook ………………………………………………………………… 41

Summary …………………………………………………………………………….. 42

Acknowledgements ………………………………………………………................. 43


What is a Career Pathway? Career Pathways are used to cluster a number of careers and occupations that occur within a

broadly defined area which helps to focus the curriculum and career-related learning experiences

of the Career Pathways within each pathway. Pathways adopted in American Samoa are:

1. Science, Technology, Engineering and Mathematics (STEM)

2. Agriculture, Food & Natural Resources

3. Business, Management & Technology

4. Health Science

5. Human Services

6. Arts, Audio/Video Technology and Communication

7. Education and Training

8. Transportation, Distribution & Logistics

What is the Career and Technology Education (CTE) Plan It is a plan to motivate students to participate in activities that will lead to graduation with

a high school diploma; an industry recognized credential and/or prepared to enter post-

secondary education in a related degree program.

It is a career-oriented system of programs with the direct involvement of local employers

to provide students with a major step towards the skills employers need.

It prepares students academically and vocationally for either entrance to college or

careers in a selected field or both.

It is a partnership among the high school, community college, local employers, and the

American Samoa Department of Education.

The Plan …. Involves a close working partnership between the high school and local businesses.

Focuses on the concept that all students select a Career Pathway upon which to focus

their studies while in high school


All students are enrolled in classes with integrated curriculum from 1st through 12

th

Elementary teachers have resources and lessons to begin career awareness and career

development through the career guidance and counseling programs.

Orients students towards graduation and receiving a fully credited diploma.

Develops workplace skills used and needed by local employers.

Includes a mentor program, with each student matched to a volunteer from the local

community who is committed to spending two to four hours a month with the student.

Places students in summer jobs with local employers following the 11th

grade,

provided that summer school is not required to meet graduation requirements

Includes workplace learning during the last half of the 12th

grade.

Provides additional motivational activities with local community and business

involvement.

Examples of Career Contents in Pathways Within each of the career pathways there may be 2 or more career areas that relate the student‘s

learning to the knowledge and skills required to become successful in that field and to prepare

them to continue their education in community college, college or university, or at the work-site.

The following are examples of possible career contents within a pathway:

Agriculture, Food & Natural Resources

o Pathways and Career Contents

Food Products and Processing Systems

Plant Systems

Animal Systems

Power, Structural & Technical Systems

Natural Resources Systems

Environmental Service Systems

Agribusiness Systems

Architecture & Construction


Design/Pre-Construction

Construction

Maintenance/Operations

Arts, Audio/Video Technology & Communications


Audio/Video Technology & Film

Printing Technology

Visual Arts

Performing Arts

Journalism/Broadcasting

Telecommunications

Business Management & Administration


General Management

Business Information Management

Human Resources Management

Operations Management

Administrative Support

Education and Training



Administration and Administrative Support

Professional Support Services

Teaching & Training

Finance


Banking and Related Services

Business Financial Management

Financial and Investment Planning

Insurance Services

Government & Public Administration


Governance

National Security

Foreign Service Planning

Revenue & Taxation Regulation

Public Mgm/Adm.

Health Science


Therapeutic Services

Diagnostic Services

Health Informatics

Support Services

Biotechnology Research/Development

Hospitality & Tourism


Restaurants and Food/Beverage Services

Lodging

Travel & Tourism

Recreation, Amusements & Attractions

Human Services


Early Childhood Development & Services

Counseling & Mental Health Services

Family & Community Services

Personal Care Services

Consumer Services

Information Technology


Network Systems

Inf. Support & Services Web & Digital Communication

Programming/Software Dev.

Law, Public Safety, Corrections & Security


Correction Services

Emergency/Fire Mgmt. Services

Security & Protective Services

Law Enforcement Service

Legal Services

Manufacturing


Production

Manufacturing Prod. Process Dev.

Maintenance, Installation & Repair

Quality Assurance

Logistics & Inventory Control


Health, Safety/Environmental Assurance

Marketing, Sales and Service


Marketing Management

Professional Sales

Merchandising

Mkt. Communications

Marketing Research

Science, Technology, Engineering and Mathematics


Engineering and Technology Science and Math

Transportation, Distribution & Logistics


Transportation Operations

Logistics Planning/Mgmt. Services

Warehousing/Dist. Ctr. Operations

Facility/Mobile Equipt. Maintenance

Transportation Systems/

Infrastructure Plng., Mgmt.

Health, Safety/ Env. Mgmt.

Sales/Service

Within each Pathway required courses and electives are identified that must be completed prior

to graduation from high school with specific skills that must be demonstrated for certification in

that pathway. Career related learning experiences occur within each pathway that connects the

student‘s learning to the real world. By the senior year in high school, work experiences in the

community related to the student‘s career choice may take as much as one-half of the school day

depending upon the student‘s individual career goal plans. Preparation for entry into the next

level of education or directly into the workplace is met within the framework of the career

pathway and individualized for each student depending upon his or her aspirations and goals.

Transportation, Distribution & Logistics

Career Pathway

The Pathway System for American Samoa will consist of broad clusters of careers under a

unifying title. Within each pathway there will be one to five contents that relate to the overall

system which may have some courses and experiences that are similar allowing students to cross

over and gain a broader perspective of the career field they are pursuing.

The Transportation, Distribution & Logistics Career Pathway includes entry-level, technical and

professional careers within American Samoa.

Examples of occupations within the pathways include:

Career Pathway Code Occupation

Facility and Mobile Equipment Maintenance 17-3021.00 Aerospace Engineering and Operations Technicians

Facility and Mobile Equipment Maintenance 49-3011.00 Aircraft Mechanics and Service Technicians

Facility and Mobile Equipment Maintenance 49-3021.00 Automotive Body and Related Repairers

Facility and Mobile Equipment Maintenance 49-3022.00 Automotive Glass Installers and Repairers



Facility and Mobile Equipment Maintenance 49-3023.01 Automotive Master Mechanics

Facility and Mobile Equipment Maintenance 49-3023.00 Automotive Service Technicians and Mechanics

Facility and Mobile Equipment Maintenance 49-3023.02 Automotive Specialty Technicians

Facility and Mobile Equipment Maintenance 49-2091.00 Avionics Technicians

Facility and Mobile Equipment Maintenance 49-3091.00 Bicycle Repairers

Facility and Mobile Equipment Maintenance 49-3031.00 Bus and Truck Mechanics and Diesel Engine Specialists

Facility and Mobile Equipment Maintenance 53-7061.00 Cleaners of Vehicles and Equipment

Facility and Mobile Equipment Maintenance 49-2093.00 Electrical and Electronics Installers and Repairers, Transportation Equipment

Facility and Mobile Equipment Maintenance 49-2096.00 Electronic Equipment Installers and Repairers, Motor Vehicles

Facility and Mobile Equipment Maintenance 49-3042.00 Mobile Heavy Equipment Mechanics, Except Engines

Facility and Mobile Equipment Maintenance 49-3051.00 Motorboat Mechanics

Facility and Mobile Equipment Maintenance 49-3052.00 Motorcycle Mechanics

Facility and Mobile Equipment Maintenance 49-3043.00 Rail Car Repairers

Facility and Mobile Equipment Maintenance 47-4061.00 Rail-Track Laying and Maintenance Equipment Operators

Facility and Mobile Equipment Maintenance 49-3092.00 Recreational Vehicle Service Technicians

Facility and Mobile Equipment Maintenance 49-9097.00 Signal and Track Switch Repairers

Facility and Mobile Equipment Maintenance 49-3093.00 Tire Repairers and Changers

Health, Safety and Environmental Management 17-2111.01 Industrial Safety and Health Engineers

Logistics Planning and Management Services 13-1081.00 Logisticians

Logistics Planning and Management Services 13-1081.02 Logistics Analysts

Logistics Planning and Management Services 11-9199.06 Logistics Managers

Sales and Service 43-3021.00 Billing and Posting Clerks and Machine Operators

Sales and Service 43-5011.00 Cargo and Freight Agents

Transportation Operations 53-2021.00 Air Traffic Controllers

Transportation Operations 53-1011.00 Aircraft Cargo Handling Supervisors

Transportation Operations 53-2022.00 Airfield Operations Specialists

Transportation Operations 53-2011.00 Airline Pilots, Copilots, and Flight Engineers

Transportation Operations 53-3011.00 Ambulance Drivers and Attendants, Except Emergency Medical Technicians

Transportation Operations 53-6011.00 Bridge and Lock Tenders

Transportation Operations 53-3022.00 Bus Drivers, School

Transportation Operations 53-3021.00 Bus Drivers, Transit and Intercity

Transportation Operations 53-5021.00 Captains, Mates, and Pilots of Water Vessels

Transportation Operations 53-2012.00 Commercial Pilots

Transportation Operations 43-5032.00 Dispatchers, Except Police, Fire, and Ambulance

Transportation Operations 39-6031.00 Flight Attendants

Transportation Operations 53-7051.00 Industrial Truck and Tractor Operators

Transportation Operations 53-4011.00 Locomotive Engineers

Transportation Operations 53-4012.00 Locomotive Firers

Transportation Operations 53-5021.02 Mates- Ship, Boat, and Barge

Transportation Operations 53-5022.00 Motorboat Operators

Transportation Operations 53-5021.03 Pilots, Ship

Transportation Operations 53-4013.00 Rail Yard Engineers, Dinkey Operators, and



Hostlers

Transportation Operations 53-4021.00 Railroad Brake, Signal, and Switch Operators

