USING CAREER CLUSTERS IN CAREER DEVELOPMENT

Presented byBelinda McCharen, Ed.D., LPC, NCC, NCCCTuttle Endowed Chair for Occupational StudiesCollege of Education

Oklahoma State Universitybelinda.mccharen@okstate.edu

So Why Are We Here?

Essential Questions

Why are we using career clusters, career pathways and programs of study to provide a basis for career development?

Is our current system of guidance and advisement providing avenues of success for all learners (secondary, postsecondary, adults)?

Vocational Education vs. Career and Technical Education

Vocational Education

“Then”

Career and Technical Education

“Now”

For Some Students For All Students

For a Few Jobs For All Careers

6 to 7 “Program Areas” 16 Clusters – 81 Pathways

In Lieu of Academics Aligns and Supports Academics

High School Focused

College Competitor

High School and College Partnerships

Key Terms

Career Cluster Career Pathway Program of Study Career Major Plan of Study Dual Credit

“Need to Know” Information about Perkins? At least one Program of Study must be in

place during the 2008-09 school year; The Programs of Study must include

courses at both the secondary and postsecondary levels;

“Need to Know” Information about Perkins The Programs of Study must include

both academic and CTE/degree major courses; and

The Programs of Study must lead somewhere – a credential, certificate, license, degree, etc.

Key Terms

Career Clusters are groupings of occupations and industries

A Career Pathway represents a grouping of occupations within a cluster based on commonalities

A Program of Study is sequence of courses used to get students from high school entry to success in careers and postsecondary education/both academic and technical courses

Key Terms, cont.

A Plan of Study is the tool used to help students identify the courses needed to reach their career goal and establish their educational strategy

Dual Credit is college credit earned by being enrolled in courses at the tech center and earning credit from a community college

National Perspective

System Philosophy for Career Clusters: Career-focused educational reform Career Development + Instruction +

Delivery= Seamless Education Framework in which occupationally-specific

programs are one component Connects career development and

guidance to delivery systems Vertical and horizontal transfer of

knowledge/skills

National Perspective

Career Clusters require a shift in thinking from ONLY specific occupational education and skills training to a seamless system

Career Clusters require CTE “programs” to quit thinking as stand-alone and begin thinking as part of a seamless system

Career Clusters require long-term commitment of every partner in its role within the system

Career Clusters support workforce preparation and economic development

Let’s Say It Again……

A Plan of Study is the framework to get students from high school entry to success in careers and postsecondary education

It’s not hard, but someone has to take the lead and dedicate the time

You are the leaders to implement

What’s Most Important?

NOT – What you call courses NOT – How many courses you

take It’s being sure students get the

content and the career development they need in a format they can understand

Where Do Clusters Fit in the Educational System? Elementary, Middle and Comprehensive High

Schools Career Academies Small Learning Communities Technology Centers/Tech Colleges Magnet Schools Community Colleges Universities Business and Industry (re-tool, cross-train,

career ladders/lattices)

16 Career Clusters

Connections Strategies

Perkins School-to-Careers HSTW Tech Prep Career Academies Small Learning

Communities Career-Themed

Instruction Career Development Career/Transition

Planning

What are the Programs of Study? A sequenced listing of courses,

both academic and CTE/degree major, that connects student’s high school and postsecondary educational experiences

REMEMBER……

Courses that teach knowledge and skills to reach industry standards for specific careers NEED TO BE ADDED to the student program of study

www.careerclusters.org

CAREER

CLUSTER K&S

PATHWAY K&S

CAREER MAJOR

9TH GRADE

PS

SKILL

DEVELOPMENT

How Is A Plan of Study Used? It is the advisement document that

interprets the program of study to students and parents/guardians

Provides a tool to plan academic and technical courses to achieve a career goal

It is a student, teacher and counselor roadmap to career success

How Will You Help Implement? Understand the purpose of clusters and

pathways Understand how clusters and pathways

help connect to the next level of education and careers

How will teachers be involved? Know if clusters and instruction will be

connected to a career plan

So Are You Ready?

Academic DevelopmentThe academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. Academic development includes: •Acquiring skills, attitudes, and knowledge to learn effectively;•Employing strategies to achieve success in school; and•Understanding the relationship of academics to the world of work, and to life at home and in the community.

ASCA National Standards

Career DevelopmentProgram standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work. Career development includes:

•strategies to achieve future career success and job satisfaction;•fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and•the development of career goals by all students as a result of career awareness and experiential activities.

ASCA National Standards

Personal/Social DevelopmentProgram standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. Personal/social development includes: •the acquisition of skills, attitudes, and knowledge which helps students to respect self and others;•the use of effective interpersonal skills;•the employment of safety and survival skills;•understanding the obligation to be a contributing member of our society; and •the ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century.

ASCA National Standards

•Understanding the relationship of academics to the world of work, and to life at home and in the community.•Strategies to achieve future career success and job satisfaction;•Fostering an understanding of the relationship between personal qualities, education and training, and the world of work; and•Development of career goals by all students as a result of career awareness and experiential activities

Which Standards Do Programs of Study Facilitate?

Plan of Study Checklist

Are both academic and degree major courses included?

Are both secondary and postsecondary courses included?

Do courses represent a sequence of instruction that leads to a degree, certificate or credential?

POS Checklist, con’t.

Do courses represent a coherent and rigorous program of studies?

Does completion of the high school courses ensure success at the postsecondary/career level?

Does the high school plan reflect opportunities for postsecondary and dual enrollment?

Implementation of the Pathways Provides: Consistency for better data (results) and

shared opportunities for development Articulation within and between states Employer and postsecondary validated

standards Opportunities for “all” students A “place” for all career goals and

interests

Critical Components for Cluster Implementation Administrative Support Shared Planning Career Development Professional Development Parent and Community Support Education Partnerships B&I Support and Understanding

Critical Components for Cluster Implementation Career Development Process Connect Planning with Enrollment Student Centered Learning Commitment to Career

Development/Guidance for all students

Why Do All This?

Worst Reasons!!! Perkins Legislation— Just to get the money Someone says we have to

Why Do All This?

Best Reasons!!! It is best for students It links the various levels of education It causes academic courses and CTE/degree

major courses to have a linkage It gives faculty members a reason to work

together

Why Do All This?

It puts a “reason” into what students are learning

Reduce remediation Increase academic and career success It adds value to CTE—no one else is doing it

for students!!

Benefits for Learners

Enhances academics by providing real-world relevance

Provides opportunities to explore multiple pathways and relates high profile careers to real life situations

Relationships among educational institutions

Sets them apart from the “pack”

Benefits for Teachers/Faculty Curriculum can be tailored to the needs

of the community Opportunity to integrate CTE and

traditional academics Opportunity to enhance academic

achievement for all students

Benefits for Counselors/Advisors Provides structure for advisement Provides context to discuss enrollment,

assessment and future transitions/career plans

Provides information for parents to partner in planning process

Provides connection to business and industry and demand careers

Benefits for Postsecondary

Learners who have established a career path

Learners with better academic skills and in need of less remediation

Avenue to connect with high school

Benefits for Parents

Smoother entry into postsecondary education

Students can make better career decisions

Students have a plan for high school completion and college

Benefits for Workforce Development and Business Provides a well qualified workforce which

can quickly adapt to changing needs Opportunity for input in school

curriculum Framework for cross-training or re-

tooling the workforce

Get Excited!!

The students are waiting to plan their future!

And get moving

Belinda McCharenbelinda.mccharen@okstate.edu405.744.9502Or 405.623.6196 (cell)

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