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Posts Tagged ‘programs of study’

How To Develop a Statewide Program of Study: 5 States Model Process

Thursday, March 3rd, 2011

Career technical education (CTE) is dedicated to preparing students to succeed in life and work.  However, exactly how CTE programs prepare students vary and consequently so do students’ levels of success. To encourage consistency and offer the best learning experiences for students, some states are spearheading efforts to build systems structured by commonly-defined programs of study (POS).

NASDCTEc has been following five states over the last year as they work to answer the question: what is the best way for our state to develop a statewide model POS?

The National Research Center for CTE, the Academy for Education Development, MPR Associates and NASDCTEc, collaborated to provide technical support for states working toward statewide implementation of POS. Those states are Georgia, Illinois, New Jersey, Ohio and Oregon. Through multiple interviews with team leads and facilitators and attendance at major meetings, NASDCTEc has compiled the following report:

Developing a Statewide Model Program of Study: Five States Share Insights.

The report begins by outlining the overall shared process the states went through. It goes on to highlight each particular state and their achievements, challenges, what worked, and their insights on how to bring together an effective team.

We hope you will find this report to shine a light on some of the speed-bumps that can obscure your path as you work on POS in your own state, as well as provide examples of how to be successful in developing a statewide model POS.

Upcoming webinar:

We will host a webinar on this theme at 3 p.m. on March 8th. Team leads Brian Durham (IL), John Pritchett (GA) and Tom Thompson (OR) will be with us to illuminate the statewide POS development process by giving a behind-the-scenes look at one of their milestone achievements. Register now!

Don’t miss this opportunity and this opportunity to learn from those who have already begun the development of a statewide model POS.

By Emma in Publications, Webinars
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OVAE Continues “Community Conversations” on CTE

Thursday, February 17th, 2011

During NASDCTEc’s Fall Meeting in October 2010, OVAE kicked off their “Community Conversation” listening sessions on CTE and Perkins. Since that first listening session, OVAE has hosted six other sessions throughout the country, getting feedback from stakeholders on the following questions:

The next two sessions are scheduled to take place in Pennsylvania and Missouri. More information and notes from each session can be found here. You may also provide comments via e-mail at [email protected].

By Nancy in Public Policy
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Register for Upcoming NASDCTEc Webinar: States Lead Development of Statewide POS

Thursday, February 10th, 2011

Register now for an upcoming NASDCTEc webinar: States Lead Development of Statewide POS, where key states share story and their strategies to develop statewide programs of study (POS).

When: The webinar is Tuesday, March 8 at 3 p.m. Eastern Time.

Career technical education programs are dedicated to preparing students to succeed in life and work.  However, exactly how CTE programs prepare students vary and consequently so do students’ levels of success. To encourage consistency and offer the best learning experiences for students, some states are spearheading efforts to build systems structured by commonly-defined programs of study (POS).  

With the help of a technical assistance grant from OVAE, Georgia, Illinois, New Jersey, Ohio and Oregon have made headway in developing POS.  While you can read about each states’ process and progress in a paper NASDCTEc will publish later this week, we are inviting you to participate in a webinar to hear from three of the state team leads. They will illuminate the statewide POS development process by sharing how OVAE’s 10-component framework informed their work and by giving a behind-the-scenes look at one of their milestone achievements. Speakers include:

REGISTER NOW

Don’t miss this opportunity to learn from those who have already begun the development of a statewide model POS. For questions, please contact Emma Heirman, NASDCTEc Special Projects Consultant at [email protected].

By Ramona in Uncategorized, Webinars
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Secretary Duncan and Harvard Scholars Showcase Benefits of CTE

Friday, February 4th, 2011

On Wednesday, Secretary of Education Arne Duncan referred to CTE as the “neglected stepchild of education reform” and expressed an urgent need to change this perception. Duncan’s remarks were prompted by the release of Pathways to Prosperity, a major report suggesting a need for increased high-quality career technical education (CTE). This is the first time that Duncan has delivered a speech focused primarily on CTE.

The release of Pathways to Prosperity, in addition to Duncan’s remarks at the event, brings to light the tremendous role that CTE plays in providing students with viable pathways to success.

The report, written by scholars from the Harvard Graduate School of Education’s Pathways to Prosperity Project, describes a need for more career counseling, high-quality career education, apprenticeship programs, and two-year degree and certificate programs as viable pathways to solid careers. The authors suggest giving students more choices beginning in middle school, including opportunities to link academics with work experiences, so that students can more successfully pursue college or career paths that do not necessarily result in a bachelor’s degree. 