Transportation Operations 53-4031.00 Railroad Conductors and Yardmasters

Transportation Operations 53-5011.00 Sailors and Marine Oilers

Transportation Operations 53-5021.01 Ship and Boat Captains

Transportation Operations 53-5031.00 Ship Engineers

Transportation Operations 53-4041.00 Subway and Streetcar Operators

Transportation Operations 53-3041.00 Taxi Drivers and Chauffeurs

Transportation Operations 11-3071.01 Transportation Managers

Transportation Operations 53-3032.00 Truck Drivers, Heavy and Tractor-Trailer

Transportation Operations 53-3033.00 Truck Drivers, Light or Delivery Services

Transportation Systems/Infrastructure Planning, Management and Regulation

53-6051.01 Aviation Inspectors


13-1199.03 Customs Brokers


53-6051.08 Freight and Cargo Inspectors


53-6041.00 Traffic Technicians


19-3099.01 Transportation Planners


53-6051.07 Transportation Vehicle, Equipment and Systems Inspectors, Except Aviation

Warehousing and Distribution Center Operations 53-1021.00 First-Line Supervisors/Managers of Helpers, Laborers, and Material Movers, Hand

Warehousing and Distribution Center Operations 53-1031.00 First-Line Supervisors/Managers of Transportation and Material-Moving Machine and Vehicle Operators

Warehousing and Distribution Center Operations 43-5011.01 Freight Forwarders

Warehousing and Distribution Center Operations 53-7062.00 Laborers and Freight, Stock, and Material Movers, Hand

Warehousing and Distribution Center Operations 53-7064.00 Packers and Packagers, Hand

Warehousing and Distribution Center Operations 43-5071.00 Shipping, Receiving, and Traffic Clerks

Warehousing and Distribution Center Operations 11-3071.02 Storage and Distribution Managers

Warehousing and Distribution Center Operations 11-9199.04 Supply Chain Managers

Warehousing and Distribution Center Operations 53-7121.00 Tank Car, Truck, and Ship Loaders

GOING GREEN…….

Green occupations will likely change as a result of the green economy. Green economy

activities and technologies are increasing the demand for occupations, shaping the work and

worker requirements needed for occupational performance, or generating new and emerging

occupations. It is important to note that some areas cross over to related clusters.

COMPONENTS OF THE CAREER CONTENTS

The Pathways are competency-based vocational programs that prepare the individual to enter

into employment in an entry-level industrial position. Educating students in the programs in

American Samoa has primarily taken place through a traditional program delivery approach.

However, education in American Samoa is experiencing rapid change. The emerging


occupations and the technological advances dictate the need for change from this traditional

program delivery approach to one that is more flexible and adaptable to the needs of the industry

and students. Therefore, any school reform effort must encourage quality, excellence and

accountability.

The needs of business, industry, students and education will best be served by programs that

provide meaningful experiences at the secondary level and that provide the foundation for a

broad range of employment or further education and training opportunities.

The Pathways programs provide a broad foundation of applied and transferable basic skills plus

occupationally specific technical skills required for functioning in an increasingly complex and

highly technological society and workplace.

The new program direction will require the following modifications to the current curriculum:

A new vision of transportation, distribution and logistics education as an integrated and

interrelated part of the overall education program for students in American Samoa,

A balanced program that develops broad, transferable skills as well as job-specific skills,

A flexible delivery system that is in a competency-based format with measurable

outcomes,

A career guidance system that provides an individualized training plan for students that is

based upon an analysis of individual strengths and interests,

A comprehensive certification system centered around job titles that is developed in order

to ensure that minimum program standards are met, and

Equipment, facilities and supplies used in industrial programs that are representative of

the current technology and application of the industrial/engineering communities.


TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: TRANSPORTATION OPERATIONS This plan of study can serve as a guide, along

with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The

learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific

course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___

Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Transportation Operations SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Bus Drivers-Transit And Intercity ■ Shuttle Driver ■ Truck Drivers-Heavy ■ Truck Drivers-Light or Delivery Service ■ Truck Drivers-Tractor-Trailer ■ Truck/Bus/Taxi Terminal Operation and Support Jobs Other Occupations in National Pathway Model: ■ Air Traffic Controller

■ Airplane Pilot/Co-Pilot

■ Dispatcher

■ Flight Attendant

■ Flight Engineer

■ Locomotive Engineer

■ Marine Captain

■ Sailor and Marine Oiler

■ Ship Engineer

■ Subway and Street Car Operator

■ Taxi Driver and Chauffeur

■ Traffic Manager

■ Transportation Manager

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l

English/ Language Arts

Math Science Social Studies/

Sciences

Career and

Technology Education

(CTE) Majors

*Italicized majors additional

course information

Other Elective and Required Courses

HIGH SCHOOL / TECHNOLOGY CENTER

S E C O N D A R Y

9 ↓

10 ↓

11 ↓ 12

English/LA I English/LA II English/LA III English/LA IV

Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus/Stat

Biology I Chemistry Physics (Upper division lab sciences)

Samoan History American History U.S. Government Economics Geography World History

*Private Pilot (Ground School)

NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: General Business; Entrepreneurship; Logistics

P O S T S E C O N D A R Y

13

Technology Center Adult Only Career Majors: *Truck Driver Training (Adult Only)

COLLEGE/ UNIVERSITY -English Comp I -English Comp II

-College Algebra or Business Mathematics

-Lab Science

-Psychology -U.S. History

-Truck Driver Basic Operation -Truck Driver Safety Operating Practices - Truck Driver Advanced Operating Practices

TECHNOLOGY

CENTER

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Major courses may count for college.

14

-Speech/Oral Communications -Technical Writing

-Sociology

15 Continue courses towards transportation operations, business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc.

16 Complete courses towards transportation operations, business, engineering, and/or teacher education degree

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based/work site learning

_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)

Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study


TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: FACILITY AND MOBILE EQUIPMENT MAINTENANCE This plan of study can

serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended

coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be also customized with the educational institution’s

specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___

Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Facility and Mobile Equipment Maintenance SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Bus And Truck Mechanic

■ Diesel Engine Specialist ■ Heavy Equipment Mechanic ■ Heavy Mobile Equipment Mechanic ■ Mobile Equipment Maintenance Manager ■ Mobile Equipment Servicer ■ Motorboat Mechanic ■ Motorcycle Mechanic ■ Off-Road Equipment Technician ■ Service Manager ■ Service Writer ■ Ship Mechanic and Repairer ■ Small Engine Mechanic

Additional Occupations

in National Pathway

Model Facility

■ Electrical/Electronic Technician ■ Facility Engineer ■ Facility Maintenance Manager and Engineer ■ Industrial Electrician ■ Industrial Equipment Mechanic

Mobile Equipment ■ Aerospace Engineering and Operations Technician ■ Aircraft Mechanic and Service Technician ■ Automotive Service Technician ■ Avionics Technician ■ Collision Repair Technician ■ Rail Locomotive and Car Mechanic and Repairer

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l



Sciences

Career and Technology

Education (CTE) Majors

*Italicized majors additional course

information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12


Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics



*Service Careers Small Engines Assistant *Power Products Technician *Watercraft Technician *Heavy Equipment Service Technician *Heavy Equipment Repair Technician *Heavy Equipment Technician Workforce Transition *Marine Repair Technician *Marine Technician Workforce Transition *Motorcycle Technician *Motorcycle Technician Workforce Transition NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support

career goal:

Technology Education Accounting General Business Entrepreneurship Intro to Ag Power and Technology

COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y

13

-English Comp I -English Comp II


-Lab Science


Take courses pertinent to the Career Major.

TECHNOLOGY CENTER

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit. 14


-Sociology

15 Continue courses towards business, engineering, and/or teacher education degree or continue courses in Facility and Mobile Equipment Maintenance specialization.

NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16

Complete courses towards business, engineering, and/or teacher education degree or complete Facility and Mobile Equipment Maintenance Major (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner: ___CTE student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work ___Work based/work site learning




TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AUTOMOTIVE SERVICE This plan of study can serve as a guide, along with other career

planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be

individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work

ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Automotive Service SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Automotive Air-Conditioning Repairer ■ Automotive Master Mechanic ■ Automotive Service Technician and Mechanic ■ Automotive Specialty Technician ■ Body Shop Manager ■ Electronic Equipment Installer and Repairer – Motor Vehicle ■ Fixed Operations Director ■ Inventory Control Clerk ■ Parts Manager ■ Radiator Repair Specialist ■ Service Manager ■ Service Writer ■ Tire Repairer ■Tire Repairer and Changer ■ Transmission Repair Specialist ■ Warranty Clerk

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l


Math Science Social

Studies/ Sciences




information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12




Samoan History American History U.S. Gov’t Economics Geography World History

*Automotive Maint & Light Repair Technician *Automotive Service Master Technician *Automotive Service Technician *Automotive Alignment Technician *Automotive Air Conditioning Technician *Automotive Chassis Technician *Automotive Heavy Line Technician *Automotive Service Consultant *Automotive Parts Specialist *Automotive Transmission Technician *Automotive Drivability Technician *Automotive Service Workforce Transition *Automotive Preventive Maint Technician *Service Careers Auto Care Assistant *Service Careers Auto Detailing Assistant NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy

Additional courses to

support career goal:

Accounting General Business Entrepreneurship

Intro to Ag Power and

Technology

Auto Mechanics

COLLEGE/ UNIVERSITY


13



-Lab Science -Psychology -U.S. History

-Intro to Automotive Service -Automotive Electrical and Electronics Intro I -Automotive Brakes Intro -Automotive Steering and Suspension Intro I

TECHNOLOGY CENTER

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

14


-Sociology

15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, certification, etc.

