Transcript Slide 1

Career Technical
Education and
Common Standards
Hans Meeder
MEEDER CONSULTING
By Hans Meeder
Meeder Consulting Group
[email protected]
1
Today’s conversation
1. The Common Core State Standards
for English Language Arts and Math
2. How CTE Can Connect to the
Common Core State Standards
3. The Common Career Technical Core
4. Discussion: Implications for New
York CTE
The Global War for Jobs
• A “good job” is one with steady work, a
paycheck and 30+ hours a week
• A good job is the number one aspiration
of people across the world.
• According to the Gallup World poll, 3
billion people say they want a good job.
• Currently, there are only 1.2 billion jobs
in the world.
• There is a short-fall of 1.8 billion jobs…
• Thus, the Coming Jobs War…
By 2018, about two-thirds of all employment will require
some college education or better.
91 million
129 million
154 million
166 million
Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,
Georgetown University Center on Education and the Workforce
By 2018, 63 percent of job openings will require workers
with at least some college education
New and replacement demand
(46.8 million by 2018)
36%
33%
30%
Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,
Georgetown University Center on Education and the Workforce
U.S. Jobs becoming more complex
Source: Levy F. and R.J. Murnane (2004) The New Division of Labor: How Computers are Creating the Next Labor Market. Princeton, N.J.: Princeton University Press
Why are 21st century skills so important?
The requirements
of the workforce
are changing
What employers really want…
Top skills for workers
with high school
diploma
• Professionalism/Work
Ethic (80.3%)
• Teamwork/
Collaboration (74.7%)
• Oral Communications
(70.3%)
• Ethics/Social
Responsibility (63.4%)
• Reading
Comprehension
(62.5%)
Top skills for workers
with 2-year degrees
• Professionalism/
Work Ethic (83.4%)
• Teamwork/
Collaboration (82.7%)
• Oral Communications
(82.0%)
• Critical Thinking/
Problem Solving
(72.7%)
• Reading
Comprehension (71.6%)
“Are They Really Ready to Work?”
Top skills for workers
with four year degrees
• Oral Communications
(95.4%)
• Teamwork/
Collaboration (94.4%)
• Professionalism/
Work Ethic (93.8%)
• Written
Communications
(93.1%)
• Critical Thinking/
Problem Solving
(92.1%)
American Workers Need Skills and
Knowledge…
•
•
•
•
•
•
•
•
To choose a career
To seek a job
To earn a job
To succeed on the job
To learn and adapt and advance on the job
To be resilient in the face of set-backs
To navigate a career path
To re-tool and re-direct on a new path if needed
Skills and
Knowledge
Re-Cap
 Students need more than
literacy, numeracy skills,
and career-specific
technical skills for true
college and career
success.
 They need to demonstrate
career-ready practices,
with an understanding of
the entrepreneurial, startup environment.
 Education programs need
to seriously address
development of ALL these
skill sets.
Part 2
Understanding the
Common Core State
Standards
Recent History of
Education
Standards
• 1989 – National Governors
Association gives birth to the
standards movement
• 1990 – National Education
Goals Panel established
• 1994 – Goals 2000 requires
state assessments for ELA and
Math
• 1996 – Achieve, Inc. launched
to promote the standards
movement
• 2001 – No Child Left Behind
becomes law
• 2009 – Common Core State
Standards effort launched with
governors and state school
chiefs
• 2010 – Common Core State
Standards finalized
The Common Core State
Standards Initiative
Beginning in the spring of 2009, Governors and state
commissioners of education from 48 states, 2
territories and the District of Columbia committed to
developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative
(CCSSI) is a state-led effort coordinated by the
National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO).
www.corestandards.org
13
Why Common Core
State Standards?
Preparation: The standards are college- and career-ready. They will help
prepare students with the knowledge and skills they need to succeed in
education and training after high school.
Competition: The standards are internationally benchmarked. Common
standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a
student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards
help students (and parents and teachers) understand what is expected of
them.
Collaboration: The standards create a foundation to work collaboratively
across states and districts, pooling resources and expertise, to create
curricular tools, professional development, common assessments and
other materials.
14
Common Core State
Standards Design
Building on the strength of current state standards, the
CCSS are designed to be:
– Focused, coherent, clear and rigorous
– Internationally benchmarked
– Anchored in college and career readiness*
– Evidence- and research-based
*Ready for first-year credit-bearing,
postsecondary coursework in
mathematics and English without the
need for remediation.
Common Core State
Standards Evidence Base
For example: Standards from individual high-performing countries
and provinces were used to inform content, structure, and
language. Writing teams looked for examples of rigor, coherence,
and progression.
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Belgium (Flemish)
Canada (Alberta)
China
Chinese Taipei
England
Finland
Hong Kong
India
Ireland
Japan
Korea
Singapore
English language arts
1.
2.
3.
4.
5.
6.
7.
