Education Panel

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• Education Panel
• Jan Bray, Moderator, ACTE
• Sandy Mittelsteadt, Zayn Consulting
• Barbara Hins-Turner, Center of Excellence for
  Energy Technology
• at Centralia College
• Tom Applegate, Association for Career Technical
  Education
• Jim Hunter, International Brotherhood of
  Electrical Workers

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CHANGING FACE OF CAREER AND TECHNICAL EDUCATION

• Presented by
• Janet B. Bray, CAE
• ACTE Executive Director
• OCTOBER 2006

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THE FUTURE

• THE MOST IMPORTANT REASON TO STUDY POSSIBLE
  FUTURE DEVELOPMENTS IS SO WE CAN CHANGE THEM

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KEY POINTS FOR DISCUSSION

• Assumptions About The Future
• The Flattening Global Economy
• Current High School Reform Initiatives
• Perspectives and Opportunities

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Assumptions About theRelevant Future Environment

• Accountability (parents, legislators, business
  leaders) will continue
• No Child Left Behind-high stakes testing
  Perkins Reauthorization
• 71 of Americans believe public schools are
  falling behind.
• Every student needs a baccalaureate statement
  is still the American dream
• General public (40) and opinion leaders (60)
  identify math, science and technology as most
  important to compete in global economy.

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Assumptions About theRelevant Future Environment

• Rapid changes in the job market and work-related
  technologies will necessitate increased training
  for virtually every worker.
• STEM Initiative increase 70 faster
• There will be shortages of skilled and
  knowledgeable workers large number of people
  retiring from business within the period and
  higher mobility of people between careers/jobs

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Assumptions About theRelevant Future Environment

• Lifelong learning average age of student in
  post secondary/technical education will increase
• The half-life of an engineers knowledge today is
  five years in 10 years, 90 of knowledge will be
  available on the computer.
• In the next 10 years, close to 10 million jobs
  will open in the highly skilled service
  occupations.
• A substantial portion of the labor force will be
  in job training at any moment. Much of this
  carried out by current employers.

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Assumptions About theRelevant Future Environment

• Students will expect information to be
• delivered through electronic media instant
  messaging
• Technology will challenge the applied
• classroom - learning to occur beyond the
• traditional classroom environment

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Assumptions About theRelevant Future Environment

• Academic and elementary education is higher on
  the agenda for current administration than
  career/technical
• Increased emphasis on transitions between
  secondary/post secondary/workforce
• Increased focus on dropout/recovery statistics
  and strategies
• States will be attempting to exert increased
  control over educational agenda within their
  states at the same time federal limitations on
  the way federal funds are used may be
  increasingly limited via block grants

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Assumptions About theRelevant Future Environment

• Classroom of the future will have no walls, no
  clocks no age segregation community learning
  centers
• US public education will face an uphill battle
  for survival increased home schooling
• Retraining and active baby boomers will increase
  demand for adult education.

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Percentage of population with a postsecondary
credential
The International Education Race
Education at a Glance OECD Indicators 2003
55-64
45-54
35-44
25-34
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The International Education Race
Students Enrolled in Postsecondary (in thousands)
UNESCO, 2003
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The World is FlatA Brief History of the 21st
Centuryby Thomas L. Friedman
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Friedmans Ten Flattening Forces

• 1. Fall of the Berlin WallThe events of November
  9, 1989, tilted the worldwide balance of power
  toward democracies and free markets.
• 2. Netscape IPOThe August 9, 1995, offering
  sparked massive investment in fiber-optic cables.
• 3. Work flow software The rise of apps from
  PayPal to VPNs enabled faster, closer
  coordination among far-flung employees.
• 4. Open-sourcing Self-organizing communities, à
  la Linux, launched a collaborative revolution.
• 5. Outsourcing Migrating business functions to
  India saved money and a third world economy.

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Friedmans Ten Flattening Forces

• 6. Offshoring Contract manufacturing elevated
  China to economic prominence.
• 7. Supply-chaining Robust networks of suppliers,
  retailers, and customers increased business
  efficiency. See Wal-Mart.
• 8. Insourcing Logistics giants took control of
  customer supply chains, helping mom-and-pop shops
  go global. See UPS and FedEx.
• 9. In-forming Power searching allowed everyone
  to use the Internet as a "personal supply chain
  of knowledge." See Google.
• 10. Wireless Like "steroids," wireless
  technologies pumped up collaboration, making it
  mobile and personal.
• Source Wired Magazine, May 2005

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Common Elements in High School Reform

• Rigorous curriculum (high expectations for all by
  offering a core curriculum)
• Relevance (career academies, experiential
  learning, thematically focused schools)
• Relationships (support for students)

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NGA Action Agenda, 2005

1. Restore value to the high school diploma
   Recommendations included aligning high school
   academic standards with college and workplace
   expectations, upgrading high school coursework,
   and creating college- and work-ready tests.
2. Redesign high schoolsRecommendations included
   reorganizing low-performing high schools first,
   expanding high school options in all communities
   and providing support to low-performing students.
3. Give high school students the excellent teachers
   and principals they need Recommendations
   included improving teacher knowledge and skills,
   providing incentives to recruit and keep teachers
   where they are needed most, and developing and
   supporting strong principal leadership.

