career cluster grids train the trainer presentation

Career Cluster Grids

Train the Trainer Presentation

PART 1

What are Career Clusters?

Career Clusters:Focusing Education on the Future

Michigan’s Career Clusters Initiative

MICHIGAN

Career Pathways

Arts & Communications

Business / Management / Marketing & Technology

Engineering, Manufacturing & Industrial Technology

Health Sciences

Human Services

Natural Resources & Agriscience

US Department of Education

Career Clusters

Arts, A/V Technology & Communications

Business, Management & Administration

Finance

Hospitality & Tourism

Information Technology

Marketing, Sales & Service

Architecture & Construction

Manufacturing

Science, Technology, Engineering & Mathematics

Transportation, Distribution & Logistics

Health Science

Education & Training

Human Services

Law, Public Safety & Secuurity

Government & Public Services

Agriculture, Food & Natural Resources

Workforce Development and Education System Benefits

• Provide a common theme for communication from state to state

• Enhance academic achievement • Provides basic benchmarks for

current Career and Technical Education programs

• Prepare students for entry into college/university and the workplace

Student and Community Benefits

•Help develop workplace, academic and technical skills

•Build links to future training, college, and the workplace

•Add relevance to the high school curriculum

A Career Cluster represents a grouping of occupations and broad industries based on commonalities.

The Sixteen National Career Clusters

• Agriculture, Food & Natural Resources

• Architecture & Construction• Arts, Audio/Video

Technology & Communications

• Business, Management & Administration

• Education & Training• Finance• Government & Public

Administration• Health Science

• Hospitality & Tourism• Human Services• Information Technology• Law, Public Safety &

Security• Manufacturing• Marketing, Sales & Service• Science, Technology,

Engineering & Mathematics

• Transportation, Distribution & Logistics

MICHIGAN

Career Pathways

Arts & Communications

Business / Management / Marketing & Technology

Engineering, Manufacturing & Industrial Technology

Health Sciences

Human Services

Natural Resources & Agriscience

US Department of Education

Career Clusters

Arts, A/V Technology & Communications

Business, Management & Administration

Finance

Hospitality & Tourism

Information Technology

Marketing, Sales & Service

Architecture & Construction

Manufacturing

Science, Technology, Engineering & Mathematics

Transportation, Distribution & Logistics

Health Science

Education & Training

Human Services

Law, Public Safety & Secuurity

Government & Public Services

Agriculture, Food & Natural Resources

PART 2

Michigan Initiatives

•Career Cluster Alignment with All CTE Programs

•Program Mastery Level Grids

•Trainings•Web Site Support•OCTP Consultant Support

•… and more…

Preparing individuals for employment in career pathways that relate to families and human needs.

Sample C

areer Specialties / Occupations

Directors, Childcare Facilities Assistant Directors, Childcare

Facilities Elementary School Counselors Preschool Teachers Educators for Parents Nannies Teachers’ Assistants Childcare Assistants/Workers

Clinical and Counseling Psychologists Industrial-Organizational Psychologists Sociologists School Counselors/Psychologists Substance Abuse and Behavioral

Disorder Counselors Mental Health Counselors Vocational Rehabilitation Counselors Career Counselors Employment Counselors Residential Advisors Marriage, Child and Family Counselors

Community Service Directors Adult Day Care Coordinators Coordinators of Volunteers Licensed Professional Counselors Religious Leaders Directors, Religious

Activities/Education Programs Human Services Workers Social Services Workers Vocational Rehabilitation Counselors Employment Counselors Career Counselors Vocational Rehabilitation Service

Workers Leisure Activities Coordinators Dieticians Geriatric Service Workers Adult Day Care Workers Residential Advisors Emergency and Relief Workers Community Food Service Workers Community Housing Service Workers Social and Human Services Assistants