16 Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning




TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AUTOMOTIVE COLLISION REPAIR This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Automotive Collision Repair SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Auto Body Sheet Metal Repair/Replacement Worker ■ Auto Maintenance Technician ■ Auto Paint Refinishing Technician ■ Automotive Body and Related Repairer ■ Automotive Detailer

■ Automotive Glass

Installer and Repairer ■ Automotive Restorer

■ Automotive/Truck Mechanic and Body Repairer ■ Collision Repair Estimator ■ Collision Repair Manager ■ Fiberglass Laminator and Fabricator ■ Refinishing Technician

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l



Sciences




information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12





*Combination Collision Repair Technician *Refinishing Technician *Non-Structural Repair Technician *Structural Repair Technician *Damage Appraiser/Estimator *Detailing Specialist *Glass Replacement Specialist *Automotive Collision Workforce Transition *Body

Mechanical/Electrical Technician NOTE: Cooperative Alliance

courses may be listed here.



support career goal:

Accounting General Business Entrepreneurship

COLLEGE/ UNIVERSITY


13



-Lab Science


-Introduction to Collision Repair Technology -Automotive Body Panel Adjustment and Alignment -Auto collision Trim and Hardware

TECHNOLOGY CENTER


14


-Sociology

15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, certification, etc.

16 Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)





TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: MEDIUM/HEAVY DIESEL TRUCK REPAIR This plan of study can serve as a guide, along

with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s

plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet

college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship___ Military Training Certificate/License ___Associate Degree _Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Medium/Heavy Diesel Truck Repair SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Body Shop Manager ■ Bus And Truck Mechanic and Diesel Engine Specialist ■ Inventory Control Clerk ■ Lubrication Servicer ■ Master Technician ■ Mobile Heavy Equipment Mechanic ■ Parts Manager ■ Parts Room Specialist ■ Recreational Vehicle Service Technician ■ Service Manager

■ Service Writer ■ Tire Repairer and Changer

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l



Sciences




information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12





*Med/Heavy Diesel Service Tech *Medium/Heavy Diesel Truck

Service and Light Repair Tech *Medium/Heavy Diesel

Preventative Maintenance Tech

*Medium/Heavy Diesel Truck Engine Tech

*Medium/Heavy Diesel Parts Spec *Medium/Heavy Diesel Truck

Heavy Line Technician

*Medium/Heavy Diesel Service Consultant

*Medium/Heavy Diesel Technician Workforce Transition

NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: Accounting General Business Entrepreneurship Intro to Ag Power and Technology

COLLEGE/ UNIVERSITY


13



-Lab Science


-Introduction and Orientation to Diesel Technology -Diesel Electricity Introduction -Preventive Maintenance Inspection -Preventive Maintenance Service

TECHNOLOGY CENTER


14


-Sociology

15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16

Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner: ___CTE student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based/work site learning




TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AEROSPACE MAINTENANCE This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Transportation, Distribution And Logistics – Aerospace Maintenance SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Aeronautical Engineer ■ Aerospace Engineering and Operations Technician ■ Aircraft Body and Bonded Structure Repairer ■ Aircraft Engine Specialist ■ Aircraft Mechanic and Service Technician ■ Aircraft Structure, Surfaces, Rigging, and Systems Assemblers ■ Avionics Technician ■ Electrical and Electronics Installers and Repairers, Transportation Equipment ■ Gas Turbine Engine Repair Technician ■ Power Plant Mechanic

Aca

dem

ic/C

aree

r A

dvis

emen

t Pro

vide

d

Gra

de

Leve

l



Sciences




information


HIGH SCHOOL/TECHNOLOGY CENTER

S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12





*Aircraft Electronics Technician *Aerospace Technician *General Aviation *Airframe Mechanic *Power Plant Mechanic *Aviation Sheet Metal Technician *Aviation Composites Tech NOTE: Cooperative Alliance courses may be listed here.



support career goal: Technology Education

COLLEGE/ UNIVERSITY


13



-Lab Science


-Aviation Basic Electricity -Aviations Grounds -Operation and Servicing

TECHNOLOGY CENTER


14


-Sociology

15 Continue courses in your area of specialization NOTE: Use the postsecondary

institution’s degree plan to help

customize the learner’s plan with

regard to degrees, licenses,

certification, etc. 16 Complete Aerospace Maintenance Major (4-year degree program)




http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/tr/trxd/trxd.183/index.html

http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/tr/trxd/trxd.184/index.html

http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/tr/trxd/aviation-sheet-metal-technician/index.html

http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/tr/trxd/aviation-sheet-metal-technician/index.html

http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/tr/trxd/aviation-composites-technician/index.html


The following are the necessary components that comprise a Career Pathway. The Guide

describes each component in detail to assist the Career Pathway Committee in developing the

Pathways structures. The components are:

I. Vision, Mission and Goals of the Career Pathway

II. Core Academic Courses & Competencies

III. Integrated Core Curriculum Development

IV. Standards, Tests and Certification

V. Work-Based Learning Options

VI. Guidance and Counseling

VII. Career Pathway Advisory Committee

VIII. Business and Industry Involvement

IX. Articulation & Tech Prep

X. Community College Connections

I. VISION, MISSION AND GOALS

Career Pathways thrive when the educators have a clear vision and focus on helping students

reach their goals. The vision and goals should be developed with input from all educators,

students, parents, and business partners.

VISION The vision is to create a school atmosphere and program for diverse learners with interests in

transportation, distribution and logistics with academic and career pathways for success in the

work place, informed citizenship, and the global society.

MISSION The mission is to prepare students for academic success in their future education, and prepares

them to become responsible and productive citizens.

Students are immersed in a learning environment that encourages them to identify, create and

solve problems while meeting the rigorous academic demands of such disciplines as

transportation, distribution and logistics. The programs are rigorous and emphasize college

preparatory education.

The Transportation, Distribution and Logistics Career Pathways’

Goals

The Pathways programs are designed to provide students with skills, technical knowledge, and

work habits necessary for employment.

The Program Goals are:

Connect learning with earning—students who understand the relationship between learning

and career skills are more likely to make a successful transition from school to career.

Develop a common vision for all partners—both educators and business partners work

together to provide the workforce needed for the future.

Demand high expectations for all students—standards and the criteria to meet those standards are

established for all students.


The Student Goals are:

Make well-informed career choices.

Understand and apply a career planning process

Complete a logical sequence of core academic and appropriate vocational courses

Perform relevant work-based learning experiences.

Apply leadership and workplace readiness skills.

Exit the Career Pathway System prepared for further education and employment

II. CORE ACADEMIC COURSES AND COMPETENCIES

A logical sequence of relevant courses, both academic and vocational, is designed for the

Transportation, Distribution and Logistics Career Pathways. High school, community college

and other higher education course offerings are being considered as each Career Pathway

continues to develop.

Courses are developed or expanded to include nontraditional settings such as: distance learning

opportunities, internet experiences, work-site settings such as engineering and/or construction

companies and high school students working with community college students on projects.

Academic courses recommended in the Career Pathways and content areas meet high school

and/or community college entrance requirements. In developing this logical sequence all courses

contained in the high school, community college and other higher education course offerings

should be considered.

The academic courses also support industries need for skills and competencies. The Core of all

American Samoa‘s High School Career content areas is comprised of Foundation Skills and

Competencies taken from SCANS (Secretary‘s Commission on Achieving Necessary Skills) which

identified the necessary skills all workers need to possess regardless of their career choice.

These skills and competencies are:

FOUNDATION SKILLS

1. Basic Skills – reading, writing, performing arithmetic and mathematical operations,

listening and speaking

2. Thinking Skills – thinking creatively, making decisions, solving problems, visualizing,

knowing how to learn, reasoning; and

3. Personal Qualities – displaying responsibility, self-esteem, sociability, self-management,

integrity and honesty.

In addition to the Foundation Skills listed above, the SCANS Core Competencies will be

incorporated into the Pathway courses guides. There are five SCANS competencies that

comprise the core competencies all students within the American Samoa Instructional content

must acquire during their progress through the high schools‘ Career Pathways curriculum. They

are as follows:

CORE COMPETENCIES Planning Skills - Allocating financial, temporal, spatial, and human resources; preparing

a budget, schedule, space layout, and staffing plan.


Information Skills - Acquiring, evaluating, organizing, and communicating information.

Technology Skills - Using, choosing, and maintaining equipment.

Interpersonal Skills - Working with others, negotiating, teaching, working with diversity.

System Skills - Understanding, monitoring, improving, and designing systems of all

kinds. This most complex and important of the competencies is the most difficult to

define. Most basically, workers need to work with processes that operate over time. The

process can be farming, health care, constructing or installing. One can understand

systems built by others or by nature. Systems will be biological, physical, social, or

economic in nature. At a higher level, one can design or build a system and find a larger

system to improve it as experience is gained and reflected upon.

The Transportation, Distribution and Logistics Pathway and Career Content Areas must integrate

these core competencies within the curriculum. Each student will experience these skills within

the two-year Career Pathway curriculum. All students completing the Pathway will be required

to meet the Core Foundation Skill Standards and the Core Competencies. Those students

wishing to be certified must also pass the Certification tests for entry level employment.

III. INTEGRATED CORE CURRICULUM DEVELOPMENT

―Learning to Know with Learning to Do‖ means preparing students to apply what they are

learning by putting school and work experiences together, academic and vocational standards

together, and teaching the SCANS skills with the academics.

In the process of developing the Pathway System course curriculum, committees of teachers both

academic and vocational will need to work cooperatively to identify a range of occupations in

each Pathway.

They will also collaboratively identify the knowledge and skills (academic and skill standards)

that apply to the occupations in each course and meet with business and industry to verify or

change the identified knowledge and skills.

They must then develop an effective course syllabus for each vocational course containing the

following components:

course title

description

prerequisite courses

amount of credit for the course

the performance objectives

course outline

materials and equipment

texts and references

methods of instruction

methods of evaluation

student skills profile

student task list

The next step is to in-service the instructors on the new course guides and methods to implement

these new requirements. This is critical in order to be able to successfully teach the knowledge

and skills related to several occupational contexts. It may be necessary to restructure the


environment, reschedule classes, and learn to teach in new ways that integrate academics and

vocational skills in a setting that makes the subject meaningful.

TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER

PATHWAY

Transportation

Career Pathway Framework and Certification Tests Overview

The Transportation chart is displayed on the next page of this document. As the chart displays, the

overall design is a two-phase coordinated curriculum that requires a core consisting of a set of common

transportation-related skills that are generic to all transportation-related occupations. The second phase

groups job titles in a career format and outlines options for occupational-specific preparation. All

students entering the Transportation Pathway must initially complete the Transportation Core Test before

selecting one of the eight categories to begin specialization (Engine Repair; Transmission (automatic and

manual); Electrical Systems; Brakes; Auto Body Repair; Suspensions and Steering;, Heavy Equipment

and Marine Mechanics). The program requires students to first learn broad, transferable skills that would

apply to all areas of the cluster. Building on this broad, general base of knowledge (the core), student

could then determine their job-specific area of interest. Students may elect to cross train within the

categories as their schedules permit.

There are nine written, multiple-choice certification tests in the Transportation System. They are

displayed in each of the nine boxes on the chart. These nine certification tests include:

1. Transportation Core test

2. Engine Repair Certification Test

Prerequisite—must pass the Core test prior to taking this test

3. Transmission (manual and automatic) Certification Test


4. Electrical Systems Certification Test


5. Brakes and Braking Systems Certification Test


6. Auto Body Repair Certification Test


7. Suspension and Steering Certification Test


8. Heavy Equipment Certification Test


9. Marine Mechanic Certification Test




Transportation Pathway

Engine Repair

Engines

Cooling and

Lubrication Engine Tune up

Cylinder Head and Valve Train

Engine Block

diagnosis Fuel and Air

induction and

manifold

Transmission/

(manual and

automatic)

Clutch

Manual

transmissions

Rear axles

Drive Shafts Mechanical

Systems

Transmission Transaxle

maintenance Gear Train,

shafts,

bushing, oil pump and case

Friction and

Reaction Units

Suspension

and Steering

Suspension

and Steering

Systems

Wheels, Hub, Wheel

Alignment

and Tires Align

Suspension

Brakes

Brakes and

Braking

System Inspect

Brakes

Repair and Replace Brake

Component

Auto Body

Repair

Safety

Assess

Structural

Damages and

Estimating Sheet Metal

Repair and Panel

Adjustment

Refinishing

Welding &

Cutting

Transportation Core Shop Safety and Codes

Industrial Tools and Equipment

Measuring Devices

Service Technician Change oil and oil filter Lubricate grease nipples

Check fluid levels Check tires for wear and air

Check brakes and hand brakes Check hoses and drive belts

Check steering and suspension Service order

Replace air and fuel filters

Electrical

Systems

Electrical

Basic Knowledge

Wiring Diagrams

Charging and

Starting Systems

Batteries

Lighting and

Accessories

Marine

Mechanics

Ignition Systems Starts & Starting

Systems Cooling Systems

Lubricating

Systems Valves/Ports/

Exhaust Systems Engine Analysis/

Compression

Preventative Maintenance

Transmission Fuel Systems and

Carburetor Instrumentation &

Gauges

Power Tilt and Trim

Boat Rigging/Preparation

Heavy

Equipment

Diesel engines Power trains

Electrical

Systems Cooling system

Air Systems Brake Systems

Welding

Preventative Maintenance

Hydraulic Systems

General Shop

Air Conditioning

Heavy-duty

suspension & steering


TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER

PATHWAY

Transportation

Curriculum Standards and Table of Test Specifications

This section of the report provides teachers and students with the list of curriculum and student learning

standards by job title. The standards represent specific knowledge and skills that must be mastered if the

student is to be employable in that job title. The certification test aligned to these standards will be the

measure that is used to evaluate both the student‘s level of mastery and instructional quality of the school.

The following tables provide a detailed list of the curriculum standards in the form of tasks along with the

number of test items that appear on the written multiple choice certification tests. In addition, if a hands-

on performance test was developed for the certification area, the job(s) are described following the test

specification description along with an estimation of the amount of time it will take for a student to

complete that job.

Transportation Common Core Summary

Common Automotive Skills are required for advancement into the job-specific specialty areas.

Students are exposed to, and learn, the skills, concepts, attitudes, and understandings that are

essential for work in the automotive repair business. By acquiring these basic business skills, the

student is able to demonstrate shop safety and knowledge of codes; knowledge of industrial tools

and equipment in the automotive area; use of measuring devices; and perform skills necessary to

be employed in the entry-level job title of Service Technician.

Table of Test Specification by Certification Area

Certification Area: Transportation Core

A. SHOP SAFETY AND CODES No. of Items

1 Demonstrate personal safety rules in the auto shop 6

2 Demonstrate safety rules for handling flammables in the auto shop 8

3 Demonstrate safety rules for handling chemicals in the auto shop 4

4

Demonstrate correct procedure for raising a vehicle on a floor jack and supporting with

safety stands 1

5

Demonstrate vehicle weight specifications using shop manuals to establish the type of floor

jack required 1

6 Demonstrate the correct procedure for raising a vehicle on the car hoist 1

B. INDUSTRIAL TOOLS AND EQUIPMENT No. of Items

7 List and demonstrate basic automotive hand tools 10

8 List and demonstrate the additional automotive shop tools 3

9 Operate electrical, hydraulic, and engine test equipment 13

10 Demonstrate use of special tools (testers, sheet metal bender, car lifter) 4

C. MEASURING DEVICES No. of Items

11 Demonstrate the use of tape to measure different automotive components 2

12 Demonstrate the use of the square to mark out sheet metal ready for cutting 0

13 Demonstrate how to read and use inside and outside micrometers 8


14 Demonstrate how to read and use other measuring devices (feeler and spark plug gauges) 6

D. AUTOMOTIVE GENERAL SERVICE No. of Items

15 Change oil and oil filter 12

16 Check all fluid levels (clutch, brake, radiator, power steering, transmission) 8

17 Check brakes and hand brake 12

18 Check steering and suspension for wear 12

19 Lubricate grease nipples 5

20 Check tires for wear and air pressure 28

21 Check the condition of hoses and drive belts 7

22 Service orders 15

23 Replace air and fuel filters 5

172

Performance Test—Transportation Core This certification test contains the following hands-on skills demonstrations in the form of jobs. The

following is a brief description of each job along with an estimation of the amount of time it will take for

a student to complete that job. The administration of the performance test will require students to

complete the job while an evaluator observes and measures the student‘s performance against a set of

standards. These jobs may be taken before or after the written part of the test.

Job 1—Identification of Parts (20 minutes)

Students will be asked to identify parts laid out on a workbench. Parts will come from the engine, brake

assemblies, fuel system, emission and the ignition systems.

Job Specific—Engine Repair The Engine Repair job title is designed to prepare students for employment opportunities in an

automotive repair shop servicing engines. Students must demonstrate knowledge in basic engines (2 and

4 cycle and rotary) and cooling and lubrication systems and demonstrate skills in engine tune up; cylinder

head and value train servicing; engine block diagnosis and repair; and fuel and air induction systems.

Prerequisite: Students must have passed the Transportation Core test prior to taking this test.

Certification Area: Engine Repair

A ENGINES (2 and 4 cycle and rotary) No. of Items

1 Locate and describe the function of each major component of an automotive engine 57

2 Identify sizes of engines 2

3 Demonstrate the operation of a single cylinder two and four cycle engine 4

4 Demonstrate how to mix fuel for a single cylinder two cycle engine 1

5

Demonstrate how to check oil level, spark plug, fuel filter, and air filter for single four

cycle engine 2

6 Discuss differences and similarities of 2 and 4 cycle engines 3

7 List and describe the order of assembly for the major engine components 1

8 Discuss difference between horse power and torque 1

9 Calculate engine size and compression ratio 2

10 Perform engine vacuum test 6

11 Perform cylinder power balance test 3

12 Perform cylinder compression test 8

13 Perform cylinder leakage test 9

B Cooling and Lubrication System No. of Items


14 Replace and adjust drive belts, tensioners and pulleys 8

15 Replace engine cooling and heater system hoses 6

C Engine Tune Up No. of Items

16 Perform compression test 5

17 Visually check low and high voltage ignition wiring, distributor cap, rotor and coil 2

18 Check spark plug leads with ohmmeter 1

19 Replace spark plugs and points 1

20 Check and adjust dwell angle 2

21 Check and adjust idle mixture and idle speed 8

D Cylinder Head and Valve Train No. of Items

22 Replace valve stem seals 1

23 Inspect and resurface valve seats 4

24 Inspect, repair or replace pushrods, rocker arms, rocker arm pivots, and shafts 1

25 Inspect/replace hydraulic or mechanical lifters/lash adjusters 1

26 Adjust valves on engines 1

27 Inspect and replace camshaft drive 1

28 Time camshaft to crankshaft 2

29 Install cylinder heads and gaskets 2

E Engine Block Diagnosis and Repair No. of Items

30 Measure cylinder wall; remove ridges; hone and clean 4

31 Measure main bearing bores and cap alignment and fit 6

32 Measure, install or replace piston rings; replace torque fasteners 3

33 Replace crankshaft pilot bearing/bushing 0

34 Assemble engine parts using formed-in-place sealants or gaskets 0

F Fuel and Air Induction System No. of Items

35 Service or replace air filters, filter housing and intake ductwork 3

36 Test battery; charge 1

37 Replace positive crankcase ventilation (PCV) system components 1

38 Inspect and reinstall primary and secondary ignition system components; time distributor 3

39 Service and replace exhaust manifold 1

167

Performance Test—Engine Repair

This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Diagnose Engine Driveability Problems (30 minutes)

Students will be provided with an engine that is missing, has poor fuel economy and no power. Using test

equipment, they must diagnose the problem and explain an appropriate corrective procedures to the

evaluator.


