An Administrator’s Guide for Supporting the Implementation of the Health,

Recreation, and Human Services Pathwayswith Emilie Keane

Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support implementation

Purpose of the Support Resource:To provide an overview of the revised CTS

Program of Studies structure and philosophyTo provide specific information about the

Health, Recreation, and Human Services (HRH) cluster as part of the CTS Program

To provide administrators with staffing and planning recommendations for CTS implementation

To provide specific strategies to assist in the successful implementation of the HRH cluster and the related career pathways

The Guide Part 1: The Role of Leadership

Part 2: Overview of the CTS Program

Part 3: Planning Guide for Teachers and Administrators

Part 4: Frequently Asked Questions

Appendices:

A: Health Services Pathway Courses and Prerequisites

B: Beginning with the End in Mind – A Tool for Designing Pathways

Part One:Leadership“A life isn’t significant except for its impact on other lives.”

Jackie Robinson

LeadershipThe school leader is ultimately

responsible for the successful implementation of all curriculum.

Leaders are responsible for building knowledge and understanding of the revised CTS philosophy and structure.CTS has been revised and has a focus on

providing students with opportunities to explore a broad range of careers

Planning is critical!

LeadershipCareer Pathways involves the entire staff,

not just the traditional CTS staffCore teachers (Science/Biology/Physical

Education) have the knowledge background for many of the new HRH courses Need to understand the philosophy

and structure of the CTS ProgramFlexible instruction of courses (core

teachers may need to teach part of a course)

Career counselors play an important role

LeadershipTimetabling and scheduling

Blocking five credit blocks is optimal Practicum experiences, classroom

observations require special consideration

Some HRH courses will require the skills and knowledge from several staff members (flexibility in instruction)

Part Two:Overview of the CTS Program“What you do, do so well that they will want to see it again and bring their friends.”

Walt Disney

The CTS Program

Levels of AchievementIntroductory

Designed to build daily living skillsDesigned to form the basis for further learning

in the cluster, pathway or occupational areaIntermediate

Build on competencies from introductory levelDesigned to provide a broader perspective of

career possibilities within the clusterAdvanced

Refines expertisePrepares students for entrance into

workplace/post-secondary study defined in the cluster

National Occupational Classification (NOC)A classification of occupations agreed upon

nationallyClassifies occupations into categoriesHRH courses are a response to the current

need for qualified health service workers in Canada

Course development and instruction involved teacher experts, industry members and post-secondary institutions

HRH courses were organized into four NOC categories

Health, Recreation, and Human Services (NOC) Classifications:

1. Health Care Services (HCS)

First Aid/CPR with AED

Child Care First Aid

First Responder

Etc.

Health, Recreation, and Human Services (NOC) Classifications:

2. Community Care Services (CCS)

Health Care Aid

Aging and Frailty

Early Learning and Child Care

Community Volunteerism

Etc.

Health, Recreation, and Human Services (NOC) Classifications:

3. Human and Social Services (HSS)

Health and Wellness Fundamentals

Communication Skills for Helping Relationships

Mentorship Leadership Professional

Standards and Ethics

Etc.

Health, Recreation, and Human Services (NOC) Classifications:

4. Recreation Leadership (REC) Injury Management Training Sport Psychology Recreation Leadership Ever Active Aging Leadership Ever Active Kids Leadership Fitness Instruction Leadership Resistance Training Leadership Aquatic Fitness Training Leadership Coaching

Focus on Health and Safety The revision and refocus of CTS includes

a comprehensive plan for aligning safety outcomes with business and industry health and safety programs that focus on developing a culture of safety.

Safety outcomes are embedded within the CTS courses

Will create changes to the current CTR courses

Credits, Certification and Credentials Aquatic Exercise Leader

Athletic Injury Management

Child Care First Aid

Child Development Assistant

Ever Active Aging Leader

Ever Active Kids Leader

Fitness for the Older Adult Leader

Trained Coach

Foundations of Athletic Therapy

Foundations of Mentoring

Group Exercise Leader

Medical First Responder

Resistance Training Leader

Sports Nutrition

Standard First Aid with CPR C and AED

Designing Pathways

Appendix B

http://education.alberta.ca/media/1238954/pathways.pdf

Part Three:A Planning Guide for Teachers and Administrators“Quality in a service or product is not what you put into it. It is what a client or customer gets out of it.”

Peter Drucker

The Essential Conditions to Support Implementation

Part Four:Frequently Asked Questions“To accomplish great things, we must not only act, but also dream; not only plan, but also believe.”

Anatole France

Appendices“It’s not a question of how well each process works; the question is how well they all work together.”

Lloyd Dobens and Clare Crawford-Mason

Questions

Contact Information

Emilie KeaneEKeane@psd70.ab.ca