Title: Perkins IV Program Design Taskforce
1Perkins IVProgram Design Taskforce
- Kickoff Offsite
- 12 July 2007
- With Discussion Notes
- Next Steps (Slide 61)
2Program Design Taskforce Agenda
- Foundation Blocks of Our Vision (Biggest
Opportunities) - Major Challenges/Obstacles to Achieving Our
Vision - What Can We (CTE) Control vs. Influence vs. Have
No Impact On? - Which Challenges Can/Must Be Addressed First?
- How Do We Maximize the Impact of the PDTF?
- Review Next Steps, Brief Audit
- Offsite Agenda
- Welcome, Introductions, Logistics
- Meeting Objectives, Groundrules-Assumptions
Expectations - Stage Setting Brief Overview of Perkins IV
Other Taskforces - Feedback from the Interviews Focus Groups
- Who Are Our Customers?
- Discussion of the Opportunity for CTE
- What Success Failure Look Like
- Our Vision of 2012
3Welcome,Introductions,Logistics Message from
Salam Noor
4Objectives,Groundrules-Assumptions
Expectations
5PDTF Offsite Objectives
- Primary Focus for this Offsite
- 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 - At Future Offsites we will
- 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
6Groundrules 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
7Expectations
- 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
8Stage Setting
Perkins IV Taskforces Advisory Committee
9Perkins 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.
10Perkins IV Planning Components
11Agency Operational Tasks
- Federal Assurances
- Reporting
- Funding Coordination
- Technical Assistance Model
- Teacher Recruitment
12Accountability Evaluation Taskforce
- Met twice May 24 June 21 initial meeting
focused on the purposes for a CTE Accountability
System AETF reviewed - Current CTE evaluation framework
- Use of current performance measures for
continuous improvement - How an accountability system can evaluate the
return on CTE investment - The accountability requirements to sustain
receipt of Perkins funds - Although no firm recommendations have been
offered yet, rich discussion has taken place
regarding - Defining Perkins IV performance indicators and
measurement approaches - Uses of performance data beyond meeting
compliance requirements - What policies or practices are needed to foster
continuous improvement of CTE programs - Factors needed in the design and implementation
of measurement criteria for technical skill
attainment
13Special Populations Taskforce (SPTF)
- Met once June 14th initial meeting focused on
background information relating to - History of Vocational Education in the United
States - Creation of the Carl Perkins legislation
changes to the Law, - Identification of categories of Special
Populations - Development of the Oregon Transition Plan
- Timeline and process for the development of the
Oregon Five-Year Plan - Requirements for Special Populations in the
Five-Year Plan - SPTF made recommendations regarding
- Changes/additions to the Special Populations
Transition Plan narrative (for item 1, a/b/c
required in the Five-Year Plan.) - Accountability Task Force re serving special
populations - Program Design Task Force re serving special
populations - Professional Development Task Force re serving
populations - Next SPTF meeting July 19, 2007, Chemeketa CC
14Professional Development Taskforce
- Met twice May 22 June 26th focused on
- Providing operational definitions for high
quality, intensive, sustained, focused on
instruction - Listing examples of best practices that will
provide CTE professionals (at all levels) models
to use as guidelines for developing Prof-Dev
plans - Exploring what it means to be data-driven and
accountable, leveraging other federal program
dollars, and mechanisms for integration - Tackling, in a positive manner, how teacher
retention and preparation can be more effective
and efficient for CTE teachers - Creating a draft for a 5 year implementation plan
for professional development - Recommendations will not be finalized by the
group until our last meeting in August
discussing excellent options re - A flow chart for how professional development
should be conducted - Components of professional development deemed
essential for success - Incentives for professional development at a
district and building level - Identifying common challenges for current and
pre-service teachers - Infrastructure that assures a seamless mesh
between academic and CTE instructors
15Perkins IV Policy Advisory Committee
- Focus and Scope of Work
- Review policy recommendations from the Perkins IV
Taskforces for system coherency and alignment
between secondary and postsecondary - Coordinate policy recommendations from the
Perkins IV task forces - Review recommendations and seek system coherency
and alignment in the State Plan - Finalize State Plan policy recommendations for
review and adoption by the State Board of
Education target is April 08 - First meeting set for 6 Aug at the Summer
Institute
16The Change Formula
17A 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 its 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
18Feedback from the Interviews Focus Group
19Summary of the Interviews
- 14 Phone Interviews cross-section of HS, CC,
Workforce Industry - Key Question Is Perkins IV evolutionary of
transformative? - Overview
- We need to start with prior Taskforces
recommendations not reinvent the wheel, bring
everyone up to speed and get buy into the
conclusions - What are PDTFs task, scope and goals?
- How much actual policy authority do we have?
