SouthernRegionalEducationBoard
TCTW
The Challenges in Meeting Our Mission
Gene BottomsSouthern Regional Education Board
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TCTW
Challenge 1. Changing national demographics
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TCTWU.S. Is Becoming More Diverse
Racial/ethnic groups that are the least educated are the fastest growing.
Non-whites accounted for 92 percent of the U.S. population growth in the 2000s. (U.S. 2010 Census)
50 percent of infants under age one are now non-white.
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TCTWImpact of Population Trends
Transformation of the workforce 1980 -2020:White working-age population projected to
decline from 82% to 63%Group reaching retirement age is
predominantly higher-educated whitesMinority workforce will double from 18% to
37%Hispanic/Latino will triple (6% to 17%)68 percent of women aged 25-54 have jobs
now – up from 50 percent in 1969.
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TCTWChanges in the Workforce
“Employers are increasingly giving up on the American man.”Today, 81 percent of men between 25 and 54 hold jobs compared with 95 percent in 1969.
Median wages for men between 20 and 50 dropped 27 percent to $33,000 a year from 1969 to 2009.
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“The Slow Disappearance of the American Working Man.” Bloomberg Businessweek, August 29-September 4, 2011.
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TCTWDemographics of TCTW Students
Race/Ethnicity PercentWhite 73%
Black or African American 13
Hispanic or Latino 7
Other 7
Socioeconomic StatusModerate to High 52%
Low 48
GenderMale 56%
Female 44
2012 TCTW Forum Keynote 6Source: 2010 HSTW Assessment
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TCTW
Challenge 2. Providing opportunities for students to develop the habits of mind and behavior, and the ability to apply essential academic and technical knowledge and skills to complete authentic assignments
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TCTWRemaining Competitive for Tomorrow Requires Rigor Today
Source: Alliance for Excellent Education. The Digital Learning Imperative, 2012.82012 TCTW Forum Keynote
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TCTWBroaden the Preparation Pipeline from
High School to Postsecondary
While the U.S. still leads the world in having a college-educated workforce, it is the only country among the G-20 OECD members whose incoming workers are less educated than those retiring.
Americans make up more than one- third of all postsecondary degree holders for ages 55-64, but only one-fifth for ages 25-34.
9Organization for Economic Cooperation and Development. Education at a Glance 2011 2012 TCTW Forum Keynote
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TCTWShortage of Workers with Needed Skills
McKinsey Global Institute Survey (2011) One out of three employers cannot find qualified
workers, even in today’s economy.
Manpower Group Talent Shortage Survey (2011) Half of employers surveyed say they struggle to
fill positions despite high unemployment. Jobs have structurally changed, and the skills
needed have too; workplace skills such as collaboration, critical thinking and mental agility are critical to generate productivity and innovation.
10Easton, Nina. “Politicians Need to Face Harsh Realities abut the U.S. Job Crisis.” Fortune, September 5, 2011.
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TCTWCompetencies Needed for 21st-Century Economy
Deductive and inductive reasoning Understanding technological tools and
systems Critical thinking and problem-solving Mathematical and scientific reasoning Advanced literacy skills — ability to read
and comprehend complex text Active learning Project management
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STEM Science Technology Engineering Mathematics. Georgetown University Center on Education and the Workforce, October 2011 2012 TCTW Forum Keynote
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TCTWQuantitative Literacy Fosters Readiness for College and Careers Quantitative literacy is the predisposition
and the ability to use mathematical tools and mathematical thinking to meet the demands of workplace, citizenship and everyday life
Explicit integration of math into other courses is likely necessary in order to reach the goal of college-and career-readiness
CT provide a strong linkage to math and and a different way to deepen understanding of math concepts.
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TCTWStrategies to Deepen Literacy Skills
Teachers prepare reading and writing task assignments aligned to the Common Core State Standards.
Teachers develop instructional modules with daily learning activities that result in students’ successfully using reading, writing and math to complete the authentic assignments.
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TCTWMost Improved Centers Provide Students Opportunities to
Use Their Quantitative SkillsThe percentage of students in 2010 who reported:
Applying academic knowledge and skills to my CT area
46%
Applying technical knowledge and skills to new situations
46
Using math to solve complex problems 36
Predicting outcomes based on observations or information provided
35
Developing a logical argument for the solution to a problem
31
Source: 2010 HSTW Assessment, SREB
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TCTW
Challenge 3. Addressing how to fill the pipeline for middle-skill jobs
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TCTWJob Openings by Skill Level2008–2018
In the decade between 2008–2018, 44 percent of all job openings will be middle-skill.
National Skills Coalition. Middle-Skill Jobs in the American South’s Economy, 2011
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TCTWPercentages of Students Completing A Rigorous Academic Curriculum
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11 Most-Improved TCTW Sites 2008-2010
Source: An Undeveloped National Resource, SREB
SouthernRegionalEducationBoard
TCTWRigorous Programs of Study
Rigorous and engaging course work in a sequence of four CT courses joined with college-ready academic courses allows students to:Discover if they enjoy doing the types of
work typical in that career areaDeepen their understanding of major
literacy, math and science concepts and skills through authentic projects
Increase their motivation to complete advanced math and science courses.
