Business Technology and Industrial Technology Program Assessment

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Business Technology and Industrial Technology
Program Assessment

• June 7, 2004

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Committee Members

• Patricia Barker
• Greg Betheil
• Noah Brauner
• Sandra Hanan
• Betty Holloway
• Lovie Lilly
• Jim Memoli
• Marge Mingin
• Adam Noel
• Lydia Yikona

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Mission Statement

• The mission of the CAREER AND TECHNICAL
  EDUCATION program is to ensure that all students
  are equipped with the skills and competencies to
  thrive in a highly technological world. The
  program will establish the necessary pathways to
  post secondary education, the world of work, and
  life long learning.
• (See program recommendations.)

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Program Goals

• All students will use their skills and knowledge
  in the context of technology, engineering,
  technological design, and business to promote
  personal and career growth.
• All students will use technology tools and
  applications to conduct research, solve problems,
  improve learning, and produce products and
  presentations.

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Program Goals

• All students will develop and demonstrate career
  awareness and planning, employability skills,
  critical life skills, and foundation knowledge
  necessary for success in post secondary
  education, the workplace, and as a member of
  society.

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Program StructureCurriculum

• Guiding Standards and Principles
• Curriculum provides tools that students need for
  their personal lives, career goals, and higher
  education
• Elective courses as partial fulfillment of high
  school/State graduation requirements

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Program StructureStaffing

• Business Technology
• 2.6 Certified Teachers
• Industrial Technology
• .6 Certified Teacher

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Program StructureBusiness Technology Education
Courses
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Program StructureIndustrial Technology Education
Courses
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Space, Materials and Equipment

• Three computer labs
• Other classrooms used for theory classes
• Software is aligned with course curricular needs

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Methods of Assessment

• Student Survey (Grades 9-11)
• Student Survey (Grade 12)
• English Teacher Survey /External Perspectives
  (Grades 9-12)
• Parent Survey (Grades 9-12)

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Results

• Student Surveys
• Interest or talent
• 57 (Grades 9-11)
• 34 (Grade 12)
• General satisfaction
• 58 (Grades 9-11)
• 45 (Grade 12)

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Results

• Student Surveys
• Consider elective offering important
• 84 (Grades 9-11)
• 85 (Grade 12)
• Higher education in business/industrial
  technology
• 43 (Grades 9-11)
• 44 (Grade 12)
• Career goals
• 56 (Grades 9-11)
• 40 (Grade 12)

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Results

• English Teacher Surveys
• Perception of the programs
• 50 (Familiarity with the NJ Core Curriculum
  Content Standards for Career Education and
  Consumer, Family, and Life Skills)
• 0 (Adequate for our student population)

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Results

• English Teacher Surveys
• Perceptions of How the Program is Valued
• 71 (Colleagues)
• 47 (Administrators)
• 43 (Parents)
• 80 (Students)

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Looking Toward the FutureOther Programs and
Initiatives

• CAD Certification
• American Design and Drafting Association
• Accreditation process
• Content of curriculum
• Condition of facilities
• Experience of instructional staff
• Community advisory committee
• ADDA Drafter Certification Exam/Two year course
  of study

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Looking Toward the FutureOther Programs and
Initiatives

• Junior MBA Program
• Partnership between Seton Hall University
  Stillman School of Business and Columbia High
  School
• Faculty mentors
• College courses and other functions
• JMBA Certificate from SHU and CHS

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Looking Toward the FutureOther Programs and
Initiatives

• IC3 and MOS Certification
• Standards based with a goal of computer literacy
• Certification Exam
• Computing fundamentals
• Key applications
• Living online
• Used to validate computer courses, strengthen
  computer literacy, and offer teacher professional
  development opportunities

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Looking Toward the FutureOther Programs and
Initiatives

• Model Programs in Other New Jersey Districts
• Diverse course offerings
• Honors level courses
• International business courses
• Career course requirement
• Portfolio development and assessment
• Self assessment
• College plan
• Career plan
• Job-seeking skills (resume, application letters,
  etc.)

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Recommendations

• Merge the Business Technology Department and
  Industrial Technology Department under the title
  of the Career and Technical Education Department
  in order to reflect the newly adopted state
  standards (April, 2004)

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Recommendations

• Re-evaluate the program offerings in order that
  they
• Align with the newly adopted state standards
• Interface with other curricular areas and
• Conform to the needs of the workplace

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Recommendations

• Align future and current curriculum offerings
  with models presented by state and professional
  business and technology associations.

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Recommendations

• Explore different options for the leadership of
  the department, given the time requirement and
  expertise needed
• Create dedicated classrooms and laboratories for
  technical education courses

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Recommendations

• Develop a system of maintenance and security for
  department computer labs
• Replace departmental hardware and equipment to
  keep up with the demands of current software

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Recommendations

• Maintain industry standard software that is
  consistent in all departmental labs
• Evaluate and replace course materials, where
  necessary, for alignment with the newly adopted
  state standards

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Recommendations

• Explore career and technical initiatives such as
  CAD Certification, the Junior MBA Program, and
  the IC3 and MOS Certification to motivate
  students toward achievement and to assist
  students toward career planning, higher
  education, and competitiveness in the
  international marketplace.

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Recommendations

• Create a paradigm shift in the communitys
  perception about the program through active and
  improved communication.
• Provide professional development opportunities
  for all staff members