- Is this a rubber stamp committee for ODE
mandates? - We need a clear message from leadership as to how
the recommendations of PDTF will be reviewed,
approved implemented to make it meaningful - Perkins IV incorporates NCLB style metrics
- Can we move beyond the punitive aspects of this
and use it as a positive lever without denuding
the technical skills focus of the existing CTE
programs, and not letting them become just more
academic classes? - Corollary CTE can actually help improve students
academic performance - How can NCLB standards help work this angle, as
opposed to losing the applied nature of CTE? - Can we use this to demonstrate the viability of
"hands-on-learning" to academia?
20Summary of the Interviews, contd
- Overview, continued
- It is hard to implement change effort State-wide
much autonomy is held locally - Can Perkins IV be a lever to move education and
CTE toward an integrated vision that aligns
Secondary, Post-Secondary Workforce-Development
goals? - How aware are the people on the ground in HSs and
CCs teaching and admin aware of the Workforce
needs and goals? - Can the Perkins IV process be a chance to
disseminate model practices throughout the State?
- Can it be used to create statewide CTE standards
in terms of curriculum, programs, tracking,
counting and providing of services? - No one in this group questions the importance of
CTE in the larger scheme of education all are
committed to it - But, the Perkins money means very different
things to each of them - For some it is a nice to have
- For others their CTE efforts would die without it
21Summary of the Interviews, contd
- Overview, continued
- There is a deep history of what is now called CTE
being seen as a step child" in the educational
system - Can this Perkins IV Taskforce do anything to help
CTE to raise its own self esteem? - Can the NCLB style metrics really be used here?
- Issues to be Addressed
- We need a commitment from top leadership in
education - There is no doubt as to the commitment of the
taskforce members to CTE, but it is often not a
priority by top management - Political gestures have been made, but often w/o
committing resources enough to make a difference - Will this be any different?
- Must deal with fall out from the Transition
Taskforce - What is the appropriate role for industry in the
taskforce process? - Collecting some recent grad perspectives on the
relevance utility of the CTE programs they
experienced is important
22Summary of the Interviews, contd
- Issues to be Addressed
- What is the appropriate role for workforce goals
and perspectives in the taskforce process? - The taskforce has a diverse representation of
experience and viewpoints united by a common
belief in the value of CTE programs - Many of the groups represented have traditionally
been at odds with each other - Additionally, many individual taskforce members
have strong personalities, and have been burned
by similar projects or are otherwise jaded toward
this project - But all of the individuals here involved have the
potential to rise above that, and the knowledge,
skills, and positioning to make a difference if
they so elect - Much of the institutional knowledge about Oregon
CTE programs is in the heads of people who are
retiring soon - Can the Perkins IV process be used to pass some
of this along?
23Automotive Grads Focus Group
- Held at NATA 27 June
- Facilitated by Barbara Crest
- 8 Recent Grads (6 men, 2 women)
- Employees from both Dealerships Independents
- See Backup Slides for questions asked
- They were also asked to rate their HS or CC CTE
experience in eight specific areas and overall - Technical Skills
- People Skills
- Problem-Solving Skills
- Working in Teams
- Computer Skills
- Business Skills
- Tools
- Business Etiquette
24Automotive Grads Focus GroupHow prepared were
you in
Ratings (5Most Prepared 1Least Prepared n8)
25Focus Group Findings
- Getting a job in the auto industry is easy with
the proper skills - There is a huge demand for individuals with these
skills - 18 year olds are being hired directly from HS by
high profile auto dealerships because they had
learned the right skills there - Many have gotten their jobs via placement and
internships while in CC - Were best prepared in the areas of electrical
systems and basic stuff like brakes and tune-ups - HS programs also taught good basic problem
solving - They were not well prepared to communicate what
they were doing, either internally to co-workers,
office staff, or to the customer - They would have liked to have learned more about
communications with service writers - All agreed that communication with the service
writers are a key for success, but none of them
got any experience from this in HS or CC CTE
programs - Lack of integration of materials
- Some felt that they were unprepared to really do
anything after graduating and that their skills
only really came together on the job - One participants view dealership training and
working as an apprentice with other techs made
him
26Focus Group Findings, contd
- Some were introduced to critical computer
software (ALL DATA and MITCHELL) while in HS or
CC - Others had to learn it on the job
- All agreed that these skills are critical and
should be part of CTE programs - Every participant use computers every day at work
- Some HS programs seem stuck in the days of
rebuilding carburetors - Others are learning to use computers to do direct
diagnosis and explore factory websites - Most learned team skills in HS or CC CTE
programs, but this was true for a variety of
reasons - Some programs had integral team components
- Other programs incorporated teamwork because of a
need to share equipment - Although a few CTE programs included customer
contact (either simulated or actual), many had
no experience with customer contact until
beginning work
27Focus Group Findings, contd
- ASE certifications are relevant and valuable to
the careers of automotive industry workers - Some were able to earn these certifications while
in HS or CC CTE - Found this to be valuable both in getting work
and in their subsequent career - Gaining certifications often are directly tied to
more compensation - No one had received any training on hybrid
vehicles in their HS or CC CTE programs - Participation in automotive competitions linked
to CTE programs was immensely valuable - It gave them a reason to be excited and provided
goals for their studies - Placing well in local and national competitions
allowed them to - Win scholarships for more training
- Got them jobs in industry based on their
performance - Participants would like to see such competitions
given the same prestige as HS sporting
competitions including those who were also HS
athletes
28Focus Group Findings, contd
- If they were King/Queen for a day (visa-vis HS
CTE programs), a number of interesting ideas
emerged - Implement longer CTE classes with bigger blocks
of time to work - This would require some shuffling, because
adequate time for CTE classes would not fit into
the standard period system - Expose middle-school kids to lawnmower engines to
get them interested early - Better educate HS counselors about CTE and career
paths other than college - Specifically, set up opportunities for job
shadowing in the trade with successful graduates - Successful techs make upwards of 100k a year
- HS students need to open their eyes to the
possibility of financial success in the trades - Make HS teachers take regular courses to keep up
to date with technology changes - Educate HS students to real world practical
concerns - What one needs to be prepared for and dangers to
avoid - Dangers from drugs, and alcohol
- Negative career impacts in industry of having a
bad driving record
29Who Are Our Customers?