Job 2—Perform Fuel System Pressure Test (20 minutes)

Students will be provided with a vehicle with electronic fuel injection and a fuel pressure tester. They

will install the fuel pressure tester and make recommendations to evaluator for service.

Job 3—Test Electronic Engine Control Component (30 minutes)

Students will be provided with a vehicle with electronic fuel injection and test equipment. They will

receive and interpret trouble codes and make recommendations to evaluator for service

Job Specific—Transmission (automatic and manual) The Transmission Repair job title is designed to prepare students employment opportunities in an

automotive repair shop servicing transmissions. Students must demonstrate knowledge and skills in

servicing clutches, manual transmissions; rear axles; drive shafts; mechanical systems of transmission;

transaxle maintenance and adjustment; gear train, shafts, bushings, oil pump and case; and friction and

reaction units. Prerequisite: Students must have passed the Transportation Core test prior to taking this

test.

Certification Area: Transmissions (Manual and Automatic)

A Service clutch No. of Items

1 List major components of a clutch 1

2 List two types of pressure plates 1

3 Explain operation of cable and hydraulic operated clutches 5

4 Adjust the clutch free-play and bleed hydraulic system 4

5 Inspect clutch assembly 2

6 Replace clutch 1

B Service Manual Transmissions No. of Items

7 Describe manual transmission construction, operation, and list components 9

8 Describe transfer case construction, operation, and list components 1

9 Disassemble manual transmission 0

10 Assemble manual transmission 2

C Service rear axles No. of Items

11 Assemble a differential assembly 5

12 Remove/replace rear axle bearings 1

D Service Drive Shafts No. of Items

13 Remove/replace U-joints 5

14 Check drive line angles 2

15 Inspect CV joints 3

E Mechanical System of Transmission No. of Items

16 Perform pressure tests 1

17 Perform stall tests 1

18 Perform torque converter clutch (lock-up converter) mechanical/hydraulic system tests 6

F Transmission/Transaxle Maintenance and Adjustment No. of Items

19

Adjust and replace manual valve shift linkage, transmission range sensor/switch and

park/neutral position switch 2

20 Replace fluids and filter(s) 2

21 Adjust and replace vacuum modulator, valve, lines and hoses 1


22

Adjust, repair and replace governor cover, seals, sleeve/bore, valve, weight, springs, retainers,

and gear 0

23 Repair or replace extension housing, bushing and driveshaft yoke 0

24 Inspect and replace external seals and gaskets 1

25 Remove and replace transmission/transaxle 0

G Gear Train, Shafts, Bushings, Oil Pump and Case No. of Items

26 Measure and replace oil pump components 2

27 Check bearing preload 0

28 Measure planetary gear assembly; replace parts 8

29 Repair or replace transaxle drive chains, sprockets, gears, bearings and bushings 0

30 Measure, repair, adjust or replace transaxle final drive components 0

H Friction and Reaction Units No. of Items

31 Measure and adjust clutch pack clearance 1

32 Inspect one-way clutch assemblies; replace parts as necessary 1

68

Performance Test—Transmissions This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Service CV Joint-FWD Axle Shaft (20 minutes)

Students will be provided with FWD axle shaft and CV joint service tools. They will clean and inspect,

pack with grease, reassemble and install new clamps and explain possible symptoms and causes of VC

joint failure.

Job 2—Overhaul Automatic Transmission/Transaxle (25 minutes)

Students will be provided with a single clutch housing and appropriate service tools. They must

disassemble the housing; identify and inspect its components; reassemble the housing; measure and

evaluate clutch pack clearances; and perform air test.

Job 3—Service and Adjust Final Drive Assembly (20 minutes)

Students will check the ring backlash and record data such as ring gear backlash, torque, gear tooth

contact pattern.

Job Specific—Electrical Systems The Electrical System area job title is designed to prepare students employment opportunities in an

automotive repair shop servicing electrical systems. Students must demonstrate knowledge in basic

automotive electrical principles; interpreting wiring diagrams and schematics; demonstrate skills in

operating test equipment; servicing charging and starting systems; batteries; and servicing lighting and

electrical accessories. Prerequisite: Students must have passed the Transportation Core test prior to

taking this test.

Certification Area: Auto Electrical Systems


A Automotive Electrical Basic Knowledge No. of Items

1 Explain basic principles of automotive electricity 43

2 Describe automotive ground return wiring system 2

B Wiring Diagrams and Schematics No. of Items

3 Read wiring diagrams and schematics 15

C Test Equipment No. of Items

5 Set up and use voltmeters, ammeters, and ohmmeters 20

4 Operate test equipment 6

D Service Charging and Starting System No. of Items

6 Explain major parts and operating principles of starting and charging system 30

7 Service alternator belt and alternator 1

8 Test charging system output 1

9 Test starting voltage 5

10 Replace starter drive 0

E Batteries No. of Items

11 Describe construction and operation of automotive battery 12

12 Charge storage batteries 2

13 Remove and replace batteries and service battery boxes 0

F Service Lighting Systems and Electrical Accessories No. of Items

14 Align headlights 2

15 Test electrical switches 4

16 Service turn signal switch 2

17 Service windshield wiper 1

18 Service vehicle-warning devices 2

19 Replace fuses 4

20 Repair wiring 5

21 Replace/troubleshoot relays 2

159

Performance Test—Electrical Systems This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Windshield Washer Circuit Inoperative (20 minutes)

Students will be provided with a vehicle with a faulty remote washer pump. They must diagnose the

problem, do the repair and explain to the evaluator the problem and corrective repair.

Job 2—Diagnose and Test Charging System (20 minutes)

Students will be provided with a test engine or vehicle equipped with electronic ignition. They must

determine alternator output, voltage setting, compare the readings with manufacturer‘s specification, and

explain to the evaluator how the system should be corrected.


Job 3—Test Battery and Starter (15 minutes)

Students will be provided with a vehicle with electronic fuel injection. They must perform a starter draw

test, a battery capacity test, and make a ground circuit voltage drop test.

Job Specific—Brakes and Braking Systems The Brake System area job title is designed to prepare students employment opportunities in an

automotive repair shop servicing brakes and braking systems. Students must demonstrate knowledge in

basic brake and braking system principles and demonstrate skills in inspecting brakes and repairing and

replacing brake components. Prerequisite: Students must have passed the Transportation Core test prior

to taking this test.

Certification Area: Brakes and Braking System Mechanic

A Brakes and Braking System Knowledge No. of Items

1 Demonstrate knowledge of brake operation 50

B Inspect Brakes No. of Items

2 Check and replace brake lines and hoses 2

3 Check and replace front disc pads 6

4 Check, replace and adjust rear drum brake shoes 16

C Repair and replace brake components No. of Items

5 Repair and replace master and wheel cylinders 7

6 Bleed a hydraulic brake system 5

7 Service and adjust parking brake 4

8 Turn a brake drum 8

9 Replace or reface disc brake rotor 5

10 Replace or rebuild caliper 4

108

Performance Test—Brakes and Braking Systems This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Disc Brake Assembly Service and Wheel Bearing Adjustment (30 minutes)

Students will be provided with a disassembled brake assembly. They must perform inspections of all

components, adjust the wheel bearings, and set up and make one cut on the rotor.

Job Specific—Suspensions and Steering Systems The Suspension and Steering System area job title is designed to prepare students employment

opportunities in an automotive repair shop servicing suspension and steering systems. Students must

demonstrate knowledge in basic suspension and steering principles; interpreting wiring diagrams and

schematics; demonstrate skills in operating test equipment and demonstrate skills in servicing wheels,

hub, wheel alignment and tires and aligning suspensions. Prerequisite: Students must have passed the

Transportation Core test prior to taking this test.


Certification Area: Suspension and Steering Systems

A SUSPENSION AND STEERING SYSTEMS No. of Items

1 Describe function and operation of shock absorbers 4

2 Identify front and rear suspension assemblies 2

3 Check for worn steering parts 6

4 Check for toe-in and toe-out 3

5 Describe function and operation of chassis spring 0

B WHEELS, HUB, WHEEL ALIGNMENT and TIRES No. of Items

6 Describe different types of wheel construction 5

7 Describe and assemble front and rear wheel hubs 1

8 Identify different sizes and types of automotive tires 1

9 Identify tire construction and load range (plys & psi) 1

10 Balance and rotate tires 4

11 Explain principles of wheel alignment 21

12 Check and adjust tire pressure 2

C. ALIGN SUSPENSION No. of Items

13 Remove/replace steering wheel 0

14 Assemble manual steering gear parts 3

15 Pressure test power steering system 2

16 Measure suspension height 4

17 Adjust caster 2

18 Adjust camber 0

19 Adjust toe-in 3

20 Remove and replace power steering pump 1

21 Flush, fill or bleed power steering system 2

22 Check or adjust rear wheel thrust angle 2

69

Performance Test—Suspensions and Steering This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Steering and Suspension Quick Checks (30 minutes)

Students must jounce/rebound steering gear check and center the steering wheel.

Job Specific—Auto Body Repair The Auto Body Repair job title is designed to prepare students employment opportunities in an

automotive repair shop repairing damaged vehicles. Students must demonstrate knowledge of safety

principles, assess structural damage and estimating and demonstrate skills in sheet metal repair and panel

adjustments; refinishing and welding and cutting. Prerequisite: Students must have passed the



Certification Area: Auto Body Repair

A. Safety No. of Items

1 Demonstrate safety related to body and fender repair 9

B Assess Structural Damages and Estimating No. of Items

2 Perform damage estimate 57

C Sheet Metal Repair and Panel Adjustment No. of Items

3 Install new parts 21

4 Reshape body panel to original shape using hammer and dolly 18

D Refinishing No. of Items

5 Apply body filler 1

6 Sand body filler ready for primer 3

7 Apply primer 2

8 Apply finishing coat 8

9 Install repair panels or parts 17

E Welding and Cutting No. of Items

10 Identify right welding and cutting equipment for specific jobs 8

11 Set up of oxy-acetylene or MIG equipment ready for a welding or cutting job 8

12 Tack weld and run a continuous weld with mild steel 8

13 Cut mild steel using oxy-acetylene cutter 2

14 Perform welding safety 2

165

Performance Test—Auto Body Repair

This certification test contains the following hands-on skills demonstrations in the form of jobs.

