Newport News Public Schools Communities Committed to Learning

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Career Pathways
Awareness, Exploration and Opportunity
Presented by Barbara Smith-White, Instructional
Supervisor Eleanor H. Blowe, Instructional
Supervisor
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PHASE IPlanning and Introduction
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Setting the Stage

• Shared Vision of Career Pathways in NNPS
• Gap Analysis
• Overview of Proposed Career Pathways in NNPS
• Engage employers and post-secondary educators
• Identify additional partnership opportunities
• Document revisions
• Career Pathways Planning
• Identified 8 of the 16 national clusters
• Mapping Pathways

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Career Pathways

• Vision
• Connectivity of academic rigor with Career and
  Technical courses
• Seamless transition from high school to
  postsecondary opportunities
• Strong partnerships with the business community

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Global Analysis

• Globalization
• Our students are now competing in a new global
  economy.
• Technology
• The United States is losing ground.
• Demographics
• The demands of the 21st Century workforce are
  different.
• Changing Values and Attitudes
• The nature of work is changing.

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Regional Analysis

• Greater Peninsula State of the Workforce Report
  2005
• Industry and Occupational Employment Projections
  -VEC
• Workplace Readiness Skills

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Case for Career Pathways

• NNPS
• Establishes relevance education with a purpose
• Design instruction and courses to meet the
  identified needs and interests of
  students/postsecondary institutions/business and
  community partners
• Increase in success rates graduation AP SAT
  SOL attendance

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Case for Career Pathways

• Students
• Provide an individual plan regardless of
  interest, ability, talent or desired level of
  education
• Assist in setting goals and identifying options
  after high school
• Offer work-based learning experiences
• Create opportunities to begin postsecondary
  certification/degree program in high school

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Looking Ahead

• Steering Committee Meeting
• Overview proposed Career Pathways in NNPS
• Engage employers/post-secondary educators
• Identify partnership opportunities
• Next Steps
• Plan for Implementation
• Finalize Career Pathways
• Develop Marketing Plan
• Provide Student and Parent Awareness

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Career Pathways
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Looking Ahead

• Review Advisory Teams
• School Board
• Education Foundation
• CTE Advisory Council Meetings
• Principals Meetings
• Daily Press Article
• Secondary Success Innovation Team
• S.A.G.E (Student Advisory Group)
• Planning Team

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Overview Career Pathways

• Allows students to
• Share similar characteristics, employment
  interests, and strengths
• Become aware of the broad range of options
  available and the need to be prepared for career
  opportunities in a rapidly changing workplace
• See relevance between their selected classes and
  future careers
• Prepare for careers based on their personal
  strengths, abilities and interest through a
  system that creates well-marked paths of
  sequenced courses

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Career Pathways

• Awareness Elementary
• Exploration Middle
• Opportunity High and Beyond

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Develop Collaborations

• Business and Community Partners
• Increase likelihood of a better prepared
  workforce
• Opportunity to identify future staffing and skill
  needs
• Establish a partnership that will steer school
  system efforts
• Postsecondary Institutions
• Students enter with skills, career goals and an
  education plan
• Potential for increased enrollment
• Provides a smoother transition between high
  school and postsecondary work

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Collaborative Flattening
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Looking Ahead

• Next Steps
• Plan for Implementation
• Finalize Career Pathways (Templates)
• Develop Marketing Plan
• Provide Student and Parent Awareness
• SWOT

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Delivery Timeline
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Selection of Classes

• Select a Career Cluster/Path
• Choose a path according to your interests,
  skills, and strengths
• Explore occupations that relate to you
• Learn about the education, skill, knowledge
  required
• Diploma Type
• Advanced (Primary)
• Standard (Secondary)
• Modified Standard (IEP)
• Choose Courses in the Program Guide that relate
  to Career Path and Diploma you are seeking

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(No Transcript)
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PHASE IIImplementation
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Career Pathways Implementation Teams
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21st Century Digital Portfolio Committee

• What?
• Collection of artifacts
• Complete picture of student
• Purpose?
• Demonstrate skills in different ways
• Ability to be updated and shown several times
• Who?
• 2008-2009 Pilot Group
• All 10th graders at Heritage High School
• All 7th graders at Crittenden Middle School

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Digital Portfolio Categories

• Student as a Planner
• Student as a Learner
• Student as a Citizen
• Student as an Employee

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Student as a Planner

• Career Plan
• Transcript
• Personal Statement
• Career Assessment
• Reflection Statement

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Student as a Learner

• Course Work Entries
• Up to 2 samples per class per year
• Industry Certifications
• Dual Enrollment transcript
• Learning Styles Inventory
• Reflection Statement

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Student as a Citizen

• Citizen Summary
• Personal Entries
• Summary of School Activities
• Reflection Statement

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Student as an Employee

• Resume
• Recommendation Letters (3)
• Job Shadowing Documents

• Volunteer/Work Experience Evaluation
• Sample Job Application
• Reflection Statement

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Co-CurriculumCommittee

• To provide students with experiences or
  opportunities in their selected career pathway
  that complements but may not be a part of the
  regular curriculum

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Partnership Opportunities

• Speakers Bureau
• Job Shadowing
• Internships
• Mentorships
• Field Trips

• Summer Camp
• Communication Link
• Classroom Visits
• Activities/Clubs

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CurriculumCommittee

• Conducts curriculum audits to review units and
  all activities that are aligned with Career
  Pathways and Workplace Readiness skills
• Review Guidance lessons to strengthen career
  awareness and include lessons on the clusters and
  career awareness
• Identified specific courses that are connected
  directly to the pathways
• Imbed co-curricular activities in the curricula
  to enrich courses

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InfrastructureCommittee

• Developed a template for an Individual Career
  Plan
• Integration of Career Pathway requirements in the
  student information system
• Track student career pathway selection and
  co-curricular activities
• Outlined the process for Pre K-12 career
  assessments

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Career Assessments

• Grades K-2
• Informal Assessments
• Grades 3-5
• More formal, developmentally appropriate
  assessments
• Grades 6-7
• Virginia Career View
• Grades 8-9
• Kuder General Assessment (Used to develop the ICP
  and include in digital portfolio
• Grade 10
• Kuder Skills Assessment
• Grade 11
• Kuder Work Values Assessment

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eSIS Career Development Progress
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(No Transcript)
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Current Status

• Subcommittees
• Digital Portfolio
• Working with Technology Department
• Training school staff
• Co-Curricular
• Updating Career Pathways website to create a
  communications link with businesses
• Coordinating field trips and speakers bureau for
  SY 2008-09
• Curriculum
• All new curriculum will include special notation
  for relevance to Career Pathways or Workplace
  Readiness Skills
• Infrastructure
• Continuing Kuder assessments with all middle and
  high school students
• Managing Individual Student Plans on eSIS
• Creating Career Pathway procedures for NNPS

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Career Pathways Video VIDEO_TS\VTS_01_1.VOB
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Contact Information

• Newport News Public Schools
• www.sbo.nn.k12.va.us
• http//sbo.nn.k12.va.us/careerpathways/index.html
• Eleanor H. Blowe
• eleanor.blowe_at_nn.k12.va.us
• Barbara Smith-White
• barbara.smithwhite_at_nn.k12.va.us