Revised 30 July 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG1 Perkins IV Program Design Taskforce Day Two & Three Offsite 26-27 July 2007 With

Revised 30 July 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG 1

Perkins IVPerkins IVProgram Design Taskforce Program Design Taskforce


Day Two & Three Offsite26-27 July 2007

With Session Notes Included

Taskforce Responses Shown In GREEN


PDTF 26-27 July AgendaPDTF 26-27 July AgendaDay Two: Welcome & Logistics Meeting Objectives for Day Two Recap of Day One (12 July) Tying the Pieces Together Breakout Team Instructions Breakout #1 (Three Teams)

Building the CTE Vision Leveraging Successful

Foundation Blocks Prioritizing & Addressing

Obstacles Report Back to PDTF Group Discussion Expectations for Day Three

Day Three: Recap of Day One (12 July) Breakout #2; Continuing the

Work Building the CTE Vision Leveraging Successful


Obstacles Report Back to PDTF Group Discussion Optional Breakout #3 Group Discussion of Open Issues Initiating the 4th Team

Translating Team outputs into Perkins

Next Steps for PDTF & Teams Brief Audit


Welcome,New Introductions

& Logistics

Welcome,New Introductions

& Logistics


Thoughts Since 12 July?Thoughts Since 12 July? Still confused at how we get there from here

From each Taskforce to the Policy Advisory Committee

How does it tie togetherEspecially Accountability, Program Design &

Special PopulationsLink to Professional Development

12 July was a Broad Journey on CTE vs. Perkins — what is our scope?


Objectives,Groundrules-Assumptions

& Expectations

Objectives,Groundrules-Assumptions

& Expectations


PDTF ObjectivesPDTF Objectives Create a compelling vision of CTE's future Use that vision to think strategically about the

biggest opportunities in front of us Identify major challenges/obstacles that need to be

overcome Build on past efforts and not reinvent the wheel

(including the Transition Taskforce, SB364, etc.) Address those challenges that we have control over

or can influence (vs. those we have no impact on) Develop specific strategies to make our Vision a

reality Translate the above into the Perkins IV 5-Year Plan


Groundrules AssumptionsGroundrules Assumptions Be here 100% of the time —

phones, pagers & Blackberrys off Constructive dialog & even

disagreement are welcome Lots to do — please get to the

point Respect our diversity —

backgrounds, experience, capabilities and uniqueness Aligned, we can get almost

anything accomplished Misaligned, we will melt down

If you miss a meeting Please prepare anyway Send us your thoughts & proxy Review the session notes to stay

current No substitutes or stand-ins

Off-the-Table for the PDTF: Perkins IV Funding

Distribution Formula

Your Role: Active participation Open minds; honest

discussion Yellow vs. Green Hat

My Role: Help drive us toward our

goals Bring in outside perspective


ExpectationsExpectations Build on the recommendations of recent efforts — not

reinvent the wheel Transition Taskforce SB 364 PTE Symposium of 2004

We are not looking for a one-size-fits-all solution or a cookie-cutter approach to CTE Our diversity is our strength — in demographics, local needs, what

has worked in the past We have lots of “good practice” models out there

We are looking for how CTE can/must become: More responsive to the evolving needs of students & the workforce

High Skill, High Wage, High Demand More seamless across the spectrum of PK-20


Brief Recap of Day One(12 July Kickoff)

Tying the Pieces Together

Brief Recap of Day One(12 July Kickoff)

Tying the Pieces Together


The Change FormulaThe Change Formula

* All three must be in place toovercome the Resistance to Change

* * *


Recap of Day OneRecap of Day One Discomfort — “The Why”

Feedback from the interviews & the focus groupTrends/big issues facing CTEWhat failure looks like

Vision — “The What”Opportunity for CTEOur 2012 Vision for CTEFoundation blocks; leverage opportunities

Cost or Resistance — “The Why Not”Challenges/Obstacles for CTE


The Work of Days Two & ThreeThe Work of Days Two & Three Refine and flesh out:

Our Vision of 2012Foundation Blocks — Leverage OpportunitiesObstacles

Translate into the Perkins IV Five Year Plan for CTE Transformation

Process — “The How To” Develop Implementation Strategies & Actions


Day One Next Steps Day One Next Steps Data mine for relevant input to

the PDTF Add Industry/Program specific

Focus Groups as a strategic & periodic tool to: Solicit feedback from recent

grads (2-to-3 yrs out) Solicit feedback from employers Help keep curriculum developers

as well as Instructors current and relevant

Help foster stronger ties with industry

All PDTF Members — please: Review these notes and suggest

clarifications/changes Look for emerging themes

regarding: Vision Leverage Foundation Blocks Challenges & Obstacles

Try to find that pithy, compelling statement that captures the hearts and minds of CTE’s vision

Example: We help people become whole again

One suggestion already: Preparing Our Future Workforce through Effective Learning Systems


DefinitionsDefinitions Mission = "our purpose for being”, raison d’etre Vision = "we are aspiring to become; a vivid idealized

description of a desired outcome that inspires, energizes and helps us create a mental picture of our target." We will KNOW when the right Vision comes along

Foundation Blocks = current good-practices, pilots, models, etc. that have the potential to be leveraged across the Oregon CTE system — adapted for local conditions


A Compelling Vision for CTEA Compelling Vision for CTEVision Candidates:1. CTE: Adding value to your

employment skills2. CTE: Providing employment

skills for today and tomorrow3. CTE: Increasing employment

options4. CTE: Meeting students needs for

successful transitions in life5. CTE: Engagement, Achievement,

Transition6. CTE: Career preparation today

for a secure future tomorrow

7. CTE: Creating a future of opportunities

8. CTE: Planning for a future of opportunities

9. CTE: An integral part of public education; designed to educate about, through, and for careers

10. CTE: We connect education and careers!

11. CTE: A key partner in Oregon Economic Development

12. CTE: Providing the tools to build careers

13. CTE: Building careers, prosperity, and self respect

14. CTE: Preparing youth for life15. CTE: We build careers16. CTE: Strategies for success17. CTE: The bridge to prosperity18. CTE: The link between learning

and life19. CTE: Preparing today's youth for

tomorrow's careers20. CTE: Preparing Our Future

Workforce through Effective Learning Systems


Tying the Pieces Together Tying the Pieces Together

Our 2012Visionof CTE

Foundation Blocks

Foundation Blocks

Foundation Blocks

Obstacles:

CTE Current

State

Perkins IV Five-Year Plan for CTE Transformation


Breakout Instructions

* Building Our CTE Vision* Leveraging Foundation Blocks

* Addressing Obstacles

Breakout Instructions




Team A. Building Our CTE VisionTeam A. Building Our CTE Vision Tasks:

Pick a Scribe and a Presenter Group the points from the Vision brainstorming 12 July

into themes Get rid of duplications and redundancies Pick/develop the Top-Five Compelling & Pithy Statements What key actions would help make our Vision a reality? Explore how to best package this Vision for others —

marketing tactics Format: Narrative vs. Day-in-the-Life vs. Other Identify your major audiences (e.g., CTE candidates, local Boards,

Faculty, Parents, Employers/Industry Associations) Strategize on how CTE should communicate this Vision to each of

these audiences


Team B. Leveraging Foundation BlocksTeam B. Leveraging Foundation Blocks Tasks:

Pick a Scribe and a Presenter Inventory what is working well, build on 7/12 brainstorming Screen this Inventory using these or similar criteria:

Does this “model” incorporate elements of our CTE Vision? Can it be leveraged, adapted in many settings? Does “model” get positive customer feedback about its utility? Does it meet many of the Nine Quality Indicators for Secondary or

Post-Secondary programs? Does it address specific elements of Perkins IV

Pick the top-five “models” that have the greatest system-wide potential

Develop implementation strategies as to how this “model” could be applied in several settings

Pick some low hanging fruit


Team C. Addressing ObstaclesTeam C. Addressing Obstacles Tasks:

Pick a Scribe and a Presenter Categorize into three groups

Which obstacles do we have direct control over? Which ones can we influence? Which one do we have no impact or control over?