The following is a brief description of each job along with an estimation of the amount of time it

will take for a student to complete that job. The administration of the performance test will

require students to complete the job while an evaluator observes and measures the student‘s

performance against a set of standards. These jobs may be taken before or after the written part

of the test.

Job 1—Refinishing (2 hrs.)

Students must prepare and refinish a panel provided with base coat (metallic), clear coat system.

Job 2—Masking (20 minutes)

Students must mask a quarter panel on a vehicle supplied for complete refinishing.

Job 3—Hood Adjustment (45 minutes)

Students must adjust a hood to OEM specifications.

Job 4—Sheet Metal Repair (45 minutes)

Students must repair a dent in a fender by roughing out the metal, applying body filler, and finishing with

80 grit sandpaper


Job Specific—Marine Mechanics The Marine Mechanics job title is designed to prepare students employment opportunities in a marine

repair shop repairing boats and ships. Students must demonstrate knowledge of ignition systems; starters

and starting systems/charging systems; cooling systems; lubricating systems; valves/ports/exhaust

systems/engine block components/precision measuring; engine analysis/compression; preventative

maintenance; transmission of power and drive units; fuel systems and carburetor; instrumentation and

gauges; power title and trim; and boat rigging/preparation. Prerequisite: Students must have passed the


Certification Area: Marine Mechanics

A: Ignition Systems No. of Test Items

1 Identify the operation of and principles relative to an ignition system 6

2 Maintain and repair solid state and battery ignition systems 13

3 Maintain and repair capacitor discharge ignition systems 9

B. Starters and Starting Systems/Charging Systems No. of Test Items

4 Perform stator and rectifier testing on charging systems 1

5 Test and maintain alternators and regulators 1

6 Troubleshoot low voltage electrical system 7

C. Cooling Systems No. of Test Items

7 Explain and principles of cooling systems including fresh water cooling system 3

8 Disassemble and reassemble water pumps 0

9 Remove and rebuild pumps 0

10 Service manifolds, risers and thermostat housing 1

11 Service water cooling systems for gas inboard, gas outboard and diesel engines 2

D. Lubricating Systems No. of Test Items

12 Identify the types and functions of lubrication systems 14

13 Check engines for oil leaks 4

14 Change engine oil and filters 0

15 Check engine oil pressure and level 2

E. Valves/Ports/Exhaust Systems/Engine Block Components/Precision Measuring No. of Test Items

16 Diagnose valve and head problems 1

17 Inspect valves for warp age, burns, cracks, stem wear, tip wear, and margin 1

F. Engine Analysis/Compression No. of Test Items

18 Identify engine assemblies and systems 6

19 Disassemble engines and inspect parts 4

20 Measure compression 9

G. Preventative Maintenance No. of Test Items

21 Service brakes and trailer wheels 3

22 Maintain fluid levels 2

23 Perform routine maintenance on a boat 5

H. Transmission of Power and Drive Units No. of Test Items

24 Service transmissions 9

25 Service drive units 15

I. Fuel Systems and Carburetor No. of Test Items

26 Maintain and repair fuel systems components (fuel tanks, lines, filters, etc.) 2

27 Maintain and repair carburetors 13

28 Maintain and repair inboard gas systems 9

J. Instrumentation and Gauges No. of Test Items

29 Operate instrumentation and gauges 7

K. Power Tilt and Trim No. of Test Items

30 Maintain tilt/trim motors 9

L. Boat Rigging/Preparation No. of Test Items

31 Install and adjust outboard motor 3

32 Wire a trailer 4

33 Troubleshoot and install a propeller 3

M. Marine Shop Procedures and Business Practices No. of Test Items

34 Perform marine shop practices 9

35 Perform marine business duties and paperwork 8


Performance Test—Marine Mechanics This certification test contains the following hands-on skills demonstrations in the form of jobs. The





Job 1—Outboard Motor CDI Ignition Inspection and Testing (30minutes)

Students must remove flywheel, identify and test assorted charging, timing and ignition coils and

determine if they meet manufacturer‘s specifications.

Job 2—Marine Engine Starter/Charging System Testing (20 minutes)

Students must test an engine starter and charging system.

Job 3—Marine Engine Component Inspection and Measurement (30 minutes)

Students must perform precision measurements to assorted engine parts and record their reading, then

compare them with manufacturer‘s specifications.

Job 4—Check and Start Marine Engine (20 minutes)

Students must run engine and perform assorted tests.

Job 5—Marine Engine Cooling System Diagnosis and Repair (60 minutes)

Students is to remove a lower unit from an outboard motor and service the water pump. After servicing

the pump, they are to reinstall the lower unit on the outboard and test the cooling system.

Job 6—Marine Engine Fuel Starter and Carburetor (60 minutes)

Students is to remove carburetor from engine and disassemble and clean.

Job 7—Boat and Trailer Rigging and Preparation (40 Minutes)

Student is to check and test lights on trailer, repack wheel bearing and adjust, adjust trailer coupler, torque

lug nuts to specification, measure torque weight, install battery, and check and adjust shift and throttle

cables.

Job Specific—Heavy Equipment Pathway

The Heavy Equipment job title is designed to prepare students employment opportunities in an

automotive repair shop servicing transmissions and diesel engines. Students must demonstrate

knowledge and skills in servicing clutches, manual transmissions; rear axles; drive shafts;

mechanical systems of transmission; transaxle maintenance and adjustment; gear train, shafts,

bushings, oil pump and case; and friction and reaction units. Prerequisite: Students must have

passed the Transportation Core test prior to taking this test.

Certification area: Heavy Equipment

A Maintain/Repair Engines No. of Test Items

1 Explain principles of diesel engines 4

2 Service cylinder head and cylinder block 5

3 Identify components and operation of internal combustion engine 4

4 Remove and inspect camshaft bearings and lifters 2

5 Troubleshoot governor 2

6 Diagnose valve and head problems 6

7 Inspect and clean valve seats 1


B Maintain/Repair Power Train No. of Test Items

8 Troubleshoot power trains 4

9 Recondition standard transmissions 1

10 Recondition automatic transmissions 5

11 Recondition clutches 7

12 Recondition drive lines 4

C Maintain/Repair Electrical System No. of Test Items

13 Identify principles of AC and DC motors and generators 4

14 Test and service batteries 10

15 Test and service charging systems 6

D Test Cooling System No. of Test Items

16 Describe operation of a cooling system 6

17 Remove and install radiators 2

18 Remove and install thermostats 1

19 Repair and replace water pumps 2

E Maintain/Repair Air System No. of Test Items

20 Identify operation, principles and components of the air-brake system 3

21 Repair leaks in air lines 3

22 Repair and replace components of an air system (governor, compressor, etc.) 4

F Maintain/Repair Brake Systems No. of Test Items

23 Identify parking brake principles and components 1

24 Troubleshoot and service brake systems 10

25 Troubleshoot and service air brake systems 2

26 Troubleshoot and service hydraulic brake systems 5

G Welding No. of Test Items

27 Identify welding concepts and principles 2

28 Perform oxy-acetylene cutting 2

29 Perform arc welding 3

30 Perform brazing and soldering 1

H Preventative Maintenance No. of Test Items

31 Replace tires 1

32 Perform lubrication 1

33 Replace hoses and belts 2

34 Troubleshoot gauges and alarm systems 2

I Hydraulic System Maintenance and Repair No. of Test Items

35 Identify hydraulic principles and components 7

36 Troubleshoot hydraulic systems 6

37 Repair, replace hydraulic components 1

J General Shop Practices No. of Test Items

38 Perform shop safety 1

39 Repair, replace gaskets and seals 5

40 Identify mechanical components 3

41 Perform basic shop practices 1

K Air Conditioning No. of Test Items

42 Identify air conditioning components and principles 7

43 Troubleshoot air conditioning systems 3

L Heavy-Duty Suspension and Steering No. of Test Items

44 Service wheel bearings, hubs and seals 4

45 Troubleshoot and service steering systems 6

46 Troubleshoot and service suspensions systems 6

47 Troubleshoot and service tracked systems 3


Performance Test—Heavy Equipment This certification test contains the following hands-on skills demonstrations in the form of jobs. The following is a brief description of each job along with an estimation of the amount of time it will take for a student to complete that job. The administration of the performance test will require students to complete the job while an evaluator observes and measures the student‘s performance against a set of standards. These jobs may be taken before or after the written part of the test. JOB #1 - TEST COOLING SYSTEM Estimated Completion Time: 15 minutes The test participant will test a cooling system and cap for leaks and pressure loss. The participant will record findings. JOB #2 - ELECTRICAL TESTING Estimated Completion Time: 30 minutes The participant will perform a battery high-rate discharge (capacity) test, a starter-draw test, and an

alternator maximum output test. Readings will be recorded. JOB #3 - VALVE CLEARANCE AND INJECTION TIMING Estimated Completion Time: 30 minutes 1. The test participant will place the cylinder in the proper position to check and adjust the valve

clearance and record the readings. 2. The test participant will place the cylinder in the proper position to check and adjust the injector

timing and record the readings. JOB #4 - SET CARRIER BEARING PRELOAD Estimated Completion Time: 20 minutes The test participant will set the carrier bearing preload. JOB #5 - ADJUST BRAKES Estimated Completion Time: 15 minutes The participant will adjust two brakes on a specified vehicle or piece of equipment. Safe and proper procedures will be followed to obtain accurate specifications. JOB #6 - HEAVY-DUTY, PULL-TYPE CLUTCH ADJUSTMENT Estimated Completion Time: 30 minutes The participant will adjust a clutch brake and free pedal travel, inspect the linkage, and take readings. JOB #7 - CUT AND WELD STEEL Estimated Completion Time: 20 minutes The test participant will adjust and use a cutting torch to cut steel according to a pattern provided in the participant's test booklet. Then the cut-off piece will be butt-welded back onto the main piece.