Australia
•
New South Wales
•
Victoria
Canada
•
Alberta
•
British Columbia
•
Ontario
England
Finland
Hong Kong
Ireland
Singapore
46 States + DC Have Adopted the
Common Core State Standards
* Minnesota adopted the CCSS in ELA only
Common Core State
Standards for
Mathematics
Overview of High School
Mathematics Standards
The high school mathematics standards:
– Call on students to practice applying mathematical ways of
thinking to real world issues and challenges
– Require students to develop a depth of understanding and
ability to apply mathematics to novel situations, as college
students and employees regularly are called to do
– Emphasize mathematical modeling, the use of mathematics
and statistics to analyze empirical situations, understand
them better, and improve decisions
– Identify the mathematics that all students should study in
order to be college and career ready.
19
Key Instructional Shifts
in Mathematics
The Common Core State Standards emphasize coherence at each
grade level – making connections across content and between
content and mathematical practices in order to promote deeper
learning.
The standards focus on key topics at each grade level to allow
educators and students to go deeper into the content.
The standards also emphasize progressions across grades, with the
end of progression calling for fluency – or the ability to perform
calculations or solving problems quickly and accurate.
The Standards for Mathematical Practice describe mathematical
“habits of mind” or mathematical applications and aim to foster
reasoning, problem solving, modeling, decision making, and
engagement among students.
Finally, the standards require students to demonstrate deep
conceptual understanding by applying them to new situations.
20
Standards for
Mathematical Practice
Eight Standards for Mathematical Practice
•Make sense of problems and persevere in solving them
•Reason abstractly and quantitatively
•Construct viable arguments and critique the understanding of others
•Model with mathematics
•Use appropriate tools strategically
•Attend to precision
•Look for and make use of structure
•Look for and express regularity in repeated reasoning
21
Common Core State
Standards for English
Language Arts and Literacy
in History/ Social Studies,
Science, and Technical
Subjects
Key Instructional Shifts
in ELA/Literacy
In Reading, the major advances are the shift away from literature-focused standards
to a balance of literature and informational texts to reflect college- and careerready expectations. There is also a greater focus on text complexity and at what
level students should be reading.
In Writing, there is a strong emphasis on argument and informative/ explanatory
writing, along with an emphasis on writing about sources or using evidence to
inform an argument.
The Common Core also include Speaking and Listening expectations, including a
focus on formal and informal talk, which can be done through presentations and
group work.
The Language standards put a stress on both general academic and domain-specific
vocabulary.
The Common Core also address reading, writing and literacy across the curriculum,
and include literacy standards for science, social studies and technical subjects.
These standards complement rather than replace content standards in those
subjects, and are the responsibility of teachers in those specific disciplines, making
literacy a shared responsibility across educators.
Overview of Reading Strand
Reading
Progressive development of reading comprehension; students gain
more from what they read
Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social Studies (6-12)
 Reading Standards for Literacy in Science and Technical
Subjects (6-12)
24
Overview of Writing Strand
Writing
• Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
• Focus on the use of reason and evidence to substantiate
an argument or claim
• Emphasize ability to conduct research – short projects and
sustained inquiry
• Require students to incorporate technology as they create,
refine, and collaborate on writing
• Include student writing samples that illustrate the criteria
required to meet the standards (See standards’ appendices
for writing samples)
25
Overview of Speaking and
Listening and Language Strands
Speaking and Listening
• Focus on speaking and listening in a range of settings, both formal and
informal – academic, small-group, whole-class discussions
• Emphasize effective communication practices
• Require interpretation and analysis of message as presented through
oral, visual, or multimodal formats
Language
• Include conventions for writing and speaking
• Highlight the importance of vocabulary acquisition through a mix of
conversation, direct instruction, and reading
• To be addressed in context of reading, writing, speaking and listening
Media and Technology are integrated throughout the standards.
26
28 states are in the
SMARTER-BALANCED consortium
participant
non
participant
27
24 states & DC are in the
PARCC consortium
participant
non
participant
28
Assessment: Evidence-Centered Design
LITERACY STANDARDS
LITERACY CLAIMS
Students can read closely and analytically
to comprehend a range of increasingly
complex literary and informational texts.
Students can produce effective and wellgrounded writing for a range of purposes
and audiences.
Students can employ effective speaking
and listening skills for a range of purposes
and audiences.
Students can engage in research / inquiry
to investigate topics, and to analyze,
integrate, and present information.
Assessment: Evidence-Centered Design
MATH CLAIMS
MATH STANDARDS
Students can explain and apply mathematical
concepts and interpret and carry out
mathematical procedures with precision and
fluency.
Students can solve a range of complex, wellposed problems in pure and applied
mathematics, making productive use of
knowledge and problem-solving strategies.
Students can clearly and precisely construct
viable arguments to support their own
reasoning and to critique the reasoning of
others.
Students can analyze complex, real-world
scenarios and can construct and use
mathematical models to interpret and solve
problems.
Part 3
Making the
Connection with CTE
Strategies for Bridging the Divide
1. Developing a Common Understanding of College and
Career Readiness
– Action: Create a broader definition of college and career
readiness.
