CTE AS A QUALITY PROCESS PRACTICE MATURITY MODEL

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CTE AS A QUALITY PROCESS(PRACTICE MATURITY
MODEL)

• GSX aims to link the worlds of learning and work
  
• through the use of a common language and
  framework.

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Evidence of a Mature Process1-Transportable2
-Scalable3-Measurable
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CTE Practice Areas
Define requirements, approach, resources
Identify and gather needed inputs
Prepare inputs the environment
Execute core activities to produce results
Monitor results environment
Adjust products, services, processes
Conclude process
Establish need for program
Establish Standards of Learning (SoL)
Generate program content and materials
Refine program
Evaluate student outcomes
Conduct needs assessment
Leverage learning objects
Evaluate impact of environmental changes on
program
Evaluate need for program
Identify critical indicators of competence
Specify learning objects associated with
standards of learning
Adopt, adapt, or develop assessment tools and
protocols
Leverage capabilities for systemic change
Specify programs role in attainment of critical
indicators of competence
Design program
Pilot program
Assess programs impact on environment
Specify target competencies
Specify assessment strategy and blueprint
Assess vertical and horizontal alignment
Determine knowledge skills associated with
target competencies
Establish program acceptability
Implement program
Determine depth of knowledge required
Establish program value
Leverage assessment results
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CTE Practice Maturity Model
Practice Area Threads
CTE Practice Maturity Model
Maturity Levels
Developing Individuals
Shaping the Workforce
Value Creating Standardized Flexibility
Competency-Based Asset
Workforce Planning
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Impact-Driven Institutional Agility
Evidence-Based Continuous Program Improvement
Continuous Environmental Scan
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Results-Driven Industry Engaged
Competency Analysis and Assessment
Outcome-Oriented Engagement
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Input-Driven Industry Aligned
Competency Identification
Communication Coordination
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Initial Individual-Centric
Curriculum Development and Execution
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CTE Practice Areas
Shaping the Workforce
Developing Individuals
Evaluate impact of environmental changes on
program
Assess programs impact on environment
Impact-Driven
Evaluate student outcomes
Evaluate need for program
Identify critical indicators of competence
Specify programs role in attainment of
competence indicators
Establish program value
Results-Driven
Adopt, adapt, or develop assessment tools and
protocols
Determine KSAs associated with target competencies
Determine depth of knowledge required
Leverage assessment results
Specify assessment strategy and blueprint
Assess vertical and horizontal alignment
Establish need for program
Establish program acceptability
Input-Driven
Specify target competencies
Establish Standards of Learning (SoL)
Initial
Generate program content and materials
Refine program
Pilot program
Implement program
Design program
Conduct needs assessment
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Questions to Consider

• How would you rank the CTE maturity level?
• Where are the process improvement opportunities?
• Where is your current technical assessment
  strategy taking you?
• How are you leveraging the value of the current
  technical assessment strategy?
• What current POS and related assessment
  continuous improvement process is in place?
• Do we frame and embrace data as part of the
  improvement process? Is it the right data?

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Questions? The Global Skills Xchange1410 King
StreetAlexandria, VA 22314(703) 684-5067
www.gskillsxchange.com