30Who Are Our Customers?
- Who we each consider to be our customers helps
determine the degree of alignment across the CTE
spectrum
- End-Customers?
- Our Orgs 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 Orgs Management
- Local School Board
- State Agency (ODE, CCWD, etc.)
- State Board of Education
- Feds
- Next Org in Line
- Students
- Workforce
- Oregon Employers
- Society
31Discussion of the Opportunity for CTE
32Important 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. Its 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 societys jobs that require 4-year college
skills makes good politics, but bad economics,
and it will create a lot of disappointment
33Important Trends, contd
- 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
34Important Trends, contd
- 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!
35Important Trends, contd
- 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
36Talent Supply/Demand Disconnect
37The 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
3Rs - Employers are coming to the table with resources
- Opportunity to engage earlier grades its
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
38The Opportunity for CTE?Task force 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 its 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
39The Opportunity for CTE?Task force 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
40What Success Failure Look Like
41What 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 tomorrows students?
- How would this affect you personally?
- Write a couple of Headlines about the failure of
CTE - Share results with the group
42What Failure Looks LikeTask force 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 whats 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
43What Failure Looks LikeTask force responses
- 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 wouldnt feel as safe
- Army recruitment would rise for the wrong reasons
- Our own kids grandkids wont 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
44Our 2012 Vision of CTE
45Our 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
46Our 2012 Vision of CTE Task force 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 - Cant 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
47Our 2012 Vision of CTETask force responses
- Employers
- Ive 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
48Our 2012 Vision of CTE Task force responses
- Educators
- I have a raise
- Dont 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 - Im 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
49Our 2012 Vision of CTE Task force responses
- Parents
- Thank you!
- My child is out of the house, working earning
solid wages - Im jealous that I didnt 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 Im back in school
50Our 2012 Vision of CTE Task force responses
- 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 gt Exploration gt Planning gt
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
51Our 2012 Vision of CTE Task force responses
- What is that Model, contd
- 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
52Foundation Blocks of Our Vision Leverage
Opportunities
53Leverage Opportunities for CTE Task force
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
- 22 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
54Leverage Opportunities for CTE Task force
responses
- 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 peoples 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
55Achieving Our Vision Challenges/Obstacles
56Challenges/Obstacles for CTE Task force
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 everyones just fighting for the
money - People tied to existing formulas
- Contract work rule issues
57Challenges/Obstacles for CTE Task force
responses
- 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
58What Can CTE Control vs. Influence vs. Have No
ImpactFor Next Offsite 26-27 July
59Which Challenges Can/Must BeAddressed First?
For Next Offsite 26-27 July
Setting Priorities Our Focus Going Forward
60Next Steps
61Next 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/chan
ges - 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 CTEs vision - Example We help people become whole again
- One suggestion already Preparing Our Future
Workforce through Effective Learning Systems
62Perkins IVProgram Design Taskforce
- Kickoff Offsite
- 12 July 2007
- BACKUP SLIDES
63Appendix 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? - Lets talk about how you did or didnt 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 todays automotive
repair business?
64Appendix A Focus Group Questions, contd
- Do you get any training on repairing hybrid
vehicles? - How about training in dealerships? What types of
training did they offer to you? - Okay heres a for instanceI would have done
better in the training that Toyota offered me.if
I had better preparation in schoolor, 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?
65The World is Flat 10 Flatteners
- Berlin Wall Comes Down November 1989
- When Netscape Went Public, August 1995 from PC to
Internet Based Platform - Workflow software enables a global supply chain
- Open Sourcing-Shareware
- Outsourcing-Y2K-Using telecom to contract to
another firm in another country - Off Shoring - Moving a U.S. factory to another
country - Supply Chaining - Connected throughout the chain
without owner control - In Sourcing - UPS into your company
- 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) - The Steroids -Digital, Mobile,Wireless, Personal
and Virtual