2. Forming Cross-Disciplinary Teams for CCSS Planning and
Implementation
– Action: Ensure that CTE representatives are part of the
state team for planning and implementing the CCSS.
Strategies for Bridging the Divide
3. Ramping up Communications and Information Sharing
– Action: Implement Multi-faceted communications plan.
4. Creating or Updating Curricular and Instructional
Resources
– Action (1): CTE and academic educators update CTE
standards and create crosswalks.
– Action (2): Update or create model instructional resources
for both CTE and core academic teachers.
Strategies for Bridging the Divide
5. Enhancing Literacy and Math Strategies within CTE
Instruction
– Action: Help CTE teachers integrate literacy and
numeracy strategies in their CTE classrooms.
6. Fostering CTE and Academic Teacher Collaboration
– Action: Bring CTE and academic teachers together in
structured professional development activities.
Strategies for Bridging the Divide
7. Establishing Expectations for and Monitoring CCSS
Integration into CTE
– Action: Establish clear expectations for CCSS
implementation into CTE.
8. Involving Postsecondary CTE in CCSS Implementation
– Action: Ensure that postsecondary CTE is also included
in outreach and implementation planning.
Given the 8 strategies, how would you place
your district/tech center?
1– Novice. Nothing happening with CTE.
2- Beginner. Some initial planning and discussions relating to
CTE. CTE is at the table.
3- Intermediate. Carried out some awareness activities that
involve CTE teachers. Previous work on literacy and numeracy
in CTE, but not aligned with the CCSS.
4-Progressing. Have conducted serious activities around
“unpacking” the standards, creating integrated lesson plans,
CTE/academic teachers collaboration.
Career Ready
Practices
Career Ready
Practices
• A framework for the
developmental experiences
necessary to becoming career
ready.
• Experiences that can be
“practiced” using many
different approaches in a
variety of settings.
• A student refines these
practices throughout their full
continuum of learning:
through their journey in
school, college, the workforce
and when they return to
advance their education.
Career Ready Practices
1. Act as a responsible and contributing citizen and
employee.
2. Apply appropriate academic and technical skills.
3. Attend to personal health and financial well-being.
4. Communicate clearly and effectively and with
reason.
5. Consider the environmental, social and economic
impacts of decisions.
6. Demonstrate creativity and innovation.
7. Employ valid and reliable research strategies.
Career Ready Practices
8. Utilize critical thinking to make sense of problems
and persevere in solving them.
9. Model integrity, ethical leadership and effective
management.
10. Plan education and career paths aligned to
personal goals.
11. Use technology to enhance productivity.
12. Work productively in teams while using cultural
global competence.
Common CTE Core
Common
Career
Technical Core
(CCTC)
• The CCTC includes a set of standards
for each of the 16 Career Clusters™
and their corresponding Career
Pathways that define what students
should know and be able to do after
completing instruction in a program
of study.
• A state-led initiative to establish a
set of rigorous, high-quality
standards for CTE that states can
adopt voluntarily.
• Coordinated by the National
Association of State Directors of
Career Technical Education
Consortium (NASDCTEc),
• Forty-two states, the District of
Columbia and Palau supported the
development stage of the CCTC.
CCTC Career Clusters
Agriculture, Food & Natural
Resources Career Cluster
Architecture & Construction Career
Clusters
Arts, A/V Technology &
Communications Career Cluster
Business, Management &
Administration Career Cluster
Education & Training Career Clusters
Finance Career Cluster
Government & Public
Administration Career Cluster
Health Science Career Cluster
Hospitality & Tourism Career Cluster
Human Services Career Cluster
Information Technology Career
Clusters
Law, Public Safety, Corrections &
Security Career Cluster
Manufacturing Career Cluster
Marketing Career Clusters
Science, Technology, Engineering &
Mathematics Career Cluster
Transportation, Distribution &
Logistics Career Cluster
CCTC Cluster and Pathways
Agriculture, Food & Natural Resources Career Cluster
1. Agribusiness Systems Career Pathway
2. Animal Systems Career Pathway
3. Environmental Service Systems Career Pathway
4. Food Products & Processing Systems Career
Pathway
5. Natural Resources Systems Career Pathways
6. Plan Systems Career Pathway
7. Power, Structural & Technical Systems Career
Pathway
CCTC Pathway and Standards
Animal Systems Career Pathway (AG-ANI)
1. Analyze historic and current trends impacting the animal
systems industry.
2. Utilize best-practice protocols based upon animal
behaviors for animal husbandry and welfare.
3. Design and provide proper animal nutrition to achieve
desired outcomes for performance, development,
reproduction and/or economic production.
4. Apply principles of animal reproduction to achieve
desired outcomes for performance, development and/or
economic production.
5. Evaluate environmental factors affecting animal
performance and implement procedures for enhancing
performance and animal health.
6. Classify, evaluate and select animals based on anatomical
and physiological characteristics.
7. Apply principles of effective animal health care
Question and
Comments
Hans Meeder
MEEDER CONSULTING
[email protected]
By Hans Meeder
Meeder Consulting Group
[email protected]
48