Title: Career Academy National Standards Of Practice
1CareerAcademyNationalStandardsOf Practice
- CareerAcademyNationalStandardsOf Practice
2Partnering Organizations
- Career Academy Support Network (CASN)
- National Academy Foundation (NAF)
- National Career Academy Coalition (NCAC)
- National Center for Education the Economy
(NCEE) - High Schools That Work (SREB)
- Talent Development High Schools (CRESPAR)
3I. Defined Mission Goals.
- The career academy has a written definition of
its mission and goals. These are available to the
administrators, teachers, students, parents,
advisory board, and others involved in the
academy.
4II. Academy Structure.
- An academy needs to have a well defined structure
within the high school, reflecting its status as
a small learning community.
5III. Host District High School.
- Career academies exist in a variety of district
and high school contexts, which are important
determinants of an academy's success.
6IV. Faculty Staff.
- Appropriate teacher selection, leadership,
credentialing, and cooperation are critical to an
academy's success.
7V. Professional Development.
- Since an academy places teachers and other adults
into roles not normally included in their
previous training, providing adequate
professional development time, leadership, and
support is critical.
8VI. Governance Leadership.
- The academy has a governing structure that
incorporates the views of all stakeholders.
9VII. Curriculum Instruction.
- The curriculum and instruction within an academy
meets or exceeds external standards and college
entrance requirements, while differing from a
regular high school by focusing learning around a
theme.
10VIII. Employer, Higher Education, Community
Involvement.
- A career academy links high school to its host
community and involves members of the employer,
higher education and civic community in certain
aspects of its operation.
11IX. Student Assessment.
- Improvements in student performance are central
to an academy's mission. It is important to
gather data that reflect whether students are
showing improvement and to report these
accurately and fairly to maintain the academy's
integrity.
12X. Cycle of Improvement.
- No new academy functions perfectly. Even well
established and operated academies benefit from
self examination and refinement. Ensuring and
improving the quality of a career academy
requires engaging in a regular cycle of
improvement.
13ReformingHigh Schools The Role
forCareerAcademies
- Reforming High SchoolsThe Role
forCareerAcademies
December 1, 2004
14Why Change is Needed
- High School Dropout Rates
- College Going Rates
- Postsecondary Remediation Rates
- Student Engagement
15What Are Career Academies?
- Small, personalized learning communities within
a high school - Rigorous academics embedded in a career theme
- Partnerships with employers, communities, and
higher education
16Framework for Reform
- Rigor
- Relevance
- Relationships
17Career Academies Contribution to Rigor
- High expectations for all students
- Access to college prep curriculum
- Students get the help they need --
- From qualified teachers
- Curriculum meets or exceeds state standards,
college entrance requirements, and industry
standards
18Career Academies Contribution to Relevance
- Students are motivated by applied, contextual,
project-based teaching and learning - Students select program based on life goals
career interests - Career themes linked to local workforce needs
- Workplace experience, community service
- Students develop skills important to success in
careers, life, society, not just academic skills - Programs provide pathways to postsecondary
education
19Career Academies Contribution to Relationships
- Smaller settings allow for students and teachers
to know each other well - Students grouped together over several years with
advisors, teachers - Employers serve as role models, mentors, advisors
20Career Academies Work
- Labor market outcomes (MDRC)
- High school graduation (CA)
- Entry to postsecondary education (CA)
- Attend four-year college (CA)
21QuestionsComments