Choose the “deal-breakers”, those obstacles whose resolution are pre-requisites to our achieving our Vision

Set priorities for the first two buckets (control over & can influence)

Start with the “deal-breakers”, i.e., top-priorities Clearly define the obstacle & who are the key parties involved Who else needs to be at the table to help overcome this obstacle? Develop the case for change (cost-benefit, tradeoffs) Develop work-arounds where relevant




Day Three Offsite27 July 2007


PDTF 26-27 July AgendaPDTF 26-27 July AgendaDay Two: Welcome & Logistics Meeting Objectives for Day Two Recap of Day One (12 July) Tying the Pieces Together Breakout Team Instructions Breakout #1 (Three Teams)

Building the CTE Vision Leveraging Successful


Obstacles Report Back to PDTF Group Discussion

Day Three: Recap of Day One (12 July) Knowledge-Based Economy Breakout #2; Continuing the

Work Report Back to PDTF Group Discussion Group Discussion of Some Key

Issues Path Forward

Initiating the 4th Team Translating Team Outputs into Perkins

Brief Audit Meeting Close


KBE Economy

(Knowledge-Based Enterprises)

Source: ViTAL Economy


“The World is Flat” — 10 Flatteners“The World is Flat” — 10 Flatteners1. Berlin Wall Comes Down November 1989

2. When Netscape Went Public, August 1995 from PC to Internet Based Platform

3. Workflow software enables a global supply chain

4. Open Sourcing — Shareware

5. Outsourcing — Y2K; Using telecom to contract to another firm in another country

6. Off Shoring — Moving a U.S. factory to another country

7. Supply Chaining — Connected throughout the chain without owner control

8. In Sourcing — UPS into your company

9. Informing — The ability to build and deploy your own personal supply chain; a supply chain of information, knowledge, and entertainment. (Google, Yahoo, MSN Web Search)

10. The Steroids — Digital, Mobile, Wireless, Personal and Virtual



KBE EconomyKBE Economy

KBE Definition and Characteristics: A KBE economy is driven by the production, distribution and use of

knowledge for growth, wealth creation and employment increases KBE competition is based in innovation rather than price as in classical

economies Countries and regions that show more evidence of innovation are richer

and grow faster Companies that show more evidence of innovation post better financial

performance Innovation is the productive use of knowledge Innovation is largely connecting existing ideas in a new way — not

inventing

Hypothesis: Every person, company or organization has unique knowledge with KBE market value



Key Components & Strategies of a KBE EconomyKey Components & Strategies of a KBE Economy

Education LevelPercentage of College graduates is

a primary driver to higher per capita income — but not the only one

Science and Technology Activity75% or personal income growth

during the 90’s tied to technology output

Export-Oriented IndustriesIndustries oriented to

national/global markets produce higher value products and pay more

Entrepreneurial Initiative90% of the new jobs created in the

new economy will be generated by companies of 10 or less employees

Innovation Across Industries and Sectors

Productivity gains do not depend on what region an industry competes in, but rather how it competes

Talent StrategyRegions that promote talent across

industries are most likely to become economic winners

Reduction of Poverty and InequalityBroad-based well-being of residents

and decreased poverty are important for sustained increases in economic growth



What Does This Mean for CTE? Taskforce Responses:

What Does This Mean for CTE? Taskforce Responses:

Are we preparing people for our region or for a KBE Economy?”

For what labor market are we preparing our students?

Some regions have 95% companies with 5 or less (Rogue Valley)

How do we address a highly diversified market?

School-based Enterprises movement — marketing, finances, skills

Cultural diversity needs to be embedded in our knowledge and skills

We may have an increasing disparity in rich-vs.-poor

Need students who are well-rounded, have diversified skills, generalists

How to sell & present themselves

Secondary vs. Post-Secondary responsibilities are different

Problem-solving and creativity are also important

Challenges us to think about how we define “Program”

CTE opportunities vs. CTE programs

May shift the training and professional development for Student Services Team

To allow students to design their own programs

AGS can be oriented to this Those programs do not require approval

— components are identified locally

Challenges us to think about resource allocation

Self-Employment data not included in Labor Dept data

Must teach self-created, self-directed working world; selling self


Reportouts & Discussion



Reportouts & Discussion




Team A. Building Our CTE Vision Taskforce Responses:

Team A. Building Our CTE Vision Taskforce Responses:

Process went well Lots of brainstorming Washington State efforts = a good source of ideas Marketing strategy

By target audience Message content Delivery ideas

Working on the pithy statement CTE: Learning for life


Team B. Leveraging Foundation BlocksTaskforce Responses:

Team B. Leveraging Foundation BlocksTaskforce Responses:

Grouped our work into three areas: The “Green Category” Student Support

Robust Student Support Centers Curriculum

Group Discussion: What we need to improve:

More consistency Proficiency base orientation Broader transferability More formalized 2ndary/Post-2ndary

re assessing technical skills — this is a policy issue (beyond Perkins, beyond CTE)

Coalescing elements of Programs of Study with Professional Development

Lots of implications beyond Perkins — transforming CTE, supporting our system work, setting policy

Roadmaps Advising tools for students; make this

a part of a POS Connect to proficiencies

What if the POS could be articulated across the 2ndary/Post 2ndary interface?