Barbers Cosmetologists, Hairdressers, &

Hairstylists Shampooers Nail Technicians, Manicurists &

Pedicurists Skin Care Specialists/Estheticians Electrolysis Technicians Electrologists Funeral Directors/Morticians Embalmers Funeral Attendants Personal and Home Care Aides Companions Spa Attendants Personal Trainers Massage Therapists

Consumer Credit Counselors Consumer Affairs Officers Consumer Advocates Certified Financial Planners Insurance Representatives Bankers Real Estate Services Representatives Financial Advisors Investment Brokers Employee Benefits Representatives Hospital Patient Accounts

Representatives Customer Service Representatives Consumer Research Department

Representatives Consumer Goods or Services

Retailing Representatives Market Researchers Account Executives Sales Consultants Event Specialists Inside Sales Representatives Field Merchandising Representatives Buyers Small Business Owners

Path-

ways

Early Childhood Development &

Services

Counseling & Mental Health Services

Family & Community Services

Personal Care Services

Consumer Services

Cluster K

&S

Cluster Knowledge and Skills

Academic Foundations Communications Problem Solving and Critical Thinking Information Technology Applications Systems Safety, Health and Environmental Leadership and Teamwork Ethics and Legal Responsibilities

Employability and Career Development Technical Skills

9/9/2002 3:10 PM

Section #1Represents the knowledge and skills, both academic and

technical, that all students within the cluster should achieve regardless of pathway.

1. Academic Foundations2. Communications3. Problem Solving and Critical Thinking4. Information Technology Applications5. Systems6. Safety, Health and Environmental7. Leadership and Teamwork8. Ethics and Legal Responsibilities9. Employability and Career Development10. Technical Skills

Preparing individuals for employment in career pathways that relate to families and human needs.

Sample C

areer Specialties / Occupations

Directors, Childcare Facilities Assistant Directors, Childcare

Facilities Elementary School Counselors Preschool Teachers Educators for Parents Nannies Teachers’ Assistants Childcare Assistants/Workers

Clinical and Counseling Psychologists Industrial-Organizational Psychologists Sociologists School Counselors/Psychologists Substance Abuse and Behavioral

Disorder Counselors Mental Health Counselors Vocational Rehabilitation Counselors Career Counselors Employment Counselors Residential Advisors Marriage, Child and Family Counselors

Community Service Directors Adult Day Care Coordinators Coordinators of Volunteers Licensed Professional Counselors Religious Leaders Directors, Religious

Activities/Education Programs Human Services Workers Social Services Workers Vocational Rehabilitation Counselors Employment Counselors Career Counselors Vocational Rehabilitation Service

Workers Leisure Activities Coordinators Dieticians Geriatric Service Workers Adult Day Care Workers Residential Advisors Emergency and Relief Workers Community Food Service Workers Community Housing Service Workers Social and Human Services Assistants

Barbers Cosmetologists, Hairdressers, &

Hairstylists Shampooers Nail Technicians, Manicurists &

Pedicurists Skin Care Specialists/Estheticians Electrolysis Technicians Electrologists Funeral Directors/Morticians Embalmers Funeral Attendants Personal and Home Care Aides Companions Spa Attendants Personal Trainers Massage Therapists

Consumer Credit Counselors Consumer Affairs Officers Consumer Advocates Certified Financial Planners Insurance Representatives Bankers Real Estate Services Representatives Financial Advisors Investment Brokers Employee Benefits Representatives Hospital Patient Accounts

Representatives Customer Service Representatives Consumer Research Department

Representatives Consumer Goods or Services

Retailing Representatives Market Researchers Account Executives Sales Consultants Event Specialists Inside Sales Representatives Field Merchandising Representatives Buyers Small Business Owners

Path-

ways

Early Childhood Development &

Services

Counseling & Mental Health Services

Family & Community Services

Personal Care Services

Consumer Services

Cluster K

&S

Cluster Knowledge and Skills

Academic Foundations Communications Problem Solving and Critical Thinking Information Technology Applications Systems Safety, Health and Environmental Leadership and Teamwork Ethics and Legal Responsibilities

Employability and Career Development Technical Skills

9/9/2002 3:10 PM

Section #2, 3, 4 …

• Cluster Pathway represents the knowledge and skills, both academic and technical, necessary to pursue a range of career opportunities from entry level to professional.

