Post on 06-Aug-2020
October 30, 2019iNACOL Annual Symposium | Palm Springs, CA
Implementing Competency Pathways for Career Readiness
Today’s resources: greatschoolspartnership.org/iNACOL
Carrie McWilliams, Senior Associate
Mark Kostin, Associate Director
From the Great Schools Partnership
TODAY’S FACILITATORS
Outcomes1. Participants will review criteria for determining
high-quality career readiness indicators;
2. Participants will examine design elements for ensuring equitable and rigorous career-developing learning pathways in a competency system
3. Participants will use tools and resources to assess their current practices, inform their strategic thinking, and articulate a series of clear next steps
AgendaWelcome, outcomes, agenda
Beliefs and principles
Examples
Tools and resources
Entry points
Q & A
Welcome, outcomes, agenda
Beliefs and principles
Examples
Tools and resources
Entry points
Q & A
is a nonprofit school-support organization working to redesign public education and improve learning for all students.
@GreatSchoolsP#iNACOL19
We believe in equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship.
We believe educational equity means ensuring just outcomes for each student, raising marginalized voices, and challenging the imbalance of power and privilege.
Beliefs and Practices of
Competency-Based Education
Belief 1: All students can and will learn when they feel included, respected, and valued by their learning community.
Learning Environment
Belief 2: All students must be challenged, believed in, and supported to reach common, high expectations.
Outcomes
Belief 3: Student learning is enhanced by clear cycles of practice, feedback, assessment, and reflection.
Assessment & Feedback
Belief 4: Students are empowered and engaged by choice in their learning experiences.
Learning Pathways
Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
:[\KLU[Z�KLTVUZ[YH[L�WYVÄJPLUJ`�in each graduation competency. =LYPÄJH[PVU�VM�WYVÄJPLUJ`�OHWWLUZ�
over time through multiple and varied methods.
Students advance their learning on performance indicators through formative assessments and create L]PKLUJL�VM�WYVÄJPLUJ`�[OYV\NO�
summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
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2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
1. Faculty + Industry consensus skills 2. Performance-based, body of evidence,
common definitions of success 3. Many of the core beliefs of CBE and the
elements of EEI are already aligned with this work
4. Readiness for career (initial entry into the profession) and college (post-secondary continued training) is goal
CTEs as CBE Pioneers
1. How can we grow and enhance CTE Pathways with quality and fidelity?
2. How can we ensure our students’ experiences in CTEs and HSs are consistently aligned with CBE best practices?
3. How will our CTE Pathway expectations reflect the increasingly complex expectations of their industries?
4. How will we ensure our graduates possess the core competencies of their field AND be prepared for the changing nature of the work (Transferable Skills)?
CTE CBE Challenges
Which challenge are you best able to address at this point? Why?
Which challenge resonates with you most?
TURN + TALK
CTE PathwaysDesign Principles
Core CTE Pathways Design Principles
All students can learn and will succeed when they feel heard, valued, believed in, are challenged, and supported
Equity
Students will succeed when they have access to viable, engaging, relevant, career and college ready learning pathways
Core CTE Pathways Design PrinciplesPathways
The school and community must establish essential content, industry, and transferable skills they expect all students to demonstrate and develop and share common success criteria for each.
Core CTE Pathways Design PrinciplesCollege and Career Ready Standards
All stakeholders (students, faculty, parents, community members, businesses) — especially those historically marginalized — must be included in the determination of learning options for students.
Core CTE Pathways Design PrinciplesEquitable Community Engagement
Community Needs-Based DesignStakeholders must consider the needs, assets, and challenges of their communities in the determination of career pathways for learning
Core CTE Pathways Design Principles
Considerations When Implementing Competency Pathways for
Career Readiness
Does this require specialized curriculum?
What are your labor-force projections?
Who are your community partners?
What current pathways are available to
students?
Apprentice & on the job training
4-Year College & beyond
Associates or Trade School
Student Pathways
Student Course Work
Graduation
Entry Level
Mangagement
Examples
Sample Student Yearly Course of Studies
This sample is adapted from Science and Technology Magnet High School of Southeastern Connecticut (STMHS)’s New London Early College Opportunity (New London-ECO).
General Engineering Technology-Sheet Metal Fabrication Pathway (AAS degree)
Incoming 9th Graders Grade 9 Summer
Program Grade 10 Summer Program Grade 11 Summer
Program Grade 12 Summer Program
Grade 13 Fall
Grade 13 Spring
Man
ufac
turin
g M
ath
Workplace Learning I
Blue
Rea
ding
Workplace Learning II
Solid
Mod
eling
I *
Workplace Learning III* Laser Lab
Safety (Online)
Dual
Enro
llmen
t: So
lid M
odeli
ng II*
Manufacturing Processes
and Lab*
Sum
mer
Inte
rnsh
ip*
Public Speaking*
Advanced Sheet Metal*
STEM Science
STEM Biology
Mechanics Physics* Chemistry*
Electric Circuits and Systems*
C-N-Sheet Metal*
Geometry Algebra II College Algebra*
Pre-Calculus*
Heat Sound Light* Elective*
English I English II Composition* English III
Technical Writing*
Intro to Sheet Metal* Elective*
World History
AP U.S. History
AP U.S. Government
Manufacturing Senior
Capstone
Foreign Language I
Foreign Language II P.E. P.E./Health
Intro to Engineering
Design Elective Elective Elective
* Dual Enrollment College Course
Tools &Resources
One insight or something you are thinking about…
One question you have…
TURN + TALK
QUESTIONS
THANK YOU
482 Congress Street, Suite 500Portland, ME 04101207.773.0505greatschoolspartnership.org
Carrie McWilliams, Ed.D.Senior Associate
cmcwilliams@greatschoolspartnership.org
Mark Kostin, Ed.D.Associate Director
mkostin@greatschoolspartnership.org
Photo CreditImages on slides 7-8:
Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.
For more information about acceptable uses and licensing terms visit https://creativecommons.org/licenses/by-nc/4.0/.