industry developed, industry recognized credentials the ... · industry developed, industry...
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Industry Developed, Industry Recognized Credentials – The Most Important Credential?
➢ Developed and validated by employers
➢ Proctored testing
➢ Portable, stackable credentials
➢ Reduce cost of hire for employers
➢ Provides individuals navigating manufacturing
employment with a “quality career pathway”
04/29/2014
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• Program is registered
• Individual is registered
• Agency determines when requirements are met
• Agency determines completion
• Based on industry standards
• Granted by companies/ associations
• Requires Assessment
• Granted by state or federal government
• Mandatory
• Defined by law
• Required in addition to other credentials (e.g., education award; apprenticeship)
• Time limited
• HS Diploma
• PS Award
• PS Degree
• Requires completing a program
Education Credentials
Occupational Licenses
Apprenticeship and Other
Industry Certifications
The Credential Landscape
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Identify
Cre
dentials
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A Credentialed Career Pathway
(Programs of Study)
From High School to …
Work and (NOT OR)
Continuing Education and
Training
Goal:Productive Adult in a
Global Economy
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Career Pathway – Stackable Credentials
More than course credit pathways
Portable: trusted by employers and
institutions of higher education (external
validation)
Stackable: each credential has value (labor
market signal) leads to another credential:
51% of CC certificates require less than
one year
Offer accelerated entry into the labor
market
Credentialing process can begin in upper
secondary education
Part of a career pathway system
A recent McKinsey Global
Institute study concludes,
“policymakers and business
leaders across the globe will
need to find ways to vastly
improve their capacity to provide
job-relevant education and
training. And, in both developing
and advanced economies, new
approaches to job creation for
low and middle-skill workers will
be required (Dobbs, et al, 2012)
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04/29/2014
Advanced Manufacturing TechnologyPathway Certification
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35
Pedagogy
• Ensure all CTE faculty are highly skilled in pedagogy and in their professions
• Classroom instruction
• Work based learning-WBL
• CTSOs
• Contextualized learning
• Quality of Assignments
• Skilled Professionals
• Job shadowing
• Internships
• School-based enterprise
• Cooperative education
• Apprenticeships
• Leadership development
• Professional development
• Service/social engagement
• Competitive events
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Context: Since the mid-1980s we have:
Added the equivalent of
one full year of core
academics (math,
science, language arts)
to high school
graduation
requirements.
• (NAEP) Reading
scores have not
improved or
significantly declined*
• (NAEP) Science scores
have not improved or
significantly declined*
• (NAEP) math scores
have remained
relatively unchanged
*Depends on the starting and ending timeframe
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Taking more math is no guarantee
(ACT College Ready Math=22)
• Only 26% of students who took Alg I, II &
Geometry scored a 22 (ACT Benchmark for CCR)
on the ACT exam. (X=17.7)1
• Adding Trig increases to the average score to
19.9; 37% are CCR1
• Not until calculus is added, does the average
score exceed 22; 55% are CCR– 5 years of high
school math.
• 43% of ACT-tested Class of 20051 who earned A
or B grades in Algebra II did not meet ACT
College Readiness Benchmarks in math2
1. ACT, Inc (2004) Crisis at the Core
2. ACT, Inc. (2007) Rigor at Risk.
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Math for College & Career ReadinessNCEE, 2013
• Math needed is mostly middle school
• Alg II is not a prerequisite for CC success or most careers
• College reading requires 11th/12th
grade skills• Students enter CC weak in
needed math and reading skills
NRCCTE, 2013
• Math associated with an ACT
score of 22 is mostly
middle school math,
Algebra I and some geometry.
• Math associated with
middle skill job
employment tests is
higher than that required for
an ACT score of 22 but still
found in middle school math,
Algebra I and some geometry
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Presentation Name/Presenter 39
High Quality CTE Tools
Evidence-
Based
Tools
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High Quality CTE Classroom:
Contextualized Learning
Mathematics
Literacy
Science
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What We Learned: Experimental Test of Math Integration
• Students in the experimental classes
scored significantly higher on Terra Nova
and Accuplacer
• The effect: 71st percentile & 67th percentile
• No negative effect on technical
skills
• 11% of class time devoted to
enhanced math lessons
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High Quality CTE:
Focus on Reading
• Significant
improvement from
both approaches
• Teachers with two-
years experience
in method had
greater effect
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High Quality CTE: Project Based
Learning (PBL)
43
Two Strongest Predictors of Success in the Workplace
• Worked on a long term project
• Project was based a
real world (authentic) problem
Brandon Busteed, Executive Director of Gallup Education
Presentation at the NASDCTEc October 21, 2014
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The SREB/NRCCTE Approach
to PBL 1. Built on authentic, work-
based problems of practice
2. Externships (Team)
3. Integrates mathematics and
literacy
4. Embedded industry problem
solving approaches
5. Cohort model
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High Quality CTE in the Classroom
Includes
Skills in Every Lesson
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A Developmental Approach to Work-based
Learning: Linked to Industry Credentials Job shadowing (Cross Curricular)
Unpaid Internships (short)
School-based enterprise
Cooperative education or
Paid Internships (extended)
Apprenticeships (intensive)
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Everywhere but in the U.S. . . .
• The % of youth in VET ranges from 5% (Ireland) to 80%
(Czech Republic).
• More than 50% youth in VET: Austria, Belgium, Finland,
Switzerland, Australia, Germany, Sweden, Denmark and
others.
• Japan, United Kingdom, France, Korea and others exceed
20%
• The U.S. doesn’t make the list!
Learning for jobs (OECD, 2010)
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The Value of WBL?
Nations enrolling a large proportion of upper-secondary students
in vocational programs that include heavy doses of WBL have
significantly higher:
Bishop & Mane, 2004
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Whither Wisconsin (More Q&D Audit)?
• 2016 School Data
• YA data provided by Youth Apprenticeship Coordinator Bureau of Apprenticeship Standards WI Department of Workforce Development
• Includes ALL 10 clusters
• Assumptions:• Enrollment is evenly distributed
among 9th, 10th, 11th, 12th grades
• Therefore half of the total school enrollment are juniors and seniors
Presentation Name/Presenter 49
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Skills Best Learned in the Workplace
Personal Effectiveness*
• Deal with setbacks
• Stay on track
• Not easily distracted
• Consistency
• Hard worker
• Persistence
• ‘Stick-to-it tivess’
• Diligence
Foundational Workforce Competence**
• Teamwork
• Oral & written skills
• Professionalism
• Ethics
• Creativity
• Problem solving
• Systems knowledge
• Responsibility
Personal Effectiveness
& Foundational Workforce
Competence
*Duckworth **SCANS, 21st Century
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Effective CCR Requires a Career
Development Framework
MissionEmpower ALL students to travel the road TO adulthood through education and training to careers!
VisionReimagining K-12 education to equip students with meaningful and supportive adult relationships and the ability to adapt to opportunities and challenges on their personalized journeys to successful lives.
The ACP Model
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Imagine Involving All
Faculty in Career
Pathways
Individualized Career Plan
(5-year rolling)
Career Pathway
9th Grade Career
Post secondary Planning
Distributed Guidance
AAI in
English
AAI in
Social
Studies
AAI in
ScienceAAI in
Math
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Distributed Guidance
Health Career PathwayELA: Write a paper explaining infection control practices and
procedures documenting examples of when safety protocols
were violated.
Science: Conduct a study of local health care facilities to
determine how medical waste is disposed.
Social Studies: Study the impact of war-time medical care on
the advancement of medical techniques.
Math: Compute the number of calories in the school lunch and
then calculate how long a person would have to walk to burn
off those calories to maintain body weight
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Challenges (A Beginning List)
Education• Curriculum Space
• Testing Obsession
• Qualified Faculty
• HS-PS Systems Conflict
• Keeping Curriculum and Facilities Current
• Insurance for WBL
• Data Issues– Credentials
– Work experience
Business & Industry• Meaningful WBL
• Sustaining Partnerships
• Workplace Mentors (Teacher On the Job)
• Capacity (Siemens=12)
• Insurance Regulations
System• Data
– Linking across
education & training
providers
– Linking vertically:
K12 through PS
– Linking to UI wage
data
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End Where We Began• Begin with LMI and identify relevant industry
standards for: Occupational expression of academics
Technical skills (certifications)
Personal effectiveness & Foundational Workplace Skills
• Audit your system and clean house
• Build pathway programs horizontally and build vertically Cross curriculum integration
Dual credit; Seamless transition
Single advisory council for each pathway in the system (HS & PS)
Embed robust career development
• Become Part of a Career Pathways System
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Stone’s
Veterinary/Taxidermist
Either Way , You Get Your Dog
Back
A caution in trying to be all things to all
people . . .
www.nrccte.org