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New Designs for Career and Technical Education

New Designs for Career and Technical Education. George H. Copa Gena Proulx Diane K. Troyer Susan J. Wolff. Session Purpose. New designs for career and technical education in community college Leadership challenges and strategies in implementation. Session Presenters.

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New Designs for Career and Technical Education

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  1. New Designs for Career and Technical Education George H. Copa Gena Proulx Diane K. Troyer Susan J. Wolff

  2. Session Purpose • New designs for career and technical education in community college • Leadership challenges and strategies in implementation Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  3. Session Presenters Dr. George H. Copa Dr. Gena Proulx, President Professor and Project Director Community College of Baltimore Oregon State University County, Dundalk Corvallis, Oregon Baltimore, Maryland Dr. Diane K. Troyer, President Dr. Susan J. Wolff Cy-Fair College Project Coordinator Houston, Texas Oregon State University Corvallis, Oregon Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  4. Session Organization • Introduction • New Designs for Career and Technical Education • Application to Reconfiguration of Existing College -- Community College of Baltimore County • Application to Design of New College -- Cy-Fair College • Closing Remarks • Discussion Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  5. Scope of CTE $13,000,000,000/Yr. Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  6. CTE is offered in: • 14,100 comprehensive high schools (93%) • 250 vocational high schools • 1,100 area vocational centers • 720 degree granting community colleges • 500 postsecondary area vocational schools • 300 postsecondary schools serving one industry • 70 postsecondary skill centers • 2,490 private postsecondary schools Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  7. NDCTE Context • Changes is work, family, and community • Educational reform (i.e., access, academic standards, accountability, curricular integration, lifelong learning) • Educational and workforce legislation (School-to-Work, Perkins III, Workforce Investment) • Next steps to improvement of effectiveness and efficiency of CTE Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  8. Secondary education Postsecondary education Interface of secondary and postsecondary education Whole school/college Career and technical education NDCTE Focus Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  9. NDCTE Purpose • Vision of CTE at secondary and postsecondary levels (2010) • Design process for school and college use • Based on research and promising practices • Involve practicing leaders in CTE Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  10. NDCTE Value Added • Respond to context of CTE • Secondary and postsecondary • Comprehensive and aligned • Based on current knowledge • Considerable professional review • Design process for local and state application Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  11. NDCTE Process • Design reviews (150+ reviews, 1290 references) • National design group (13 members, 6 2-day meetings) • Design studios (25 participants each, 4 3-day workshops) • Learning community (Web-based) • Reports (interim, papers) • Technical assistance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  12. NDCTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  13. NDCTE Recommendations • CTE Mission, Vision, Values, Goals, Performance Indicators • CTE Desired Features (for 12 Elements) • CTE Design/Redesign/Continuous Improvement Process Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  14. CTE Mission To serve individuals and society through direct lifelong preparation for work, family, and communityroles and responsibilities. Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  15. CTE Vision (2010) • Be essential part of everyone’s learning • Be dynamic, relevant, and engaging learning • Be totally integrated learning • Be enthusiastically supported • Be solid return on investment Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  16. CTE Design Features • Element (12) • Importance (top five, rank order) • Level (Secondary only, Postsecondary only, Both secondary and postsecondary) • Newness (Drop, Keep, Stay the course, Cutting edge) • Uniqueness (Unique to CTE, Not unique to CTE) • Strength of validation Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  17. Overarching CTE Design Features • Learner centered -- opportunities, multiple ways to learn, wrap around services, personalized • Connectivity -- networks, linkages, blending, integration • Accountability -- high expectations, external standards, assessment, continuous improvement • Sustainability -- entrepreneurship, flexibility, innovation, partnership • Vibrancy -- up-to-date, exciting, high energy Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  18. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  19. CTE Learning Context Shared by Secondary and Postsecondary • Become a learning system • Provide adequate and flexible resources. Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  20. CTE Learning Context Shared, but Specialto Postsecondary 1. Build partnerships 2. Attract and retain teachers 3. Develop leadership 4. Expand thinking Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  21. CTE Learning Context Shared, but Special to Secondary 1. Improve image 2. Define high quality 3. Serve all students 4. Include multiple purposes with appropriate assessment Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  22. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  23. CTE Learning Audience • Individuals • Organizations • Geographic regions • Society-at-large Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  24. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  25. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  26. CTE Learning Expectations Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  27. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  28. CTE Learning Process Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  29. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  30. CTE Learning Organization Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  31. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  32. CTE Learning Partnerships Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  33. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  34. CTE Learning Staffing Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  35. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  36. CTE Learning Environment Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  37. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  38. CTE Learning Accountability Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  39. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  40. CTE Learning Celebration Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  41. CTE Design Elements • Learning Context • Learning Audience • Learning Signature • Learning Expectations • Learning Process • Learning Organization • Learning Partnerships • Learning Staff • Learning Environment • Learning Accountability • Learning Celebration • Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  42. CTE Learning Finance Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  43. NDCTE Next Steps (Short Term) • Seek feedback • Finalize recommendations • Produce products 1. Compendium of design reviews 2. Implementation handbook/guide Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  44. Next Steps (Longer Term) • Develop awareness for local, state, and federal leadership • Build coalitions of major partners • Identify demonstration sites and seek resources to test • Create models or prototypes • Locate exemplary /benchmark sites Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  45. NDCTE Next Steps (Demonstration Sites) • Identify interested schools and colleges • Select areas of focus • Form coalition to seek funds • Implement • Assessment and continuous improvement • ? Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  46. NDCTE Next Steps (Demonstration Sites) • Identify interested schools and colleges • Select areas of focus • Form coalition to seek funds • Implement • Assessment and continuous improvement • ? Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  47. NDCTE Contacts George H. Copa, Project Director School of Education Oregon State University 541-737-8201 copag@orst.edu http://newdesigns.orst.edu Susan J. Wolff, Project Coordinator School of Education Oregon State University 541-737-8740 susan.wolff@orst.edu http://newdesigns.orst.edu Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  48. Application - Existing College PARTNERING FOR LEARNING Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  49. Application - Existing College An aging campus--in the throes of declining enrollments--partners with a community agency to develop a law enforcement learning environment Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

  50. Application - Existing College THE BALTIMORE COUNTY POLICE ACADEMY Source: George H. Copa, Project Director, New Designs for Career and Technical Education at Secondary and Postsecondary Levels, National Research Center for Career and Technical Education, Oregon State University Site, January 10, 2002.

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