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Integrating Employability Skills: A Framework for All Educators
July 2015
This resource was developed collaboratively by the College and Career Readiness and Success (CCRS) Center and the Center on Great Teachers and Leaders (GTL Center) at American Institutes for Research and by RTI International, with funding support by the Office of Elementary and Secondary Education and the Office of Career, Technical, and Adult Education at the U.S. Department of Education. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.
Welcome and Introductions
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Professional learning modules (PLMs) are free and customizable train-the-facilitator resources.
PLMs help build a common language and understanding. This module is a collaborative partnership among:
• College and Career Readiness and Success Center (CCRS Center)
• Center on Great Teachers and Leaders (GTL Center)
• RTI International
Professional Learning Modules
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Comprehensive Centers Program2012–17 Award Cycle
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RTI International is a research institute dedicated to improving the human condition by turning knowledge into practice.
RTI partnered with the Office of Career, Technical, and Adult Education at the U.S. Department of Education to develop the Employability Skills Framework.
RTI International
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Employability Skills Framework
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cte.ed.gov/employabilityskills
Review the Employability Skills Framework. Explore employability skills in your current practice. Crosswalk state college and career readiness standards
and educator performance with the Employability Skills Framework.
Understand how to prioritize employability skills at the state, local, and classroom levels.
Review the lesson planning tool for embedding employability skills into classroom activities.
Agenda
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Participants will do the following: Understand what employability skills are and why they are
important. Understand connections between the Employability Skills
Framework and other instructional initiatives. Learn strategies to prioritize employability skills at the state
and district levels.
Objectives
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What Are Employability Skills?
Individual work: When you hear the term employability skills, what are
some of the terms, considerations, and contexts that come to mind?
Activity 1: What Are Employability Skills?
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How are we defining employability skills? Employability skills are general skills that are necessary for
success in the labor market at all employment levels and in all sectors.
Defining Employability Skills
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Employability skills are the general skills and knowledge that are necessary for success in the labor market at all employment levels and in all sectors.
Defining Employability Skills
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Frequently cited as among the most important skills by employers (Hart Research Associates, 2015).
Lack of employability skills contributes to “talent shortage” (ManpowerGroup, 2012).
Employers value workers who can do the following:• Think critically.
• Work well with others.
• Apply their knowledge.
• Adapt to changing workplace.
Importance of Employability Skills
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Brainstorm activity:
1. On your own, generate a list of your top five most important employability skills.
2. Record each skill on a sticky note.
3. Discuss your list with your table.
4. Remove duplicated skills.
Activity 2: Identifying Employability Skills
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Employability Skills Framework
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1. Referencing your table’s sticky notes, where would you place your employability skills?• Effective relationships
• Workplace skills
• Applied knowledge
2. Discuss with your table.
3. Place your sticky notes on the appropriate chart paper.
Activity 3: Categorizing Employability Skills
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Effective Relationships
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• Understands teamwork and works with others
• Responds to customer needs
• Exercises leadership
• Negotiates to resolve conflicts
• Respects individual differences
• Demonstrates responsibility and self-discipline
• Adapts and shows flexibility
• Works independently
• Demonstrates a willingness to learn
• Demonstrates integrity
• Demonstrates professionalism
• Takes initiative
• Displays positive attitude and sense of self-worth
• Takes responsibility for professional growth
Workplace Skills
• Manages time• Manages money• Manages materials• Manages personnel• Locates information• Organizes information• Uses information• Analyzes information• Communicates
information
• Communicates verbally• Listens actively• Comprehends written material• Conveys information in writing• Observes carefully
• Understands and uses systems• Monitors systems• Improves systems
• Understands and uses technology
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Applied Knowledge• Uses reading skills• Uses writing skills• Uses mathematical
strategies and procedures
• Uses scientific principles and procedures
• Thinks critically• Thinks creatively• Makes sound decisions• Solves problems• Reasons• Plans and organizes
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Employability Skills Framework
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How Does This Work Connect to What You Are Already Doing?