Together, the curriculum standards and certification exams constitute a critical piece of

accountability for the Pathway and the business partners. Students completing the curriculum

and the certification tests will offer evidence of the attainment of skills that meet industry

standards. Business and industry must partner to assure that these students are recognized

through the hiring process as adding value to the business hiring them.


V. WORKBASED LEARNING OPTIONS

One of the most critical components of a Career Pathway, making it a unique approach to

relevant, integrated education, is work-based learning. This is applied learning taken outside the

classroom walls. For many students, this is the crucial element of the Career Pathway

experience. Here is the application of all they have learned and is actually a component of their

educational experience.

Connection of School with Community and the World of Work To prepare students for the workplace and future careers, activities must occur at the school site

and the work site that complement each other and extend the learning environment outside of the

school building. Employers, community members, and parents must become partners with

teachers in this effort.

In the Transportation, Distribution & Logistics Pathways, students beginning as early as 9th

grade

should have the opportunity for summer work experience and job shadowing in the 10th

grade. To make this possible there must be a close working relationship between the school and the

community with employers, parents and teachers planning\and working together. It is also

helpful to have volunteer or paid coordinators at the high schools to organize and schedule

meaningful workplace experiences that allow students to connect what they learn in the

classroom with the world of work.

As students progress through the 11th

and 12th

grade, the amount of time and the level of

interaction and skills increases in workplace experiences with some students spending several

hours a day learning and working in the community. Mentoring in the 11th

grade, internships in

the 12th

grade as well as volunteering/community service opportunities and some school-based

enterprises are being developed to continue to cultivate students‘ career plans and to provide

increasingly more complex work-based experiences for students.

Projects that require students to work in the community and with employers to solve problems

and extend learning should be developed jointly with the school and credit given when students

meet the expectations of both the academic and work-based requirements. Panels of employers,

other community members, and educators may judge the products produced and the performance

of the student in relation to a set of standards.

On the following page is an example of how some high schools are structuring their curriculum

to allow for both school and work-based experiences to occur simultaneously with each

supportive of the other. There are different way to structure the school day and the delivery of

instruction to connect ‗learning to know with learning to do‘. Each high school and community

needs to work together to find a system that fits the interests and needs of the students, assuring

that ALL students are given the opportunity to participate not just those in vocational programs.


School to Work Learning Component for the Pathways

An Example (The following is an example of how work-based learning is being accomplished on one

Pacific island) Career exploration and experiences in work-based learning begin in 9

th grade in Career

Development I. Students are introduced to career interests and explore each Career Pathway

area. Students rotate approximately every 7 weeks through the four Career Pathway orientations

(Business Information, Health and Human Resources, Transportation/Distribution and Natural

Resources).

9th

grade students are also provided instruction in completing job applications, how to conduct

oneself during a job interview, letters of application and developing resumes. Students also are

introduced to proper processes for securing and changing employment. During the course of

Career Development I class, students are given instruction on labor laws, termination processes

and entrepreneurial skills. Opportunities in non-traditional jobs are explored and discussed along

with the relationship of work, family, society and leisure. Guest speakers from the Chamber of

Commerce and other businesses are utilized to assist in teaching these skills and concepts.

In addition, students in the course develop a career pathway plan, set goals, and develop a career

portfolio for use during high school. Students are provided instruction in the workplace through

guest speakers, field trips to businesses, teacher lectures and hands-on activities specific to each

Career Pathway during the rotations.

Students also are provided an opportunity to use the ERISS computerized career information

delivery system to identify sources of employment within each Career Pathway.

In the Career Development II course, students explore different career clusters. In this course

particular attention is given to human relation skills in the context of career development. Each

student develops a career plan to assist them in making career choices.

A technology component is included to provide students the opportunity for hands-on integrated

technology applications useful in the workplace. Students will be expected to apply these

technology skills to the various career Pathways.

In the Career Development II course, all 10th

grade students are expected to participate in a job

shadowing experience in the area of their career interest. The job shadowing activity must take

place outside of normal school hours. The students are expected to identify the career area, the

business and make contact with the appropriate person within the business to arrange the date for

the job shadowing experience. It is recommended that the Career Pathway students experience

more than one day of job shadowing.

In many schools with a block schedule, a course called Career Practicum has been implemented.

In this structure, the students are in a classroom with the teacher two days per week and on a

work-site observing three days per week. The class continues for one semester. The students are

given a structure set of assignments that can only be completed by working with a sponsor or

mentor at the work site. The students journal their experiences each day and must identify other

issues in the workplace such as safety, continued education, salary and benefits, impact of the


economy on the business, inventory, accounting and other components that may be unique to the

industry. The days in the classroom are spent in investigating the career cluster and occupations

within the cluster as well as making presentations and reports concerning their work experience.

This option provides the student with a more complex experience to offer more information as

students are making decisions about entering a selected Career Pathway. In the Career

Practicum students are encouraged to engage in diverse experiences so that a compare and

contrast method of data analysis can take place as part of the decision-making process to enter a

Career Pathway or select an occupational focus.

At the end of the year in Career Development II, students will rotate through each of the Career

Pathway areas and visit vocational departments at the community college. Students are expected

to make a Career Pathway choice by the end of their sophomore year.

VI. GUIDANCE AND COUNSELING

(The following overview and components of a comprehensive Guidance and Counseling

program is entered here for possible consideration by the Department of Education in American

Samoa)

The Guidance and Counseling program is a comprehensive K-12 program that is based on twelve

competencies. These competencies for Grades 9-12 are:

AREA I--Career Planning and Exploration

Category A—Planning and Developing Careers

Category C—Understanding How Being Male or Female Relates to Jobs and Careers

Category D—Making Decisions About College

Category L—Planning high school Classes

Category N—Learning How to Use Leisure Time

AREA II—Knowledge of Self and Others

Category B—Understanding and Accepting Self

Category F—Making Decisions

Category H—Understanding and Getting Along With Others

Category K—Knowing How Alcohol and Other Drugs Affect Me and My Friends

Category P—Learning About Marriage and Family Responsibilities

Category Q—Understanding and Appreciation for Cultural Values and Traditions

AREA III—Educational and Occupational Exploration

Category J—Improving Basic Skills and Study Learning Skills

Category M—Learning From Friends and Others Who Have Graduated

Category D—Vocational Selection and Training

Category E—Preparation for Finding Jobs

Category I—Finding Jobs

Category F—Making Decisions

The competencies are taught through increasingly more complex activities throughout the K-12

learning process. The comprehensive guidance and counseling program provides a very

important foundation upon which the Career Pathways are built. Students with experiences in

identifying interests, investigating occupations and understanding themselves are much more

ready to select a career focus within the Career Pathway structure. The active involvement of the


counselors as advisors and resource people for the Career Development classes is an important

role. This relationship between the counselors and Career Development teachers will assure that

all the career-development related activities in the school are connected and are focused on

helping students select a Career Pathway and successfully acquire the academic and technical

skills needed to be successful in work or further education.

In 9th

grade, students are provided activities that teach the guidance competencies through the

Career Development I(or Investigation) course. The Career Development I course provides

opportunities for students to work on the Individual Career Planner and develop the Career

Portfolio.

The students have taken the self-assessments such as interests, aptitudes, etc. Counselors should

take the lead in working cooperatively with the Career Development teachers in assuring that

each student has taken the appropriate career assessments and participated in a session to

interpret the assessments. The results of the assessments should be shared in an individual career

advisement session with the family. Counselors can help the teachers communicate the

importance of these activities to the students and their families.

In the 9th

grade, students will utilize the results of the assessments taken in 8th

grade to develop

the Career Portfolio. Counselors should work cooperatively with the Career Development

teacher to assure the student is developing a Career Portfolio and including all relevant

information not only acquired within the Career Development class but also through activities in

the workplace and in the counseling office. The Career Portfolio will continue to be developed

during the student‘s high school education.

As students develop their Individual Career Plan to meet their own individual career goals, a

conversation among parents, counselors, and teachers should be taking place to assure students

have access to many sources of advice and information. It is within the Career Development I

course that students are first able to rotate through a 7-week introduction to each of the Career

Pathways for exploration. It is during these rotations that the students will need help in relating

their rotation through the Pathways with the assessments on interests and experiences. It is

during this time they should begin to tentatively identify the Career Pathway that they will select

in 10th

grade.

The Individual Career Plan should be periodically reviewed and revised to make the needed

adjustments to accommodate student‘s goals as they change and grow. Student advisement is

considered the job of everyone in the school setting not just counselors or career development

teachers. Parental involvement is very important - they hold the most powerful position to

convince students of the importance of education.

VII. CAREER PATHWAY ADVISORY COMMITTEE

Each Career Pathway needs an Advisory Committee in place. The Advisory Committee‘s role is

to provide input into the structure of the Career Pathway, the curriculum and business

connections.


The Steering/Advisory Committee is an adjunct, voluntary group of community members who

are qualified in a specific area or areas. The committee is formed annually. The committee is

strictly advisory in capacity and had no administrative or legislative authority.

This committee also consists of individuals involved in Career Pathway System‘s operations

including Department and school administrators, coordinating/lead teachers, and counselors. The

committee reviews policies and procedures and makes recommendations to ensure the Career

Pathway program meets both educational and career goals. Business and Industry representatives

should be individuals who are able to obtain the needed support (e.g. job shadowing, summer

work experience jobs, mentors, equipment) to make the program a success. The committee

should be large enough that a different task force can be formed to work on particular issues or

solve specific problems without overburdening individuals (e.g. task force for curriculum

development, job development, and recruitment of mentors and other volunteers, student support

services, public relations).