Talk about “block-transfer” rather than course-by-course

Process: Really interested in working on the

Student Support Systems and addressing “deficits”

Coordinating student plans Electronic delivery of instruction &

guidance Work ethics & leadership —

strengthen our organizations that represent different pieces of curriculum (FFA, DECA, etc.)


Team C. Addressing Obstacles Taskforce Responses:

Team C. Addressing Obstacles Taskforce Responses:

Discussed the obstacles to death Root causes a long list Isolated top five

Some solutions have been identified


Key Discussion ItemsKey Discussion Items Programs of Study provide the framework in which Perkins

funded CTE will be designed and implemented. What is your vision of Oregon’s model (Perkins) Program of Study?

Are there additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?

What role should curriculum alignment and articulation (transfer of credit) play in the Program of Study framework?

What refinements are necessary in the Quality Assurance standards to support the implementation of the Program of Study?

What are the “wrap around” student services that are necessary to fully implement the Perkins Programs of Study?


Key Discussion Item #1Key Discussion Item #1 What is your vision of Oregon’s model (Perkins) Program of Study? Are there

additional elements (beyond the Perkins Act specifications) that Oregon should incorporate to achieve this model Program of Study? Is co-approval of secondary and post secondary Programs of Study possible and useful?


Key Discussion Item #2Key Discussion Item #2 What role should curriculum alignment and articulation

(transfer of credit) play in the Program of Study framework?


Key Discussion Item #3Key Discussion Item #3 What refinements are necessary in the Quality Assurance standards to support the

implementation of the Program of Study?Taskforce Responses:

Need to expand this to include Post-Secondary CTE Programs

Driven by local control A self-reflective process What’s Working:

Process makes you go through lots of steps to analyze what’s going on in the classroom

It gets Administrators up to speed on the classroom setting; is CTE in our school-improvement plan (e.g., contextual learning)

Serves as a quality improvement tool What’s Not Working:

It’s easy to put down stuff, but not do it Only tied/customized to CTE/Perkins Programs are teacher-dependent; attrition

hurts

Ideas: Needs greater district-level tie-in Needs to have more ‘meat’ and

follow-through Needs good oversight and

consequences for not doing it (e.g., tied to teacher-evaluation)

Could be adapted to fit non-CTE Programs

Link to the Legislative requirement of School Districts to have/implement an improvement plan

Exit exams/criteria ought to be included in the future


Key Discussion Item #4 (1 of 2)Key Discussion Item #4 (1 of 2) What are the robust student services system that are necessary to fully implement the Perkins

Programs of Study?Taskforce Responses:

Bigger than the counselors Inclusive — all students:

Secondary Post-Secondary Special Populations

What’s working? Many elements are in place somewhere Career-related standards as a diploma requirement Tutoring labs are in place at all CCs in some shape or form Many campuses have cultural-diversity ctrs, offering special help Special ambassador programs Internships

Ideas — critical need for more professional development Make sure funding follows policy


Key Discussion Item #4 (2 of 2)Key Discussion Item #4 (2 of 2) What are the robust student services system that are necessary to fully implement the Perkins

Programs of Study?Taskforce Responses:

What’s not working or lacking? There isn’t a comprehensive system across the CTE spectrum Plan-profiles aren’t carried through Lack a system-wide electronic portfolio In many student services dept.’s the focus is still on college No correlation between HS assessment test and College placement test Huge gap between HS grad requirements and Post-secondary entry or career

readiness Lack of integration of academic with career counseling — gets worse as you go up in

years Deficiency in personnel especially re special populations Transition between 2ndary and Post-2ndary for students with disabilities


Path Forward & WrapupPath Forward & Wrapup


Path ForwardPath Forward Each Team — Staff to “clean-up” Word file from Day’s Two and Three,

then Stan to integrate Based on feedback from the PDTF and the above integrated file, design

Days Four and Five




Day Two Offsite26 July 2007

BACKUP SLIDES


Perkins IVPerkins IV The Carl D. Perkins Career and Technical Education Act

of 2006 provides funding for approved high school and community college career and technical education programs The purpose of this reauthorized Act is to develop the

academic, career and technical knowledge, and skills of secondary and postsecondary students who elect to enroll in career and technical education programs.