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TCTWOVAE’s 10 Components of Rigorous Program of Study
Legislation and Policies
Partnerships Professional
Development Accountability and
Evaluation College- and
Career-Readiness Standards
Course Sequence Transfer Agreements Guidance Counseling
and Academic Advisement
Teaching and Learning Strategies
Technical Skills Assessment
Source: Career and Technical Programs of Study: A Design Framework. 192012 TCTW Forum Keynote
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TCTW
How do you join academic and CT studies?
Create multiple career pathway programs of studies — linking intellectually-demanding CT programs to rigorous achievement and to continued learning in postsecondary education and advanced training opportunities — to ensure more students will graduate prepared for college and careers and that more ninth-graders will graduate from high school.
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TCTW
Challenge 4. Continuing to improve the career/technical curricula
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TCTWRedesigned High School CT Courses
Must be intellectually demanding and academically rigorous
Be joined with a college-ready academic core
Provide authentic learning experiences around project- and problem-based contextualized learning
Draw upon sustainable technology2012 TCTW Forum Keynote 22
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TCTWRedesigned High School CT Courses
Provide quality work-site learning opportunities
Draw upon representatives from business and industry, and from secondary and postsecondary education to develop new CT curricula
Include teacher training for each new or redesigned course
Should be scalable and transportability to other schools, districts or states
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TCTWPFT Career Pathway Programs
Aerospace Engineering (AL)
Innovations in Science and Technology (AR)
Manufacturing, (GA)
STEM Education and Training (KS)
Informatics (KY)
Construction Design and Management (MD)
Food and Nutritional Sciences (NE)
Global Logistics (NJ)
Project Management (NC)
Automated Materials Joining Technologies (OH)
Health/Informatics (OH)
Renewable Energy Technologies (SC)
Energy and Power (WV)
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TCTW
Challenge 5. Investing in the development of new and existing teachers
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TCTWMost-Improved Centers Increased Professional Development Experiences
The percentage of teachers who reported that: 2008 2010 Change
I am expected to reflect on what I learn in staff development programs, apply it and share with my colleagues
24% 40% +16
Staff development programs are sustained over time, with ample follow-up activities that include an expert observing my teaching and giving me ideas for refining instruction to get higher student achievement
13 27 +14
Staff development experiences have resulted in holding their students to the current national academic and industry standards developed for their field
23 31 +8
Source: 2008 and 2010 HSTW Assessments, SREB
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TCTWAn Induction Model for New CT Teachers
The model will strengthen teacher competence through four modules:
1.Instructional planning
2.Instructional strategies
3.Classroom assessment
4.Classroom management
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NRCCTE Career and Technical Teacher Preparation Project
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TCTWSupport Elements UnderpinningInduction Model
The model provides new teachers with a variety of support:
MentoringCoachingElectronic communities of practiceAdministrator and school system
support
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NRCCTE Career and Technical Teacher Preparation Project
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TCTW
Challenge 6. Developing CT leaders who are leaders of learning
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TCTWFive Functions of Effective CT Leaders
1. Shaping a mission for graduating each student prepared for careers and postsecondary study
2. Creating a climate of continuous improvement
3. Cultivating teacher leaders to own problems and to implement proven solutions
2012 TCTW Forum Keynote30Source: The School Principal As Leader, The Wallace Foundation, 2011
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TCTWFive Functions of Effective CT Leaders
4. Understanding and supporting research-based instructional practices that engage and motivate students to complete intellectually demanding assignments
5. Managing people, data, resources and processes to foster school improvement
2012 TCTW Forum Keynote31Source: The School Principal As Leader, The Wallace Foundation, 2011
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TCTWTCTW Leader Effectiveness
TCTW Teachers Reported That Their Director: Percent
Emphasizes monthly the importance of guiding students into challenging academic courses at their home school.
32%
Uses data continuously to evaluate the center’s effectiveness monthly in preparing students for further study and careers.
36
Consults with staff members monthly before making decisions that affect them.
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2012 TCTW Forum Keynote 32Source: 2010 TCTW Teacher Survey
SouthernRegionalEducationBoard
TCTWTCTW Leader Effectiveness
TCTW Teachers Reported That Their Director:
Percent
Encourages them monthly to experiment with instructional strategies.
45%
Organizes study team meetings monthly to address how to implement the individual components of the center’s improvement plan.
34
Involves staff monthly in school improvement decisions and activities.
41
2012 TCTW Forum Keynote 33Source: 2010 TCTW Teacher Survey
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TCTWSeven Factors Contributing to Improving
College- and Career Readiness at Technology Centers
1. Focus on a dual purpose — preparation for work and further study.
2. Increase access to rigorous academic curriculum.
3. Provide intellectually-demanding and engaging instruction and assignments.
4. Integrate academic and technical content and skills.
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TCTW
Seven Factors Contributing to Improving College- and Career Readiness at
Technology Centers
5. Set high expectations.
6. Provide parental support, guidance and the importance of high school.
7. Provide targeted professional development with an emphasis on implementation.
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TCTWSummary
Technology centers are positioned to have a significant impact on the future of students, but challenges are ahead. Centers will make the greatest contribution when they:
Innovate in educating a diverse student bodyEnsure students’ college- and career readinessProvide intellectually demanding curriculaImplement programs of study linked to postsecondary studyInvest in sustained professional developmentHave strong instructional leaders
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