VIII. BUSINESS AND INDUSTRY INVOLVEMENT

In developing the Transportation Career Pathways, the business partners should be representative

of the related business presence in the community. They are partners in all aspects of the Career

Pathway development and progress, especially the relevancy of the curriculum and in developing

the certification examinations. They may in the future provide equipment and materials. They are

hosts for field trips and for providing a work site for job shadowing. Business partners are

valuable resource people for teachers and may mentor students as well as provide summer and

after-school work experiences for students.

Business/industry and education partners have worked toward consensus in developing and

affirming the standards and certification test items within the Transportation Career Pathways

and will assist with the Pilot testing and review of future curriculum for the Pathways System.

IX. ARTICULATION AND TECH PREP

The purpose of the articulation component of Tech Prep is to provide linkages among the

American Samoa High School and American Samoa Community College which assist all

students in making a smooth transition from one level to another.

Articulation focuses on creating a smooth transition from the secondary school to a post-

secondary setting or the work force. It also facilitates lateral transfer of students between high

schools. This component involves identification of articulation linkage points, establishment of

teams to link secondary and post-secondary component of the Tech Prep program, and the

creation of sequential courses of study for all students.

The development of the Vocational Course Guides is the first step in articulating high school and

community college curriculum. A Memorandum of Understanding (MOU) needs to be signed

signifying the intent to articulate vocational high school courses with correlating technical

community college courses. It is the intent for high school vocational students mastering the

competencies and standards equal to those in certain courses at the community college through

testing, portfolios or competency certificates to be awarded credit upon successful admission and

performance at the community college. In this way, the standards for high school vocational


programs will be improved, students will be rewarded for their work and students will have an

improved method for transitioning from high school, to community college, to work. The

outcome will be:

coordination of Transportation, Distribution & Logistics content between secondary and

postsecondary courses and among high school courses

sequential courses of high school study which better prepare student for postsecondary

programs or employment after high school

dual enrollment in vocational/technical and academic courses

X. COMMUNITY COLLEGE CONNECTIONS

American Samoa Community College (ASCC) was founded in 1970 to provide post-secondary

education opportunities in the liberal arts, teacher training, vocational-technical education and

general education to the residents of American Samoa. As a Land Grant Institution, the

American Samoa Community College provides two-year transferable programs in general

education, vocational-technical training as well as programs in Samoan and Pacific Studies,

Adult Education and literacy.

ASCC is granted full accreditation by the Western Association of Schools and Colleges and the

Accrediting Commission of Community and Junior Colleges.

Connections will be built from American Samoa High schools to ASCC through vertical

integration of the academic courses. The Computer and Business Management Career Pathways

align with the College of Arts and Sciences through the Associate of Science Degree in Business

Management, the Associate of Science Degree in Office Administration and Technology, and the

Associate of Science Degree in Public Administration. Certificates of Proficiency in Accounting

and Office Administration and Technology offered by the community college also connect with

the high schools‘ career content areas in Computer and Business Management.

Entrance Requirements Admission is open to all that can profit from instruction at ASCC provided they meet the

following conditions:

The student is a legal resident of American Samoa.

The student is a high school graduate, General Education Diploma recipient, bears an

U.S. Military Form 214 or is at least 18 years of age.

The student is admitted under the special admission policy for high school seniors.

Degrees and Certificates

ASCC offers the Associate of Science Degree (AS) and the Associate of Arts Degree (AA) and

Certificates of Proficiency.

The Associate of Science (AS) degree is awarded to students successfully completing a

program of occupational, technical, professional and general education courses. The

purpose of the Associate of Science degree program is to prepare students for employment

and/or to continue education in their prospective field of interest. Students graduating with

an Associate of Science degree must meet the following requirements:

1. Complete general graduation requirements.

2. Complete general education requirements.


3. Complete program requirements.

4. Meet the residency requirements of 15 credits toward program be completed at ASCC.

The Associate of Arts (AA) degree and the Associate of Science (AS) degree is awarded to

students successfully completing a program of occupational, technical, professional and general

education courses. The purpose of the Associate of Science and Associate of Arts degree

programs is to prepare students for employment and/or to continue education in their prospective

field of interest. Students graduating with Associate degrees must meet the following

requirements:

1. Satisfactory completion of the General Education Core.

2. Satisfactory completion of the required number of credits and courses for the selected

associate degree program.

3. Cumulative grade point average of 2.0(C average) or better, as well as for the last semester.

4. Satisfactory completion of the prescribed series of courses for the selected major.

5. Meet the residency requirements of 18 credits toward program are completed at Campus with

the exception of the associate degree programs in Education, which can be earned on the

American Samoa campus.

6. Transfer credits from other institutions are limited to the extent that at least 30 credits of the

major are earned at ASCC.

The Certificate of Achievement is offered by a number of programs of study and is intended for

the student seeking immediate employment or students currently working and are seeking a

career upgrade. This program also intends to reduce the reliance on foreign skilled work force

and help the citizens of American Samoa to be productive members of the society and be able to

contribute to the general welfare and economic development of American Samoa. High school

graduates or those who have a GED are eligible for admissions into the program. The specific

course requirements are specified by individual Certificate programs.

A minimum of 30 semester credit hours and a minimum cumulative grade point average of 2.0

are required for a Certificate of Achievement.

Connections to High School Pathways

The following degrees and corresponding coursework are listed here as a possible continuation

of the high school Pathway curriculum that should align with this ‗Next Step‘ in a student‘s

career plan. Connections will be built from American Samoa High School to American Samoa

Community College through vertical integration of the academic courses. The Transportation

Career Contents may align through the Certificates of Achievement in Construction Electricity,

Refrigeration and Air conditioning, and Electronic Engineering Technology.

To be granted a Certificate of Achievement in Electricity, the following must be fulfilled:

3 credits__Technical English

3 credits__Technical Math I

3 credits__Technical Math II

3 credits__Small Business Management

3 credits—Basic Computer Applications

3 credits__Industrial Safety

3 credits__Blueprint Sketching and Interpretation


3 credits__Construction Procedures

3 credits__Basic Electricity I

3 credits__Basic Electricity II

3 credits__Electrical Wiring

3 credits__ National Electrical Code

Total Credits – 36

To be granted a Certificate of Achievement in Refrigeration and Air Conditioning, the

following must be fulfilled:






3 credits—Introduction to Electronic Engineering

3 credits__Refrigeration I

3 credits—Refrigeration II

3 credits—Refrigeration III

3 credits__Basic Electricity I

3 credits__Basic Electricity II

3 credits__Electrical Wiring

3 credits__ Fundamentals of Oxyacetylene Welding

Total Credits - 39

To be granted a Certificate of Achievement in Electronic Engineering Technology, the

following must be fulfilled:






3 credits—DC Circuits I

3 credits__DC Circuits II

3 credits—AC Circuits I

3 credits—AC Circuits II

3 credits__Semiconductor Devices

3 credits__Electronic Circuits

4 credits__Digital Technology

Total Credits - 37

EMPLOYMENT OUTLOOK Employment of electrical and engineering workers is obviously of great demand today. These

activities will increase in the next five years in response to demand for new housings,

commercial and industrial buildings, hotels, and many other projects that are being planned. The


need for people with formal training is apt to rise because of the introduction of new and

improved tools, equipment, techniques and materials.

Job opportunities in Transportation Technology are expected to be plentiful for those who have

training in formal programs. Use of new technology for car, bus and boat engines will contribute

to the demand of highly trained technicians. Increasing numbers of people own a car which

clearly indicates the need for more technicians.

SUMMARY

The Career Pathways System combines high-level academics and career skills with a real-life

context for learning that maximizes students‘ present and future academic and career success.

Career Pathway instruction strengthens

Vocational and academic integration and teamwork among teachers and students

Partnerships between education, the family, community and business and industry

Acquisition of career goals and skills for both additional education and the workplace

Everyone benefits—

Students are more motivated, learn more, are able to apply what they learn and feel

connected to the world around them

Parents become part of the process as a contributing member of the team that helps their

students make good career choices based on academic and field experiences

Teachers learn new teaching strategies and work collaboratively developing curriculum and

projects with employers, parents and other colleagues

Employers become contributors to the curriculum, provide meaningful work experiences

related to that curriculum, and will be able to reap the benefits of an improved work force of

the future.


PATHEWAY

ACKNOWLEDGMENTS

The following persons contributed to the information presented in this Guide and are gratefully

acknowledged for their expertise:

Director of the State Department of Education

American Samoa State Department of Education staff

Dr. Jessie Teddlie, CETA Consultant

Dr. Belinda McCharen, Assoc. Supt, DOE. Oklahoma

Dr. Katherine Manley, NOCTI Consultant

Pacific educators, business and industry volunteers who developed the curriculum standards and

certification tests with Dr. Manley:

Teachers

Brinton Peter, Construction

Renato Calma, Construction

John Sigrah, Electronics

Qulick Ahiksa, Auto Mechanics

Herton Mongkeya, Auto Mechanics

Construction

Bob Jerry, Public Works

Rollence Weilbacher, Public Works (Air Conditioning and Refrigeration)

Solomon Talley, Public Works (Plumbing)

Marine Mechanics

Robert Taulung—Marine Resources

Tony W. Abraham—Marine Resources

Maxwell H. Salik—Marine Resources

Anderson L. Tilfas—Marine Resources

Semeon A. Luke—Marine Resources

Transportation

Thansley Kinere, Public Works (automotive and Heavy Equipment)

Joyce M. Reinke, CETA Consultant and Editor of this Guide, May 2001

industrial/engineering career pathway › americansamoa › localresources › corners ›...

Documents