Important component of college and career readiness
Source: Association for Career and Technical Education, 2010. Retrieved from https://www.acteonline.org/WorkArea/DownloadAsset.aspx?id=2114
Connections to relevant policy initiatives• New state college and career readiness standards
• Professional practice rubrics
Policy and Practice Connections
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Career Clusters Framework (National Association of State Directors of Career Technical Education Consortium)
Industry Competency Models (U.S. Department of Labor) Equipped for the Future National Career Readiness Certificate (ACT) National Work Readiness Credential Partnership for 21st Century Skills
Employability Skills Connections
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Employability Skills Connections
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State college- and career-ready standards• Represent what students must know and be able to do at each grade level to
be college and career ready
• Standards for mathematics and English language arts (ELA)
• Tailored to state context
Common Career Technical Core (CCTC) developed by the National Association for State Directors of Career Technical Education Consortium • Includes a set of technical skill standards for 16 career clusters as well as
career-ready practices common to all clusters
College- and Career-Ready Standards
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Crosswalk With College- and Career-Ready Standards
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Critical Thinking Skills Thinks critically Thinks creatively Makes sound decisions Solves problems Reasons Plans and organizes
Common Core ELA Anchor Standards
• CCSS.ELA-LITERACY.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific evidence…to support conclusions drawn from the text.
• CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to the task, purpose and audience.
Mathematics Anchor Standards• CCSS.MATH.PRACTICE.MP2: Reason abstractly
and quantitatively
• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
Sample Crosswalk Language
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Critical Thinking Skills Thinks critically Thinks creatively Makes sound decisions Solves problems Reasons Plans and organizes
CCTC Career Ready Practice 8.
Utilize critical thinking to make sense of problems and persevere in solving them
Sample Crosswalk Language
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Reviewed a common professional practice rubric against the Employability Skills Framework.
Crosswalk translates teacher expectations to student actions.
Not a one-to-one connection for each of the skills in the three categories.
Crosswalk With Professional Practice Rubric
Crosswalk With Professional Practice RubricsEmployability Skills Danielson
Framework
Applied Knowledge Applied Academic Skills
X
Critical Thinking Skills X
Effective Relationships
Interpersonal Skills X
Personal Qualities X
Workplace Skills Resource Management
X
Information Use X
Communication Skills X
Systems Thinking X
Technology Use
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Communication Skills Communicates
verbally Listens actively Comprehends written
material Conveys information
in writing Observes carefully
3b. Discussion techniques. Effective teachers promote learning through discussion. A foundational skill that students learn through engaging in discussion is that of explaining and justifying their reasoning and conclusions, based on specific evidence. Teachers skilled in the use of questioning and discussion techniques challenge students to examine their premises, to build a logical argument, and to critique the arguments of others…. Furthermore, in conducting discussions, skilled teachers build further questions on student responses and insist that students examine their premises, build a logical argument, and critique the arguments of others.
Sample Crosswalk Language
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Interpersonal Skills Understands
teamwork and works with others
Responds to customer needs
Exercises leadership Negotiates to resolve
conflicts Respects individual
differences
2a. Student interactions with other students, including both words and actions. As important as a teacher’s treatment of students is, how students are treated by their classmates is arguably even more important to students. At its worst, poor treatment causes students to feel rejected by their peers. At its best, positive interactions among students are mutually supportive and create an emotionally healthy school environment. Teachers not only model and teach students how to engage in respectful interactions with one another but also acknowledge such interactions.
Sample Crosswalk Language
1. Review your college- and career-ready standards or professional practice framework.
2. Complete the workbook.• Identify explicit or implicit connections.
• Discuss the actions, habits, or practices needed to demonstrate proficiency in the specific employability skill.
• Identify the professional learning opportunities teachers need to effectively implementing these actions, habits, or practices into their instruction.
3. Plan for next steps and complete action planning.
Employability Skills Planning Workbook
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How Do We Prioritize Employability Skills?
Employability skills are crucial for all students.
With competing initiatives, prioritizing the use of employability skills is imperative.
Different roles exist for state, district, and teacher stakeholders and employers.
Prioritizing Employability Skills
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State Role in Prioritization
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Create collaboration opportunities and partnerships and communicate the importance.
Highlight connections to key instructional initiatives, like career pathways.
Embed employability skills in professional development, preparation accreditation requirements, and evaluation activities.
Employer Role in Prioritization
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Identify needed employability skills and share to inform curriculum or program development.
Partner with schools, community colleges, and adult education and training programs.
Provide work-based learning opportunities for students to develop employability skills.
District Role in Prioritization
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Assess employability skills in educator evaluation systems.