Each state that seeks funding under this Act must submit a one-year State Transition Plan (2007-08) followed by a five-year State Plan (2008-2013) The development of the State Plan must allow for input from a

broad array of stakeholders including: teachers, counselors, administrators, parents, students, institutions of higher education, members of Tech Prep consortiums, the State Workforce Investment Board, interested community members, representatives from special populations, business and industry, and labor.


Perkins IV Planning ComponentsPerkins IV Planning Components

AgencyOperational

Tasks

Accountability& Evaluation

Taskforce

Program Design

Taskforce

Professional Development

Taskforce

SpecialPopulations &

Non-TraditionalStudentsTaskforce

Perkins IV PolicyAdvisory Committee

Oregon State Board of Education

Office of EducationalImprovement &

Innovation

Oregon Departmentof Education

Dept of Community Colleges and

Workforce Development

Horizontal Integration of Ideas


Who Are Our Customers?Who Are Our Customers? Who we each consider to be our customers helps determine

the degree of alignment across the CTE spectrum:

End-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society

Intermediate-Customers? Our Org’s Management Local School Board State Agency (ODE, CCWD,

etc.) State Board of Education Feds Next Org in Line Students Workforce Oregon Employers Society


Discussion of the Opportunity for CTEDiscussion of the

Opportunity for CTE


Important TrendsImportant Trends Education Week 12 June ‘07:

“Employers interviewed said they were able to redesign jobs around academic-skills deficiencies, but not soft-skills deficiencies”

“One of the biggest crises facing CTE is a teacher shortage. It’s a huge issue”

“For some kids, it is awfully important that they see a job at the end of a sequence of classes”

“We need to dramatically increase postsecondary attainment, especially among underserved groups. Without them, we simply cannot produce enough workers for the jobs of the future, and we risk further expanding the American family-income divide”

“Aiming to prepare 100% of students for the 40% of society’s jobs that require [4-year] college skills makes good politics, but bad economics, and it will create a lot of disappointment”


Important Trends, cont’dImportant Trends, cont’d

Diplomas Count 2007 — A Conversation with the Experts 20 June ‘07: “Why isn't vocational education being better understood?

Children not interested in heading off to college can learn real skills in a well-run vocational setting

The world will always need carpenters and plumbers...these jobs are plentiful, honorable and pay well

It seems to me we could be providing real opportunities for so many of our youth if vocational education were given more respect and more dollars”

Bureau of Labor Statistics: “There will be a shortfall of 10 million workers by 2010” “A demographic crunch is coming and will be exacerbated by a talent

crunch that threatens to stall the very engines of economic growth”


Important Trends, cont’dImportant Trends, cont’d Graduation Profile (Education Week)

All

Students

American

Indian

Asian Hispanic Black

Oregon 71.1%

U.S. 69.9%

All

Students

American

Indian

Asian Hispanic Black

Oregon 71.1% 37.6% 75.7% 56.0% 32.7%

U.S. 69.9% 49.3% 80.2% 57.8% 53.4%

Houston, we have a problem!


Important Trends, cont’dImportant Trends, cont’d

Graduation Profile (Education Week) Discussion:

Graduation #’s only tell a small part of the story Relevance & utility of education received is key — whether

academic or CTE or both The PDTF needs to looks more carefully at different aspects of

this issue


Talent Supply/Demand DisconnectTalent Supply/Demand Disconnect

Source: Manpower; IV & VE

Men Women

Number of people of available/required by skill level

Pronounced over-supply of low-skilled

labor

Oregon Labor Market

Supply of workers

Demand for workers

$/hour & skills

High Skill, High Wage, High Demand

Over-supply of low-skills resources creates

unemployment

Developed Economies Labor Market Competing Globally

Opportunity to create amore highly skilled Workforce


The Opportunity for CTE?Task force responses:

The Opportunity for CTE?Task force responses:

Contextualized Learning Outcomes

Real World Experiences Integration/Systems

Curricular learning opportunities Systems learning — making

connections re problem-solving Strike while the iron is hot! This is

very timely Cooperate & co-opt with other

educational areas — 3R’s Employers are coming to the

table with resources Opportunity to engage earlier

grades — it’s coming back

National piece — baby boom International piece — economic

stakes are high Save the world! To change perceptions about

CTE (via marketing, etc.) To start removing boundaries

between career-oriented vs. learning

For seamlessness between PK and 16, especially in HS

Capture the middle students that may not be destined to college

Redesign programs so that they are transitional to 4-yr degrees


The Opportunity for CTE?Taskforce Responses:

The Opportunity for CTE?Taskforce Responses:

Marketing CTE opportunities re high-tech industry

Make sure students understand that the skills they acquire in CTE are utilized

The opportunity is for students utilizing CTE not the other way around

Use a variety of data to drive our thinking

To reshape CTE — restructuring, using words/ideas that are not as divisive; and closer to the way the world works

Ref: Workforce side — Work Readiness Certificate Career-related learning standards

Define CTE — it’s a very broad topic Professional-side Lifelong learning, skill-upgrading

The labels we use are important — we need to be clear & consistent

Perkins may have brought us together — but this discussion is needed now anyway!

Ties into the new diploma requirements being implemented now — super-timely How do we take better advantage of

these (2012)? We have an opportunity to define the

whole K-16 CTE spectrum For CTE to addressed the work &

college readiness transferring from HS


The Opportunity for CTE? Taskforce Responses:

The Opportunity for CTE? Taskforce Responses:

With the CTE Teacher shortage, we can look at all of this in a fresh way Can look at extending CTE

into teacher education programs

Ref: “Reinventing the American HS for the 21st Century” Some wonderful ideas re:

changing how we deliver education & qualify teachers

Need to build on prior work re: many of the above points — build some common understanding

Marketing what? Piggyback on other

opportunities Initial Themes:

Potential integration of CTE with Academics

Collaboration/cooperation among the different levels of CTE


What Failure Looks LikeWhat Failure Looks Like


What Failure Looks LikeWhat Failure Looks Like Purpose:

Stir negative-discomfort by looking at the costs of not taking full advantage of this opportunity to transform CTE

Process: Imagine the effects of not succeeding in addressing the

current & emerging workforce needs How would this impact your organization? How would this impact tomorrow’s students? How would this affect you personally? Write a couple of Headlines about the failure of CTE

Share results with the group


What Failure Looks Like Taskforce Responses:


Organization Impact Congress will drop funding ODE loses staff Focus more on NCLB Schools become irrelevant or

status-quo continues Perkins awarded to ITT to train

citizens from India and Canada to work for American companies — CTE is outsourced!

Will see more remediation needs at HS, CC & 4-yr

Student Impact Higher dropout rate Lost opportunities (all kinds) Misperception of what’s broken CTE will become available in the

private sector at a higher cost & longer time

Some students will be left out altogether

Lost of relevancy — re experiencing the world of work

Loss of roots Lost income Less flexibility; less opportunity to

experiment; less transferability Greater barriers for risk populations

especially students of color




Personal Impact Lose my secure society High cost of repair, technical services It would really jeopardize my ability to

engage with local businesses — nothing to offer I would mourn this

Lower standard of living I wouldn’t feel as safe Army recruitment would rise for the

wrong reasons Our own kids & grandkids won’t have

the same opportunities that we had Growing gap between haves & have-

nots Oregon = has-been, used to be a

nice place to live

Headlines CTE is outsourced! Intel closes due to lack of

technicians Gates is right — the Education

System is broken! Average cost of BS degree now

reaching $100k The Monthly Auto-Repair Barge

is leaving for India Waiting list for Nursing Home is

10-years Academia Learns Technical Skills


Our 2012 Vision of CTEOur 2012 Vision of CTE


Our 2012 Vision of CTEOur 2012 Vision of CTE In small groups — pick a scribe & presenter Put yourself into the future

Without any of the limitations or issues of today Imagine that by 2012 Oregon becomes widely known as

a World Class Model for Career & Technical Education A team of observers arrives:

What would they see? How would recent grads describe their experience? Employers? Educators? Parents?