The report also advocates for a decreased focus on classroom-based academics and a greater emphasis on work-based learning. Pathways to Prosperity proposes the development of a comprehensive pathways network, including a three-part plan to increase the value and effectiveness of CTE across the United States:

1)     Development of a broader vision of school reform with less emphasis on four-year degree attainment

2)     Expanded role of employers in providing more work-based opportunities for students and more jobs related to students’ programs of study

3)     Development of a new “social compact” between society and young people with a goal of equipping young adults with the education and experience needed to lead a successful adult life

Both Duncan’s remarks and Harvard’s Pathways to Prosperity report increase the visibility of CTE as a powerful pathway to student success.

By Kara in News, Research
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OVAE Announces Goals for 2011-12

Monday, January 3rd, 2011

Last month the Office of Vocational and Adult Education (OVAE) at the U.S. Department of Education announced that in 2011 they will be focused on the several key areas in an effort to link education and economic opportunity. First, OVAE will work to support rigorous programs of study, funded by the Carl D. Perkins Act, that prepare young people for college and careers through postsecondary credentials completion. Second, they will serve 93 million adults in the U.S. whose basic or below-basic literacy levels limit their career opportunities, through funding from WIA Title II and the Adult Education and Family Literacy Act. And finally, OVAE will improve the capacity of community colleges to meet today’s education and labor market demands.

To achieve these ends, OVAE has developed three goals for 2011–12:

1.      All youths and adults are ready for, have access to, and complete college and career pathways.

2.      All youths and adult students have effective teachers and leaders.

3.      All youths and adult students have equitable access to high-quality learning opportunities on demand.

“Enhancing our approach to career and technical education to prepare students for high-growth careers, we are particularly supportive of rigorous, relevant programs of study that span the secondary and postsecondary systems and that apply classroom-based instruction and work-based learning to meet academic, employability, and technical industry standards. This systemic approach relies on partnerships among K–12 schools, institutions of higher education, and employers.”

By Nancy in Public Policy
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NASDCTEc Fall Meeting: OVAE Holds Perkins Listening Session

Friday, November 5th, 2010

The concluding session at last week’s Fall Meeting in Baltimore, Maryland was a listening session on Perkins reauthorization, moderated by Assistant Secretary for Vocational and Adult Education, Brenda Dann-Messier, and Sharon Miller, the director of the Division of Academic and Technical Education. Assistant Secretary Dann-Messier told the attendees that this listening session was going to be the start of a national conversation about Perkins reauthorization. She and her staff plan to host a series of listening sessions that will conclude at NASDCTEc’s Spring meeting in April 2011. She also said OVAE is soliciting feedback and comments from the public about Perkins reauthorization at [email protected].

The session was structured around four topic areas: Programs of Study, secondary to postsecondary transitions, performance measures, and whether there should be more specific or common measures and definitions, including regulations.

Programs of Study

o   Need to better engage postsecondary, but Perkins does not mandate secondary and postsecondary collaboration

o   Need a clear definition of POS

o   Not all community colleges offer all POS, so it can be limiting for students

o   It is also limiting for students that many four-year colleges do not accept credit from two-year institutions

Secondary to Postsecondary Transitions

o   Two-year schools are struggling to get four-year schools to accept credit

o   Not all states have statewide articulation agreements

o   As more and mores students flood into community colleges, there is less of a priority in serving high school students through articulation agreements and dual enrollment

Performance Measures

o   Academic attainment at secondary level – because students are often tested before 11th grade (when most students begin CTE), it is tough to the impact of CTE on academic attainment

o   Certificate completion at postsecondary level – the results go to the students, and it is hard for states to track this information

o   Technical skill attainment at secondary level – this is tough to measure, and is not always appropriate at the secondary level

o   Placement at the secondary level – tough to track because of FERPA restrictions on collecting data

Common measures/definitions and regulations

By Nancy in Legislation, Meetings and Events
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Department of Education Announces RPOS Winners

Tuesday, October 5th, 2010

The U.S. Department of Education today announced the six winning states of the Promoting Rigorous Career and Technical Education Programs of Study grants. The grants are aimed at improving state and local development and implementation of rigorous programs of study.Each winning state will develop and implement a program of study in a specific discipline or set of disciplines:

The grants will be awarded for up to four years. Approximately $1.5 million is available for the first year, while funding for years 2 through 4 is subject to the availability of funds and to a grantee meeting the requirements of its grant award. For more information and grant amounts for the first year, please read: http://www.ed.gov/news/press-releases/us-department-education-awards-six-state-grants-promote-rigorous-career-and-tech.