Preparing individuals for employment in career pathways that relate to families and human needs.

Sample C

areer Specialties / Occupations

Directors, Childcare Facilities Assistant Directors, Childcare

Facilities Elementary School Counselors Preschool Teachers Educators for Parents Nannies Teachers’ Assistants Childcare Assistants/Workers

Clinical and Counseling Psychologists Industrial-Organizational Psychologists Sociologists School Counselors/Psychologists Substance Abuse and Behavioral

Disorder Counselors Mental Health Counselors Vocational Rehabilitation Counselors Career Counselors Employment Counselors Residential Advisors Marriage, Child and Family Counselors

Community Service Directors Adult Day Care Coordinators Coordinators of Volunteers Licensed Professional Counselors Religious Leaders Directors, Religious

Activities/Education Programs Human Services Workers Social Services Workers Vocational Rehabilitation Counselors Employment Counselors Career Counselors Vocational Rehabilitation Service

Workers Leisure Activities Coordinators Dieticians Geriatric Service Workers Adult Day Care Workers Residential Advisors Emergency and Relief Workers Community Food Service Workers Community Housing Service Workers Social and Human Services Assistants

Barbers Cosmetologists, Hairdressers, &

Hairstylists Shampooers Nail Technicians, Manicurists &

Pedicurists Skin Care Specialists/Estheticians Electrolysis Technicians Electrologists Funeral Directors/Morticians Embalmers Funeral Attendants Personal and Home Care Aides Companions Spa Attendants Personal Trainers Massage Therapists

Consumer Credit Counselors Consumer Affairs Officers Consumer Advocates Certified Financial Planners Insurance Representatives Bankers Real Estate Services Representatives Financial Advisors Investment Brokers Employee Benefits Representatives Hospital Patient Accounts

Representatives Customer Service Representatives Consumer Research Department

Representatives Consumer Goods or Services

Retailing Representatives Market Researchers Account Executives Sales Consultants Event Specialists Inside Sales Representatives Field Merchandising Representatives Buyers Small Business Owners

Path-

ways

Early Childhood Development &

Services

Counseling & Mental Health Services

Family & Community Services

Personal Care Services

Consumer Services

Cluster K

&S

Cluster Knowledge and Skills

Academic Foundations Communications Problem Solving and Critical Thinking Information Technology Applications Systems Safety, Health and Environmental Leadership and Teamwork Ethics and Legal Responsibilities

Employability and Career Development Technical Skills

9/9/2002 3:10 PM

Career Specialties

Represents a sample of specific career opportunities within a cluster pathway.

Michigan CIP Codes

Assessment Grids HELP:Find the gap between the instructional program and the workplace requirements.

Identify what is OR is not taught in a course.

Identify the level at which a performance element is taught

            SCHOOL: ______________________________________DATE: ______________________

            PROGRAM: __________________________________TEARCHER: ____________________

4 3 2 1 N   N=Not exposed to task, 1=Exposed to the task, 2=Accomplishes task with help,

          3=Accomplishes task to criterion, 4=Exceeds expectations and/or Able to teach

task

             CLUSTER FOUNDATIONS

4 3 2 1 N I ACADEMIC FOUNDATIONS

          1 Apply fundamental knowledge of psychology to enhance learner achievement.

        1.1Employ fundamental knowledge of developmental theory to enhance learner

achievement

          1.11 Identify major theorists

          1.12 Explain major theories using real-world examples

          1.13 Critique major theories

          1.14 Use theory to predict and explain individual and group behavior

        1.2 Employ fundamental knowledge of learning theory to enhance

          1.21 Identify major theorists

          1.22 Explain major theories using real-world examples

          1.23 Critique major theories

          1.24 Use theory to predict and explain individual and group behavior

        1.3Employ fundamental knowledge of motivation theory to enhance learner

achievement

          1.31 Identify major theorists

          1.32 Explain major theories using real-world examples

EDUCATION & TRAINING CAREER CLUSTER PROGRAM MASTERY LEVEL

Web Sites

• www.michigan.gov/mdcd

•Go to Google and type in “Michigan Career Cluster Grids”

4 3 2 1 N II COMMUNICATIONcourse

1course

 course

 Cours

e Post HS

          1 Comprehend and use reading strategies to learn meaning, technical concepts and vocabulary.          

          1.1 Determine and use reading strategy (skimming, reading for detail, reading for meaning and          

            critical analysis) to determine purpose of text.          

          1.11 Use reading strategy to achieve intended purpose.          

          1.12 Identify complexity of text.          

          1.13 Evaluate and explain relevance, accuracy and appropriateness to purpose.          

          1.2 Understand content, technical concepts and vocabulary to analyze information and follow          

            directions.          

          1.21 Identify issues and questions.          

          1.22 Analyze information presented in a variety of formats, such as tables, lists, figures, etc.          

          1.23 Identify key technical concepts and vocabulary.          

          1.3 Interpret, transcribe and communicate information, data, and observations to apply          

            information learned form reading to actual practice.          

          1.31 Interpret technical materials used.          

          1.32 Summarize overall meaning of text.          

          1.33 Identify strategies for applying information learned to task or new situation.          

          2 Locate, organize and reference written information from various sources to communicate with coworkers          

            and clients/participants.          

          2.1 Locate written information to communicate with co-workers and clients/participants.          

          2.11 Conduct search of information on topic using card catalog, keywords, and/or search engines.          

          2.12 Locate variety of resources such as books, journals, and electronic forms including the Internet.          

          2.13 Select the resources that best relate to the topic.          

          2.2 Organize information to use in written and oral.          

          2.21 Read and take notes from selected resources.          

          2.22 Prepare outline that emphasizes major points with supporting data.          

          2.23 Present information in organized, easy-to-follow manner.          

          2.3 Document the source and proper reference for written information.          

Assessment Grids Design is the same for all 16

GridsIII TOPIC (FOCUS AREA)

1 Knowledge and skill statement (GOALS)

1.1 Performance Element (OBJECTIVE)

1.112 Measurement Criterion (TASKS)

How to rate your level success?

• N = Not exposed to task

• 1 = Exposed to task

• 2 = Accomplishes task with help

• 3 = Accomplishes task

• 4 = Exceeds Criteria and/or Able to teach task

Resources• Career Clusters Pathway Model• Knowledge & Skills Components• O*Net Crosswalk Report• Validation Overview/Results• Assessment Protocol• Brochures• www.careerclusters.org • www.nchste.org• www.michigan.gov/dleg

Teacher Training

Give an overview of the National Career Cluster to your teacher

Print out the Clusters Grids related to state approved program CIP Codes that your agency offers

Review the Career Cluster Grid directions that are provided on the web site with your teachers

Teacher Training Option #1

• Have all the classroom teachers complete the levels on the grids for the program/courses that they teach

• Any programs with multiple teachers and/or courses should have the teachers meet and determine the mastery level for the program

Teacher TrainingOption #2

• Have the teachers meet and determine the mastery level for each career cluster performance element within the approved program

• Then have the teacher determine in which course/program the performance element will be taught

Teacher Documentation

• The educational agency must keep on file, all resources used to document the mastery level determination of the performance elements for their approved programs

CONTACT INFORMATION:

• GLENNA ZOLLINGER-RUSSELL 517-241-2072• zollinger-russellg@michigan.gov• KAREN POHJA 517-335-0381• pohjak@michigan.gov• PATRICIA TALBOTT-DILLS 517-335-0359• talbott-dillsp@michigan.gov• RANDY SHOWERMAN 517-355-6580• showerma@msu.edu• CAROL CLARK 517-241-4355• clarkcarol@michigan.gov• MIKE BURLEY 248-425-0522• mburley@wideopenwest.com

Why change the grids?

