CAREER CLUSTERS IN MONTANA BIG SKY COUNTRY

1
CAREER CLUSTERS IN MONTANABIG SKY COUNTRY
2
What is a Career Cluster?

• A Career Cluster is a grouping of occupations and
  broad industries based on commonalities. 
• 16 Clusters identified by U.S. Department of
  Education in 1999

3
Foundation for Clusters

• 1990Tech Prep Movement
• 1992SCANS Report
• 1994Passage of School-To-Work Opportunities Act
  and Goals 2000
• 1996Building Linkages Initiative

4
What are the Connections?

• Contextual Teaching and Learning
• Standards as the foundation for integrating
  academic and technical learning
• Connecting education and careers

5
Career Cluster Framework

• Cluster Level
• Skills and knowledge all students need within the
  cluster
• Pathway Level
• Skills and knowledge necessary to pursue a full
  range of career opportunities within a pathway
• Career Specialties
• Represents the full range of career opportunities
  within each pathway

6
With What Results?

• For High Schools
• For Community and Technical Colleges
• For Business and Industry

7
Problemconnecting business and industry with the
right resources at the right time

• differing needs for rural and urban areas, vast
  geographic distances
• an economy made-up mostly of small businesses
  with diverse training needs
• lack of a pool of funds at the state level for
  colleges to use to meet business needs
• structurally challenged two-year system that
  makes statewide coordination difficult

8
Professional Development

• Three Summer Institutes focused on Contextual
  Teaching and Learning
• Participation in the Summer Career Clusters
  Conferences in Phoenix
• Statewide Conference on ClustersPathways to
  Seamless Education in Montana

9
Determining Clusters

• Three State Leadership Grants
• Cluster determined by institution
• Two Health Science Clusters Grants
• Required by MOU with WIA/Adult Education
  Incentive Grant
• Industry Clusters as Guidelines

10
Policies to help rural areas with limited
resources

• Conference Attendees advised
• Interests of students must be paramount
• Insure small schools engaged
• Hold local conversations with stakeholders
• Develop common language for clusters
• Involve Community-Based Organizations and
  One-Stop Centers

11
Policies

• Standardize Dual Enrollment policies
• Transform Tech Prep articulation to Clusters
  Model
• Expand distance education options
• Establish State level leadership

12
Business/Industry Involvement

• Provide incentives for Business and Industry
  participation
• Produce qualified employees
• Example Wernsteine Steel and Fabrication
  Foundation

13
TRACE

• Raising awareness that Art combined with
  entrepreneurial knowledge and skills can lead to
  a successful career
• Understanding that Artisans support 4 of
  Montanas economy
• Having National connections
• Featured in AACC Community College Journal,
  June/July 05
• Member of CraftNet International alliances of
  rural community colleges

14
Conceptual Framework for Consensus-Building
Policy Implications

• Acknowledgement
• Vision-Building
• Awareness
• Knowledge and Persuasion Building
• Acculturation
• Decision-Building
• Affirmation
• Value-Building
• (Parisot, 1997)

15

• Fall on the Stillwater River
• Arlene H. Parisot, Ed.D.
• aparisot_at_oche.montana.edu
• 406-444-0316
• 46 Last Chance Gulch
• Helena, MT 5920-3201