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NGA Action Agenda, 2005

• Set goals, measure progress, and hold high
  schools and colleges accountableRecommendations
  included setting goals and measuring progress,
  strengthening high school and postsecondary
  accountability, and intervening in low-performing
  schools.
• Streamline and improve education
  governanceRecommendations included creating a
  common K12 and postsecondary agenda and
  improving coordination across the two sectors.

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American Diploma Project

• 1. Raise high school standards to the level of
  what is actually required to succeed in college
  or in the workforce.
• 2. Require all students to take rigorous college
  and work-ready curriculum.
• 3. Develop tests of college and work readiness
  that all students will take in high school.
• 4. Hold high schools accountable for graduating
  all students ready for college and work, and hold
  colleges accountable for the success of the
  students they admit.

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Reform Models Commonly Used in High Schools

• AVID
• Coalition of Essential Schools
• First Things First
• High Schools That Work
• Talent Development
• Americas Choice
• Increased focus on career clusters by states

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Perspectives.Opportunities for CTE

• Congress clearly values CTE, but may not fully
  understand its potential.
• High school reformers value rigor, relevance, and
  relationships -- but often overlook CTE.
• High school reformers want to eliminate the
  low-level academic track.

• Continue to build Congressional awareness through
  local site visits.
• Elbow for a seat at the high school reform table
  -- national and state-by-state,
  district-by-district.
• CTE should embrace this goal -- document examples
  of CTE students excelling in academic achievement
  and graduation rates.

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Perspectives.Opportunities for CTE

• High School reformers value college, particularly
  for minorities and disadvantaged students.
• Some high school reformers undervalue 2-year
  colleges and certificate programs.
• Political leaders are very concerned about U.S.
  economic competitiveness.

• Make readiness for college and work (a la
  American Diploma Project) the goal for every
  student.
• Demonstrate the rigor, market demand and social
  advancement from CTE.
• Promote rigorous CTE engineering and science
  programs as key to economic competitiveness.
• Incorporate entrepreneurship, global economics,
  and business processes into CTE content.

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The Challenge for CTE

• For CTE in the 21st century, the challenge is
  clear
• How to maintain program integrity and improve
  learning in an environment that demands academic
  progress as the bottom line.
• By embracing its role in providing rigor,
  relevance and relationships, CTE will shape
  tomorrows high school success.

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Energy Career Academies

• Sandy Mittelsteadt
• Author of The Career Academy Toolkit

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How Did You Become Involved In The Energy
Industry?

• What interested you in the utility industry?
• How old were you?
• Did your high school counselor or teachers help
  you decide?

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Is Education Today Encouraging Students To Enter
The Energy Field?

• If yes, how can you improve the process?
• If no, what can you do about it?

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What is the Energy Career Academy Initiative?

• Generate interest and encourage students to
  consider the energy industry as a fulfilling
  career
• Create a pipeline of high school graduates with
  skills ready for both entry-level employment
  and/or college
• Improve the quality of education in America by
  adding relevancy and rigor into the Energy Career
  Academies

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What is a Career Academy?

• Complex model
• Small, safe, and supportive learning environment
  that is personalized and inclusive of all
  students
• A partnership among educators, parents,
  businesses, and higher education to broaden
  learning opportunities
• Both academic and career education
• All aspects of an industry
• Challenging, contextual curriculum with
  project-based learning

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How Do You Define a Career Academy?

• A career academy has the heart of an elementary
  school, the schedule of a middle school, and the
  curriculum of a high school.
• Bill Moore, Principal of Roosevelt High School
• Yonkers, NY

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What is the History of Career Academies?

• Idea created in 1969
• First career academy called the Electrical
  Academy at Edison High School, supported by The
  Philadelphia Electric Company
• Academy concept spread to automotive, health,
  environmental, business, etc.
• Academy concept spread to California, New York,
  Florida, Arkansas, etc.
• Widely accepted24 of high schools (U.S. Dept.
  of Ed)
• Regarded as prestigious programs.

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Is There Research to Support Career Academies?

• MDRCs study
• Significantly cut dropout rates
• Increased attendance rates, credits earned toward
  graduation, and preparation for post-secondary
  education
• Extended positive effects on school engagement to
  both high-risk and medium-risk students
• Improved the likelihood of students graduating on
  time
• Former academy students more apt to graduate from
  college
• Increases teachers satisfaction
• Academy alumni make 10 higher salaries that
  non-academy graduates

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Academy Funding Sources

• U. S. Dept. of Eds Smaller Learning Communities.
• Gates Small School funding.
• Magnet School grants.
• Choice-charter school grants.
• