Exemplary Career and Technical Education Districts and Programs
A Forum — Friday, September 21, 2007
To view a webcast of this event, click here
-
Career and Technical Education (CTE) pathways can provide a relevant education and simultaneously prepare students for both a career and postsecondary education.
-
Teachers need to collaborate to effectively create CTE courses that integrate academics and technical study.
This is the fourth and final installment of a series of forums funded by the James Irvine Foundation to examine the role of career and technical education (CTE) in high school reform. Traditionally, high school students have had limited options between choosing an academic pathway leading to college or a pathway to work or technical studies after high school completion, which are usually viewed as mutually exclusive. Many students also cite the irrelevancy of their studies as a reason for disengagement or to dropout. Effective CTE programs bridge academics and technical study to provide a rigorous and relevant education with multiple pathways of exploration for students. This forum focused on districts and programs that are using CTE to engage and prepare students for both a career and postsecondary education.
Gary Hoachlander, President, ConnectEd: The California Center for College and Career described the development of ConnectEd’s multiple pathway design in which they had to “break down the isolation of academics from career and technical education.” The fundamental principles of multiple pathway design are to connect and integrate academics and CTE, to design comprehensive pathways that combine challenging academic and technical study, and to ensure that programs lead to the full range of career and postsecondary options including two- and four-year colleges as well as the military. Hoachlander emphasized that a comprehensive CTE program does not address academic and technical study as “one or the other,” but rather as a complement to each other.
The ConnectEd model program consists of four main components: an academic core, a technical core, work-based learning, and support services. The academic core is based on postsecondary admissions requirements of two- and four-year colleges to ensure that students can be successful in postsecondary education. In California, model programs ensure that all students qualify for postsecondary education according to the University of California (UC) and California State University (CSU) admission requirements (also known as UC/CSU “A-G requirements”). These students undertake a three- to four-year program of study of academic and CTE courses that meet California’s A-G requirements. Infusing academics in CTE courses also creates a link between the academic and technical core.
The technical core is comprised of clusters or sequential courses that can be applied to real-world applications and are rooted in meeting industry standards and certification requirements when available. Hoachlander said that CTE can provide a concrete, real-world application of theoretical and academic concepts to help students understand why they need to learn certain material. For example, if a student is interested in engineering, the CTE curriculum can demonstrate how abstract mathematics is used in authentic engineering applications. Project-based and work-based learning is also used to supplement and reinforce academic and technical skills. “By senior year, students are involved in more intensive work-based learning,” said Hoachlander. Work-based learning consists of mentoring, job shadowing, internships, school-based enterprises, student organizations, and apprenticeships. Although students can choose a program of study from approximately 15 industry sectors, Hoachlander emphasized, “It is not a way to get students to choose careers,” but simply a way to create a relevant education and expose students to career fields.
Hoachlander believes that student support services such as supplementary instruction, counseling, and transportation play an important role in student success. Supplementary instruction focuses on helping students with reading, writing, and mathematics. “We’re setting them up for failure if we don’t provide these services to them,” said Hoachlander.
Still, there are several challenges to full implementation of multiple career pathways. Hoachlander believes that these programs “exist in spite of the system, not because of the system.” Hoachlander described the challenges around curriculum development and that almost no curriculum exists to train teachers on developing and executing quality CTE classes. He added that building capacity for teachers and administrators is essential to maintain sustainability of these programs. Another challenge to overcome is scheduling and the fear that an integrated CTE program of study will not allow a student to complete AP courses because of time conflicts. Hoachlander believes that state-level policy could support more flexible school scheduling and organization to alleviate these concerns. In addition, Hoachlander added that there are currently no assessment instruments that allow educators to completely measure the benefits of these programs.
Mike Hanlon, Founder, Health Careers Academy at Palmdale High School in Palmdale, California, described the factors of their successful small learning community, a model program recognized by ConnectEd. Since the academy’s inception 16 years ago, the academy has been funded with outside grants despite Palmdale High School’s status as a Title I school under the federal Elementary and Secondary School Act.
Students at Health Careers Academy undergo a four-year program consisting of an integrated curriculum of English, mathematics, science, and a health career pathway of choice. Hanlon explained that Health Careers Academy not only serves students at Palmdale High School, but also students in the Antelope Valley area. Sixty percent of the academy’s enrollment is Hispanic, 19% are English language learners, and 6% are special education students, and any student is allowed to enroll. A team approach is used to group students who share similar health career pathways. Using the team approach, students learn to work together and often compete for medals and awards in competitive events hosted by organizations such as the Health Occupations Students of America (HOSA).
Each pathway offers increasingly hands-on work-based learning opportunities. As freshmen and sophomores, students commit to involvement in field trips, team-building, integrated projects, and HOSA. As juniors, students begin job shadowing at local hospitals and medical clinics. Hanlon emphasized the importance for students to learn about medicine in the job environment. In the senior year, students engage in one-on-one internships with doctors, nurses, and emergency medical technicians to provide an intense and valuable learning experience. “Students are doing the real thing. We tell parents that [students] are not playing doctor, [students] are being doctor,” said Hanlon. All students also commit to community service hours each year, and all students become CPR and First Aid certified. Over the course of their program, students utilize technology and gain working knowledge of computers, web servers, the Internet, digital projectors, digital cameras, scanners, and a host of other technology.
Results for Health Career Academy students are impressive. In a comparison to Palmdale High School sophomores, Health Careers Academy sophomores passed the 2006 California High School Exit Exam (CASHEE) at a higher rate and earned higher scores on the 2006 California Standards Tests (CSTs) in English, mathematics, science, and history.
Dr. Michael Owens, Associate Secretary, Delaware Department of Education illustrated the transition from Delaware’s old model of shared time vocational education facilities to Delaware’s new model of comprehensive technical high schools. Due to declining enrollment, statewide reforms in the early 1990’s changed technical high schools from shared time to a full time comprehensive technical high school model. Three out of the 19 public school districts in Delaware are called Vocational Technical School Districts.
Recognizing the importance of CTE to student success, Dr. Owens explained “CTE offers a broader array of experiences which students can more easily equate with a selected career path.” Dr. Owens added, “You have to take academics and see how it equates to the working world.” Linking employment opportunities and allowing students to comprehend why they need to learn the material is critical in developing CTE curriculum. Currently, the Delaware Department of Education is developing the Delaware Recommended Curriculum for CTE that will be released in March 2008.
Dr. Owens described one lever for reform, by requiring school districts to demonstrate alignment of CTE classes with the State Recommended Curriculum for CTE within one year. To create the recommended curriculum, Dr. Owens described the process of “curriculum crosswalks”. CTE curriculum and academic curriculum were aligned and integrated using the teamwork of 50 CTE and academic educators from across the state representing all content areas. Dr. Owens emphasized that curriculum crosswalks insure that Recommended Curriculums for CTE areas maintain academic rigor and are imbedded with core academic principles.
In addition, Delaware has also started using Student Success Plans with 8th and 9th grade students. Students can use the Student Success Plan to create a five-year roadmap for a program of study. Furthermore, State Board of Education graduation requirements state that all students are required to choose and complete a career pathway of three preplanned and sequential courses to develop knowledge and skills in a particular career or academic area.
Dr. Owens expressed the continuing challenge of getting more core academic teachers and CTE teachers in the comprehensive high schools to work more closely together. Additionally, Dr. Owens stated that future considerations include developing interdisciplinary courses for students in lieu of traditional courses for high school graduation requirements.
Dr. Patrick E. Savini, Superintendent, Sussex Technical School District in Georgetown, Delaware illustrated the successes of Delaware’s new model of comprehensive technical high schools. Sussex Technical School was designed as a result of consultation and looking at different school models. Dr. Savini emphasized the importance of creating full-time technical high schools with their own academic teachers, extracurricular activities such as athletic teams, band, and prom. By offering all the services of any regular high school including extracurricular activities and counseling services, Sussex Technical High School now has a waiting list for enrollment. Dr. Savini also attributes the success of their school to block scheduling. “Fewer class changes can change things,” said Dr. Savini, who has seen a decrease in disciplinary problems in the high school. The 90-minute classes have had a positive impact on teachers and students, as teachers have more time to develop creative lessons that utilize technology and laboratory equipment and students have longer time periods to engage in deeper learning.
The curriculum is based on what Dr. Savini called “techademics” referring to the integration of CTE and academics in a single class. Furthermore, a dual expectation exists for CTE teachers to be able to teach academically rigorous course material embedded in a given subject and for academic teachers to know how the knowledge can be applied. In order to create integrated courses, teachers must be able to work together and use each other’s knowledge base. Curriculum is structured with high expectations and focused on project-based learning. In addition, counseling support services are available to students.
Dr. Savini also highlighted the Exploratory Program that allows 9th grade students to explore 6 career majors, each for 4 ½ weeks. Students then choose a major for the last nine week of their freshman year that they will continue to pursue. Dr. Savini stated that approximately 40% keep their first choice.
Highlights from Question and Answer Session
A participant asked a question regarding how schools can objectively convince postsecondary institutions that CTE courses are postsecondary credit worthy. Hoachlander explained that in California, individual teachers submit course content and curriculum to the University of California and California State University for credit review. Today, 6000 CTE courses out of 25,000 CTE courses count for postsecondary credit. Recently, the University of California approved an automotive physics course in lieu of physics. Dr. Owens stated that Delaware is working closely with higher education institutions to learn about the requirements they look for in course curriculum to award postsecondary credit.
Another participant asked a question about assessment tools that can be used to evaluate these programs. Presenters stated that they were looking for performance-based assessments, but have traditionally used performance on certification tests and feedback from business partners as a measurement of success. All presenters agreed that an assessment tool is needed to effectively evaluate the success of their programs.
Speaker Bios
Gary Hoachlander is President of ConnectEd: The California Center for College and Career. Although beginning his career in 1966 as a brakeman for the Western Maryland Railroad, he has devoted most of his professional life to helping young people learn by doing—connecting education to the opportunities, challenges, and many different rewards to be found through work. Widely known for his expertise in career and technical education and many other aspects of elementary, secondary, and postsecondary education, Gary has consulted extensively for the U.S. Department of Education, state departments of education, local school districts, foundations, and a variety of other clients.
Gary is also president of MPR Associates, Inc., an educational research and development organization closely affiliated with ConnectEd, and also one of the country’s leading policy analysts for the U.S. Department of Education, including the National Center for Education Statistics and the Office of Vocational and Adult Education. Both MPR Associates and ConnectEd are headquartered in Berkeley, California. Gary earned his B.A. degree at Princeton University and holds a master’s and a Ph.D. degree from the Department of City and Regional Planning, University of California, Berkeley.
Recently established by the James Irvine Foundation, ConnectEd is dedicated to advancing practice, policy, and research designed to help young people prepare for college and career—both goals and not one or the other. The Center has as its primary mission supporting the development of multiple pathways by which young people can complete high school, enroll in postsecondary education, attain a formal credential, and embark on lasting success in work, community, and civic affairs. The Center promotes comprehensive, demanding programs of study that connect academics with professional and technical education and that are organized around such fields as business and finance, biomedical and health sciences, building and environmental design, information technology, and other major industries.
Mike Hanlon recently retired from teaching after 35 years as an instructor at Palmdale High School. In addition to his high school classroom teaching, Mike has taught at Mira Loma Facility, an L.A. County Jail, the US Army Reserve School- Ft. MacArthur, CA, and Antelope Valley College. A talented and dedicated educator, Mike has been honored with a CSUN- National Science Foundation Teacher Fellowship in Biology, Antelope Valley Union High School Teacher of the Year, Los Angeles County Teacher of the Year, and Educator of the Year, California Association of Health Care Educators. In 1995, Mike and his wife, Sandi, founded the Health Careers Academy at Palmdale High School, which has been recognized in California and across the country as a successful school within a school model combining rigorous academics and career and technical education. Mike is recognized as a leader in health careers education and continues to dedicate his time and talents to the Health Career Academy at Palmdale High School.
Dr. Michael Owens currently serves as Associate Secretary with the Delaware Department of Education. In this capacity he reports directly to the Secretary of Education with responsibility for overseeing all operations of the Adult Education and Workforce Development Branch of this agency. Programs under his administration include Adult & Prison Education, Career and Technical Education, School Climate and Discipline, the Delaware Center for Educational Technology and the Delaware Interscholastic Athletic Association. He also serves as an adjunct faculty member with Wilmington College and Delaware State University.
Prior to his current position Dr. Owens held senior management positions with the Indian River School District, the Delaware River and Bay Authority and the Office of the Delaware Secretary of State.
Dr. Owens holds a Doctorate Degree in Educational Leadership from Wilmington College, a Masters Degree in Education from Salisbury University and a Bachelor of Science Degree from the University of Delaware.
Dr. Patrick E. Savini is a native of Delaware and currently serves as Superintendent of the Sussex Technical School District located in Georgetown, Delaware. Prior to this position, he served as Director of Support Services and was Sussex Tech’s first principal. Under his leadership, Sussex Tech was selected as a United States Department of Education National School of Excellence, one of the ten New American High Schools, Delaware’s Model Technology High School, a model school for designing and implementing career pathways, a nationwide model for implementing and presenting integrated curriculum, and one of the ten high schools to receive the National Business Award for instructional innovation.
Dr. Savini received his Doctoral Degree in Education with a concentration in Vocational Education from Temple University, an MBA from the University of Delaware and an MA in Personnel and Supervision from Central Michigan University. He has given over 150 presentations in 24 states on such topics as Strategies To Involve A School’s Entire Faculty In School Reform, Block Scheduling, Teacher Evaluation, Converting A Shared-Time Vocational Center Into A Full-Time Comprehensive Technical High School, and School Accountability.
He has co-authored two textbooks: Human Relations-Leading People in Organizations with Southwestern Publishing, and Supervision -The Art of Management with Prentice Hall.
Dr. Savini was selected as The State of Delaware’s 1996 Principal of the Year and is recognized by the High Schools That Work network as a trainer of Outstanding Practices.
This brief summarizes an American Youth Policy Forum that took place on September 21, 2007 on Capitol Hill, reported by Andrew Satanapong.
The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policy leaders, practitioners, and researchers working on youth and education issues at the national, state, and local levels.
AYPF’s events and policy reports are made possible by the support of a consortium of philanthropic foundations: Carnegie Corporation of New York, Bill & Melinda Gates Foundation, WT Grant Foundation, James Irvine Foundation, C.S. Mott Foundation, and others.