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Career Clusters 101
What are they?
Why do we care?
How do they affect my Business and Marketing program?
Where do I begin?
Career Clusters 101
Career clusters … Career fields … Programs of Study … Big Sky Pathways …
What great Opportunities!
OVERVIEW
Career Clusters—what are they? Why are we instituting them in Montana? Basic definitions of terms Big Sky Pathways—what must they contain? Where do we begin … how do we start? Break-out FOCUS GROUPS by class size Reporting back
What are Career Clusters?
Groupings of occupations and industries. A framework that shows the entire world of
work. Used as an organizing tool for curriculum
design. Blend rigorous academic/technical
preparation.
What are Career Clusters?
Provide career planning
Offer options for students to experience all aspects of an industry.
Assists students with transitions
All clusters have a common foundation knowledge and skills base.
Sixteen Career Clusters Agriculture, Food & Natural Resources Finance Architecture & Construction Education & Training Arts, AV Tech & Communications Government & Public Administration Business, Management & Administration Health Science Hospitality & Tourism Manufacturing Human Services Marketing Sales & Service Information Technology Sciences, Tech, Engineering & Mathematics Law, Public Safety, Corrections & Security Transportation, Distribution & Logistics
Where did they come from?
Proposed by the US Department of Education
Developed and then adopted by the National Association of State Directors of Career Technical Education.
In Montana …..
MT Career Clusters Steering Committee formed in 2005 proposed we take the 16 clusters and fold them into:
Six Mega-Clusters
Environmental & Agricultural Systems Business,
Management & Information Systems
Montana Career Fields and Clusters Model
Health Sciences
Arts & Communications
Human Services & Resources
Industrial, Manufacturing & Engineering Systems
Health Science
Agriculture, Food, & Natural Resources
FoundationKnowledge and Skills
•Interpersonal Relationships•Information Literacy
•Problem Solving•Critical Thinking
•Teamwork
Marketing and Sales
Management and Administrative Services
Hospitality and Tourism
Finance
Information Technology
Manufacturing
Transportation, Distribution & Logistics
Architecture and Construction
Science, Technology, Engineering & Mathematics
Arts, A/V Technology and Communications
Law, Public Safety and Security
Government and Public Administration
Human Services
Education and Training
Why do we care?
Our world has changed …and will continue to. No longer a primarily unskilled labor force. Seamless transition from secondary to post-
secondary education. To stay globally competitive, we need to focus
on high skill, high demand, high wage careers. Instruction needs to relate to student career
interests and their personal aspirations.
Why change?
VOCATIONAL EDUCATION CAREER EDUCATION
for some students for ALL students
Some jobs ALL careers
6 – 7 disciplines 6 career fields/16 clusters
In lieu of academics Align with and support academics
High School focused K-12 & post-secondary focused
Why do we care?
Business and industry demand change.Workforce is aging; Baby boomers are retiring.
Montana will have a major labor shortage beginning in 2013 and the shortage will continue while the demand for workers will increase.
Clusters and ‘Programs of Study’ are part of the new Perkins IV law.
DEFINITIONS
A career field
Means the overall description of one of the six areas of employment opportunities.
Business, Management & Information Systems
DEFINITIONS
Each career field shares the common
Foundation Knowledge & Skills
of all fields and clusters.
Environmental & Agricultural Systems Business,
Management & Information Systems
Montana Career Fields and Clusters Model
Health Sciences
Arts & Communications
Human Services & Resources
Industrial, Manufacturing & Engineering Systems
Health Science
Agriculture, Food, & Natural Resources
FoundationKnowledge and Skills
•Interpersonal Relationships•Information Literacy
•Problem Solving•Critical Thinking
•Teamwork
Marketing and Sales
Management and Administrative Services
Hospitality and Tourism
Finance
Information Technology
Manufacturing
Transportation, Distribution & Logistics
Architecture and Construction
Science, Technology, Engineering & Mathematics
Arts, A/V Technology and Communications
Law, Public Safety and Security
Government and Public Administration
Human Services
Education and Training
DEFINITIONS
A career cluster
is a list of occupations that fall under the particular career field heading.
Montana’s clusters are:
Marketing & Sales
Management & Administrative Services
Hospitality and Tourism
Finance
Information Technology
DEFINITIONS
BUSINESS MANAGEMENT
& INFO SYSTEMS
Marketing & Sales FinanceInformationTechnology
Hospitality & Tourism
Management & Administrative Svcs
Big SkyPathways
Big SkyPathways
Big SkyPathways
Big SkyPathways
Big SkyPathways
clusters clusters
PATHWAYS PATHWAYS PATHWAYS
FIELD
clusters
DEFINITIONS
A Big Sky Pathway
(aka ‘Program of Study’)
Is the sequential, non-duplicative coursework necessary for seamless transition from secondary to post-secondary studies for a select set of occupations.
Name
Learner ID
School/College/University
ED
UC
AT
ION
LE
VE
LS
GR
AD
E
English/ Language
ArtsMath Science
Social Studies/
Sciences
Other Required Courses
Other Electives
Recommended Electives
Learner Activities
*Career and Technical Courses
and/ or Degree Major Courses for
Business, Management and
Administration
SAMPLE
Occupations Relating
to This Career Cluster
9English/ Language Arts I
Algebra I or Geometry
Earth or Life or Physical Science or Biology
General Social Studies
10English/ Language Arts II
Geometry or Algebra II
Biology or Chemistry
World History
11English/ Language Arts III
Calculus or Algebra II
Chemistry or Physics
American History
College Placement Assessments-Academic/Career Advisement Provided
12
English/ Language Arts IV
Calculus or Math Anaylsis
Physics Government or Senior Social Studies
Articulation/Dual Credit Transcripted-Postsecondary courses may be taken/moved to the secondary level for articulation/dual credit purposes.