• To meet local needs• To develop class syllabi• To reduce the number of pages for

local use• To create new documents without

re-typing • Etc..

4 3 2 1 N II COMMUNICATIONcourse

1course

 course

 Cours

e Post HS

          1 Comprehend and use reading strategies to learn meaning, technical concepts and vocabulary.          

          1.1 Determine and use reading strategy (skimming, reading for detail, reading for meaning and          

            critical analysis) to determine purpose of text.          

          1.11 Use reading strategy to achieve intended purpose.          

          1.12 Identify complexity of text.          

          1.13 Evaluate and explain relevance, accuracy and appropriateness to purpose.          

          1.2 Understand content, technical concepts and vocabulary to analyze information and follow          

            directions.          

          1.21 Identify issues and questions.          

          1.22 Analyze information presented in a variety of formats, such as tables, lists, figures, etc.          

          1.23 Identify key technical concepts and vocabulary.          

          1.3 Interpret, transcribe and communicate information, data, and observations to apply          

            information learned form reading to actual practice.          

          1.31 Interpret technical materials used.          

          1.32 Summarize overall meaning of text.          

          1.33 Identify strategies for applying information learned to task or new situation.          

          2 Locate, organize and reference written information from various sources to communicate with coworkers          

            and clients/participants.          

          2.1 Locate written information to communicate with co-workers and clients/participants.          

          2.11 Conduct search of information on topic using card catalog, keywords, and/or search engines.          

          2.12 Locate variety of resources such as books, journals, and electronic forms including the Internet.          

          2.13 Select the resources that best relate to the topic.          

          2.2 Organize information to use in written and oral.          

          2.21 Read and take notes from selected resources.          

          2.22 Prepare outline that emphasizes major points with supporting data.          

          2.23 Present information in organized, easy-to-follow manner.          

          2.3 Document the source and proper reference for written information.          

Develop a Class Syllabus

1. Highlight the rows that are shaded on the grid by going to the beginning of the row and left clicking on your mouse

2. Now right click on your mouse3. Go to “Delete” and left click4. Repeat until all shaded rows are

gone

4 3 2 1 N II COMMUNICATIONS

          1.1 Match communication strategies to the situation (individual and group) and context.

          1.2 Use forms of technical writing appropriately to communicate clearly.

          2.1 Use forms of technical writing appropriately to communicate clearly.

          3.1 Apply and/or interpret nonverbal communication techniques to receive complete significance of messages.

          4.1 Recognize barriers and use alternative communications (e.g., sign language) or other languages to match

            the communication needs of the individual.

          5.1 Choose appropriate strategy to resolve conflicts.

4 3 2 1 N III PROBLEM AND CRITICAL THINKING SKILLS

          1.1 Use several approaches to identify and evaluate alternatives.

          2.1 Use planning strategies to develop a plan.

4 3 2 1 N IV INFORMATION TECHNOLOGY APPLICATIONS

          1.1 Use appropriate software applications to prepare documents and presentations.

          2.1 Use technology to channel data according to classification systems.

          3.1 Summarize, compare and contrast information to make informed decisions.

4 3 2 1 N V SYSTEMS

          2.1 Design program or activities to meet specific organizational needs.

          3.1 Identify and align human resources to meet team objectives.

4 3 2 1 N VI SAFETY, HEALTH AND ENVIRONMENT

          1.1 Implement procedures to protect the health and safety of all individuals.

          2.1 Manage the physical & social environment to reduce conflict & promote safety of participants, workers

          3.1 Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

Next, Delete columns

1. Go to the top of the column and left click to highlight

2. Right click on your mouse 3. Go to “Delete” and left click4. Repeat until all the columns you

do not want are gone

II COMMUNICATIONS

1.1 Match communication strategies to the situation (individual and group) and context.

1.2 Use forms of technical writing appropriately to communicate clearly.

2.1 Use forms of technical writing appropriately to communicate clearly.

3.1 Apply and/or interpret nonverbal communication techniques to receive complete significance of messages.

4.1 Recognize barriers and use alternative communications (e.g., sign language) or other languages to match

  the communication needs of the individual.

5.1 Choose appropriate strategy to resolve conflicts.

III PROBLEM AND CRITICAL THINKING SKILLS

1.1 Use several approaches to identify and evaluate alternatives.

2.1 Use planning strategies to develop a plan.

IV INFORMATION TECHNOLOGY APPLICATIONS

1.1 Use appropriate software applications to prepare documents and presentations.

2.1 Use technology to channel data according to classification systems.

3.1 Summarize, compare and contrast information to make informed decisions.

V SYSTEMS

2.1 Design program or activities to meet specific organizational needs.

3.1 Identify and align human resources to meet team objectives.

VI SAFETY, HEALTH AND ENVIRONMENT

1.1 Implement procedures to protect the health and safety of all individuals.

2.1 Manage the physical & social environment to reduce conflict & promote safety of participants, workers

3.1 Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

Remove lines on grid

1. Highlight the columns that remain

2. Go to “Borders” on the top of the page

3. Select the box without borders and left click

II COMMUNICATIONS

1.1 Match communication strategies to the situation (individual and group) and context.

1.2 Use forms of technical writing appropriately to communicate clearly.

2.1 Use forms of technical writing appropriately to communicate clearly.

3.1 Apply and/or interpret nonverbal communication techniques to receive complete significance of messages.

4.1 Recognize barriers and use alternative communications (e.g., sign language) or other languages to match

the communication needs of the individual.

5.1 Choose appropriate strategy to resolve conflicts.

III PROBLEM AND CRITICAL THINKING SKILLS

1.1 Use several approaches to identify and evaluate alternatives.

2.1 Use planning strategies to develop a plan.

IV INFORMATION TECHNOLOGY APPLICATIONS

1.1 Use appropriate software applications to prepare documents and presentations.

2.1 Use technology to channel data according to classification systems.

3.1 Summarize, compare and contrast information to make informed decisions.

V SYSTEMS

2.1 Design program or activities to meet specific organizational needs.

3.1 Identify and align human resources to meet team objectives.

VI SAFETY, HEALTH AND ENVIRONMENT

1.1 Implement procedures to protect the health and safety of all individuals.

2.1 Manage the physical & social environment to reduce conflict & promote safety of participants, workers

3.1 Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

To change “Headers” and “Footers”

1. Go to “View” at the top of the page and left click

2. Go to “Headers and Footers” left click

3. Select “Custom Header” or “Custom Footer” and left click

4. Make changes or delete them

Change Print Setup

1. Go to “File” at the top of the page and left click

2. Go to “Page Setup” and left click3. Go to “Portrait” and left click

Select “Performance Elements”

1. Review the Performance Elements to identify those taught in the class

2. Delete those not taught 3. You now have a class syllabus

Other Possible Changes

•Curriculum recording•Parent/Teacher Conference

Information•Student Career Self-

Evaluation•Student Skills Check-Off

Sheet•Articulation Documentation

CONTACT INFORMATION:

• GLENNA ZOLLINGER-RUSSELL 517-241-2072• zollinger-russellg@michigan.gov• KAREN POHJA 517-335-0381• pohjak@michigan.gov• PATRICIA TALBOTT-DILLS 517-335-0359• talbott-dillsp@michigan.gov• RANDY SHOWERMAN 517-355-6580• showerma@msu.edu• CAROL CLARK 517-241-4355• clarkcarol@michigan.gov• MIKE BURLEY 248-425-0522• mburley@wideopenwest.com