By Nancy in Public Policy
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National Center for Biotechnology Workforce Leads Way to Align Career Pathways in Biotechnology and Pharmaceutical Production

Thursday, September 23rd, 2010

The National Center for Biotechnology Workforce (NCBW) at Forsyth Technical Community College, North Carolina and the National Association of Manufacturers have announced plans to jointly develop a highly-skilled and educated 21st century biotechnology and pharmaceutical production workforce.

NCBW educates and enhances the biotech workforce through advocacy, outreach and strategic partnerships with workforce development organizations, community colleges, and the private sector at both the state and national level. 

The partners plan to support advancements in career technical education, such as developing community college programs in biotechnology, pharmaceutical production, and medical device manufacturing aligned to industry standards. Press Release

By Ramona in News
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Health Information Technology Education Grants Awarded

Friday, July 9th, 2010

The Department of Health and Human Services (HHS) has awarded $36 million in grants to five regional community college consortia to develop or improve non-degree health IT training programs that students can complete in six months or less. The grants were funded under the American Recovery and Reinvestment Act. These grants will be used to establish or expand programs with the goal of training more than 10,500 new health IT professionals annually by 2012. This goal is in response to President Obama’s healthcare reform initiatives, specifically transitioning to electronic health records by 2014.

The grants will also fund the development of model curriculum materials and technical skill assessments based on validated industry standards. These new HIT careers will provide opportunities for students participating in programs of study in both health science and information technology career clusters.

For a listing of the consortia as well as all the individual participating community colleges and funding levels, please visit HHS’s health IT webpage.

By Nancy in News
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Dunbar High School Gives Students Competitive Edge

Thursday, July 8th, 2010

Dunbar High School is a magnet school in Fort Myers, Florida which, up until a few years ago, suffered from many of the challenges impacting schools nationwide: decreasing student enrollment, low interest in school, and a risk of minority group isolation. But, new initiatives created a rigorous school curriculum, brought up-to-date equipment to classrooms, galvanized the local business community, and energized students, making learning meaningful, evidenced by performance on statewide assessments. These achievements underscore why Dunbar recently was spotlighted in a report series sponsored by Microsoft Corporation National Career Technical Education Foundation and NCTEF.

Redesigning the High School Experience for College and Career Readiness highlights Dunbar High School’s special feature: Inviting Students to Excellence through Information Technology. Dunbar High School offers 9th-12th grade students an immersive clusters-based curriculum, training them with the skills necessary to achieve multiple industry standard technical certifications for careers such as Technical Specialist, Network Engineering, Web Site Designer and more. Dual enrollment credit and AP courses are also offered for students.

 Initiatives such as – the Academy for Technology Excellence Program and the Academy for Digital Excellence — have created a new vision for the school: providing a rigorous curriculum that leads to a variety of IT industry certifications, equipping students to compete in our fast-paced, technically sophisticated economy.

The student response has been amazing–students are learning and practicing 21st century skills in internship experiences with local business and industry partners, and earning industry-recognized credentials through curriculum completion. Partnership with professional associations has proven to be integral to the school’s success. The academy is a certified Microsoft IT Academy; additionally, the CompTIA Education Foundation, Adobe Education, SW Florida Regional Technology Partnership, Association of Information Technology Professionals, SW Florida PC Users Group, and other school districts with IT programs also offer support to the school and are key partners. Testing fees for students are paid for by the School District of Lee County through the Florida Department of Education Perkin’s grant funds.

The Dunbar High School report is fourth in a series produced in collaboration with the NCTEF and Microsoft Corporation’s U.S. Partners in Learning program. The series showcase success stories of high schools that are creating a different kind of learning experience. In these series, Microsoft’s goal is to stimulate positive change in education, and is investing resources to create new 21st century learning communities, help existing schools such as Dunbar High School transform into 21st century learning communities, develop skilled and innovative leaders, and increase adoption of innovative learning solutions through scale.

Take a virtual tour of the Dunbar experience through a video: Real Life Heroes: Dunbar High School Academy for Technology Excellence

By Ramona in Publications
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