Share results with the group


Our 2012 Vision of CTE Taskforce Responses:


Recent Grads Very relevant to their jobs They love what they do Prepared for advancement Know how to seek next steps Their job connects back to the school systems They equate their success with how well they were prepared Can’t wait to work as a part-time teacher I got a great job; I make a living wage & I owe it all to my school Everything I took applied to my 4-yr degree I bought a new truck/hybrid




Employers I’ve got employees that create great

profit Job-ready day one Where did you get them from They want to contribute to their

community My best employees come from local

schools I meet with local educators a couple

of times a year — they really listen; have the capacity to met our needs

We are ready to invest in additional training

I enjoy teaching at my HS/CC I have excellent candidates to

interview 20% of my workforce are interns Can serve my

community/customers better with my diverse workforce

The grads know how to work as a team

The grads are innovative & create better ways to do business

We are growing at 20%/year I am voting for the bond measure

to expand CTE




Educators I have a raise Don’t care about PERS because I

enjoy teaching so much I have more personal

relationships with students 85% of my completing seniors

have jobs! I go home everyday feeling

rewarded for the work I do because my work is so successful

I’m not burned out

I am a happy teacher Every year students ask me

“what would it take for me to do what you do”

I need more space/periods to serve all those wanting to be in the program

I love teaching skills (vs. helping them catch-up)

I work closely with the Math & English teachers

I team-teach with business owners




Parents Thank you! My child is out of the house, working & earning solid wages I’m jealous that I didn’t have this opportunity My tax $ have been well spent What is nano-technology? I am happy that my child has a career, not just a job FINALLY my kid is excited about school He/she makes more than I do! Now I’m back in school




What is that Model? No delineation between CTE and

other learning — Academic instruction services CTE

Lots of on-line opportunities: Hybrid ed Simulations Distance-learning

No boundaries between different level of ed

Comprehensive advising system: Awareness => Exploration =>

Planning => Preparation

Competency/outcome/proficiency based CTE -- vs contact hours, units

Easy transferable among the schools All faculty periodically engaged in

back-to-industry efforts Program completers receive next-

step placement or are guaranteed a refresher course

Stds for teacher licenses are adapted to fit this paradigm with more opportunities for business environment

Different funding model — from contact hours to innovation, demand-programs, economic needs




What is that Model, cont’d: Greater level of collaboration

across the whole CTE+ spectrum Respect for all sectors by all

sectors Students have lots of ways to

apply their learning — contests, clubs, internships

Students K-20 all have plans that extend into the world of work

Model is financially responsible & sustainable

Able to change with workforce needs — flexible, adaptable

Teacher Ed is across the board delivered by CC, 4-yr, & employers

Profusion of mentorships for teachers & students

Integrated Programs developed around career clusters & local business needs

These opportunities are equally distributed around the State — on-site or via distance


Foundation Blocks of Our Vision— Leverage Opportunities —

Foundation Blocks of Our Vision— Leverage Opportunities —


Leverage Opportunities for CTE Taskforce Responses:


Flexibility between big, little, urban, rural schools

Quality Assurance process (criteria) especially for HS level

Existing networks Regional Coordinator Network Counsel of Instructional

Administrator ODE/Local Ed Agency

2+2 & other transition programs — consistently applied

Local innovative model programs going on, e.g.: OSU/LBCC Culinary Arts

Excellent relationships between CC and feeder HSs

Strong business community connections

Increased staffing ability at CCWD for accountability, etc.

Active involvement with the implementation & reauthorization of NCLB

Student Leadership Organizations in Oregon (esp. HS)

Oregon Business Council budget framework




Systemic Innovative Programs Small learning communities Career Pathways Program

Distance Education infrastructure Plan & Profile for K-12 can be

built upon New diploma requirements 2007

& 2014 Credit for proficiencies (vs. time) Strong advisory committees Technological competence &

career opportunities — value added within CTE

Partnerships with Workforce Policy Board

Connections with other policy entities — this is on people’s radar (State, National, etc.)