Integrate employability skills across content areas and grades.
Facilitate opportunities for CTE and general educator collaboration.
Teacher Role in Prioritization
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Identify the most applicable employability skills and integrate those skills into instruction. Monitor the depth and breadth of skills in lessons.
Share what employability skills are and why they are important to call attention to as they are being taught with students.
Help students communicate their own employability skills to employers.
Teachers reflect on the extent to which employability skills are embedded in instruction and identify gaps in practice.
The self-assessment provides an opportunity to share strategies for teaching skills.
Lesson Plan Self-Assessment
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Part 1: Use the Lesson Planning Checklist to self-assess the extent to which employability skills are embedded into instruction.
Part 2: Reflect on self-ratings and make plans to address any skills that are not being embedded.
Part 3: Discuss strategies for teaching employability skills with colleagues.
How to Use the Lesson Planning Checklist for Self-Assessment
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Review sample lesson plans for a CTE course (Culinary Arts) and a non-CTE course (ELA).
Use the self-assessment tool and standards section of the lesson plans to identify the extent to which employability skills are embedded in the lesson.• What skills are strongly emphasized?
• What skills are included but need to be reinforced or better integrated?
• What skills are missing that should be included?
Activity 5: Using the Self-Assessment in Lesson Planning
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Small-group work developing vocabulary presentations• Uses reading and writing skills
• Works with others
• Demonstrates professionalism
Implementing preservation method• Works independently
• Plans and organizes
Creating catering plan• Organizes, uses, and analyzes data
• Thinks creatively
• Solves problems
Example Self-Assessment: Culinary Arts Lesson Plan
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Small-group work creating brochure• Uses reading and writing skills
• Thinks creatively
• Understands teamwork, exercises leadership, and respects individual differences
• Locates, organizes, uses, analyzes, and communicates information
Example Self-Assessment: ELA Lesson Plan
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What is the breadth and depth the employability skills are embedded in your instructional practice?
In what ways can you strategically embed these skills across your grade level or content area?
What can you do to ensure that employability skills are being reinforced in the classroom?
Action Planning and Next Steps
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What are the priorities your team has identified for next steps or future work concerning employability skills?• Complete the policy crosswalk activity using the Employability Skills
Workbook.
• Examine teaching and learning policies.
• Inventory current student outcome and practice measures.
• Inventory professional learning opportunities for all educators.
What are some decisions your team needs to make? What are the challenges your team needs to consider? Where do you need more support to do this work well?
Whole Team Action Planning and Next Steps
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Resources
One-stop resource for information on employability skills for instructors, administrators, employers, and students.
Key content:• Interactive skills framework
• Assessment Comparison Worksheet
• Lesson Planning Checklist
Access audience-specific landing pages.
Employability Skills Framework Website
http://cte.ed.gov/employabilityskills/index.php/framework/
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Free resources, trainings, briefs, and guides available on a variety of education topics.
Key content:• College and career readiness
• Educator quality
• Professional learning
Access to experienced technical assistance providers who can work in close partnership with state education agency staff.
CCRS Center and GTL Center Websites
www.ccrscenter.orghttp://www.gtlcenter.org/technical-assistance/professional-learning-modules
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Wrap-Up and Next Steps
Complete the postevent survey to provide valuable insight into revisions and finalization of the module.
Feel free to write any additional feedback to help improve the module.
Feedback and Thank You
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Hart Research Associates. (2015). Falling short? College learning and career success: Selected findings from online surveys of employers and college students. Washington, DC: Hart Research Associates for the American Association of Colleges and Universities. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf
Manpower Group. (2012). 2012 talent shortage survey research results. Milwaukee, WI: Author. Retrieved from http://www.manpowergroup.us/campaigns/talent-shortage-2012/pdf/2012_talent_shortage_survey_results_us_finalfinal.pdf
References
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Ellen [email protected]
College and Career Readiness and Success Center1000 Thomas Jefferson Street NWWashington, DC 20007800-634-0503www.ccrscenter.org | [email protected]
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Catherine Jacques [email protected]
Center on Great Teachers and Leaders1000 Thomas Jefferson Street NWWashington, DC [email protected] | www.air.org
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Laura Rasmussen [email protected]
RTI International3040 East Cornwallis RoadP.O. Box 12194Research Triangle Park, NC 27709-2194919-541-6000www.rti.org
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