Year 13
English Composition English Literature
Algebra or Calculus
Lab Science Economics Psychology
Year14
Speech/ Oral Communication Technical Writing
Dependent on
chosen pathway
Dependent on
chosen pathway
Year 15
Year 16
**See course descriptions on page 2.
Business, Management and Administration
(Course content may be taught as concepts within other courses.)
#1Business Essentials : This is a core course designed to give students an overview of the Business, Marketing and Finance Career Cluster occupations. Students will develop an understanding of how academic skills in mathematics, economics, and written and oral communications are integral components of success in these occupations. Students will examine current events to determine their impact on business and industry and legal and ethical behavior, acquire knowledge of safe and secure environmental controls to enhance productivity, determine how resources should be managed to achieve company goals, and identify employability and personal skills needed to obtain a career and be successful in the workplace. As students learn about different types of business ownership, they will interpret industry laws and regulations to ensure compliance, identify principles of business management, and analyze business practices to determine ethics and social responsibilities. This may be taught as a career exploration course in conjunction with other foundation Career Cluster courses.
SAMPLE
Course Descriptions
Huntley Project
Interest Inventory Administered and Plan of Study Initiated for all Learners
Business, Management and AdministrationCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/FacultyThis Career Cluster Plan of Study (based on the Business, Management and Administration Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courseslisted within this plan are only recommended coursework and should be indiv idualized to meet each learner’s educational and career goals.
SAMPLE
►Administrativ e Assistant
►Adv ertising Sales Person
►Auditor
►Business Consultant
►Certified Public Accountant
►Corporate Trainer
►E-Commerce Analy st
►Entrepreneur
►Facilities Manager
►Finance Director
►Human Resources Manager
►Inv estement Ex ecutiv e
►Marketing Analy st
►Medical Transcriptionist
►Office Manager
►OSHA/ADA Compliance Officer
►Personnel Recruiter
►Public Relations Manager
►Sales Representativ e
►Wholesale and Retail Buy er
Continue courses in the area of specialization.
Participation in appropriate
BPA activ ities support and
reinforce classroom and
laboratory learning is highly
recommended.
All plans of study need to meet learners' career goals with regard to required degrees, licenses, certifications or journey worker status. Certain local student organization activ ities may also be important to include.
Introduction to Business
Accounting I
Accounting II
Accounting III
Entrepreneurship
Information Systems I
Information Systems II
Business Office Skills
Web Design I
Web Design II
SE
CO
ND
AR
YP
OS
TS
EC
ON
DA
RY
Who’ll develop the model Pathways?
Specialists from OCHE Specialists from OPI Members of Consortium for Educational
Advancement (CEA) ---formerly the Tech Prep Consortium
Educators (Secondary & Post-Secondary) from the business/marketing field
Business & Industry partners
THIS YEAR …
Will all Big Sky Pathways be developed this year?
No.
But ten model pathways will be developed …
Two in each of the following:
Business, Management & Info Systems
Industrial, Manufacturing, & Engineering Systems
Health Sciences
Human Services & Resources
Environmental & Agricultural Systems
THIS YEAR …
We will choose two
from the Business, Management, & Information Systems field this year ….
Then the rest will follow in 2008-2009.
** will coincide with the re-writing of the Business/Marketing section of the Montana Standards and Guidelines.
REQUIRED ELEMENTS
Coordinated and non-duplicative sequence of courses.
Contains both secondary and post-secondary elements.
Challenging academic and career technical education content
Culminate in technical skill proficiency, industry-recognized credential, certificate, degree, or completion of a recognized apprenticeship program.
PERMISSIVE ELEMENTS
Opportunity for secondary students to participate in dual or concurrent enrollment programs or other ways to acquire post-secondary credits.
Where and HOW do we begin?
Don’t just “plug in” our existing courses ... Think outside the box! What is best for students?? Carefully analyze what we’re teaching in light of
challenging academic and CTE content Consider high skill, high demand, high wage (Montana
statistics) What ‘seamless transitions’ can we make? Look at sample programs of study:
www.careerclusters.org Network with other teachers who’ve begun the process.
FOCUS GROUPS
Divide into groups according to class size.
(AA, A, B, C-size schools) Recruit a RECORDER and a REPORTER for
your group.
Discuss together and analyze your current program offerings in light of the challenging academic and CTE content and high skill, high demand, high wage.
What would a Big Sky Pathway look like in your size school?
FOCUS GROUPS
By group consensus, choose two of the 5 clusters that you would recommend the Pathway Development Team develop as a model template for 2007-08. Explain your reasoning behind your decision.
Future plans—PROFESSIONAL DEVELOPMENT—what should be our areas of focus? Industry knowledge and industry skill Interventions & supports (academic services) Technical skill Academic skill (math, science, reading) Teaching skills (pedagogy)
Take a BREAK!
Take a BREAK!
FOCUS GROUPS
Individual groups report back.
WRAP UP
Thank you,
thank you!
Questions??
REMEMBER ……
“Some times you have to move slow to move fast.”
Don’t stress; learn and glean from others … work smarter, not harder!
CONCLUSION
Please contact me if you’d be interested in serving on the
Pathway Development Team
CONTACT INFORMATIONDiana [email protected]