TSPC relationship — fertile ground of receptivity

New legislatively funded CTE study

Other funding sources — HR CREB, Incentive Grants, DOL

Lots of existing data (needs analysis on CTE outcomes & labor needs)

Federal Mandate to change


Achieving Our Vision— Challenges/Obstacles —

Achieving Our Vision— Challenges/Obstacles —


Challenges/Obstacles for CTE Taskforce Responses:


Changing the culture at schools

Big systems to change Federal State

NCLB highly qualified teacher status

State requirements for teacher approval

Limited resources to rebuild our programs

Student or youth culture issues

Resistance from within CTE community — e.g.: with accountability

Challenge re what is a mandate vs. local control

In the end — everyone’s just fighting for the money

People tied to existing formulas

Contract & work rule issues




Some internal structures that get in the way of our being nimble

Pace — global economic changes

Lack of State Model really exists

Teacher workforce issues Demographics Aging

Articulation/transfer issues within the State

Huge learning issues with policy makers — politics

Misinformation, misperceptions

Lack of a communications structure and a teaching-structure

Pipeline for succession planning for teachers and instructional leaders

The changing demographics of rural areas — smaller schools


Appendix A — Focus Group QuestionsAppendix A — Focus Group Questions What has been your work experience since graduating from school? Talk to me about how you moved in to your new job in the automotive industry? What were you most prepared to do once you starting working? And, what were you the least prepared to do? For example, talk to me about your ability to work with auto electronics and

diagnostic equipment. How about computer skills, e.g., your ability to go to manufacturer websites to get

repair information? Let’s talk about how you did or didn’t learn to work together as a team to solve

problems? And what about general communications, like working with customers? If you had to do it all over again, what would you like to see taught in automotive

classes in high school and/or community college that it is not doing now? Are there things that you will like taught that would enhance you skills in today’s

automotive repair business?


Appendix A — Focus Group Questions, cont’dAppendix A — Focus Group Questions, cont’d

Do you get any training on repairing hybrid vehicles? How about training in dealerships? What types of training did they offer

to you? Okay here’s a for instance…”I would have done better in the training that

Toyota offered me….if I had better preparation in school…or, I was really suffering because_______________________.

Do you feel you learned independent skills to help you with problem solving, like figuring out options available and which is the correct one to choose?

Did school help you to say, “How do I communicate options for car repair to the customer in a way they can understand?

What is your assessment of the quality of your education and how they prepared you to work in the automotive industry?

If you were King/queen for a day what would you change in the current education system to make automotive repair training the best it could possibly be?


CTE DefinitionsCTE Definitions CTE programs are an integral part of public education and are designed to educate about,

through, and for careers

From the National Centers for Career and Technical Education (NCCTE), funded by OVAE:

CTE engages all students in a dynamic and seamless learning experience resulting in their mastery of the career and academic knowledge and skills necessary to become productive contributing members of society

From the California Career Technical Education Model Curriculum Standards and Framework)

CTE in Oregon provides basic technical skills to all students, skills specific to a broad career area to interested high school students and workforce training to community college students, and leverages substantive change in the education system

CTE programs that generate knowledge and innovation that prepare students for the demands of a global society

CTE: Where students learn in rich, contextual environments with the help of cutting-edge teaching and learning strategies, acquiring all of the technical and academic knowledge and skills they need to be successful on their life-long learning journey

Creating a seamless flow of information, innovations, funds and success through partnerships between business/industry, K-16 and state/federal agencies for PTE/CTE programs


CommunityWealth$$$$$

InputMarket Need

InnovationTech Transfer

ProcessHuman resource basedEffort based production

No fixed plant

OutputsService

orInformation

Knowledge Based Enterprise (KBE) Model

National and

GlobalMarkets

National and

GlobalMarkets

Tools•Judgment•Social Networks•Mentoring•Prediction Models

Raw Material•Human Capital•History and Trends•Current Conditions•Forecasts for the Future•Local, Regional and Global Competition•Industry Best Practices & Innovations•Relevant University Research

Transactional

Transformational

Knowledge Based Community Characteristics•High-quality and skilled labor force•Close proximity to college and University knowledge base•Local amenities that support a high quality of life, including typography and water•21st century infrastructure; broadband•Regional connections with larger rural areas to connect with knowledge base

Source: VE and Ron Duncan, S5 COI


A Few Guiding ThoughtsA Few Guiding Thoughts

“The definition of insanity is doing the same thing over and over again, each time hoping for different results.”

W. Edwards Deming

“The Future is already here; it’s just not widely distributed yet.”William Gibson

“By the strength of our common endeavor, we can accomplish more together, than we can alone.”

Tony Blair, Prime Minister of Great Britain

“Never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing

that ever has.”Margaret Mead

Documents

Revised 30 July 2007 For Perkins IV-PDTF Use Only — Prepared by HHCG1 Perkins IV Program Design Taskforce Day Two & Three Offsite 26-27 July 2007 With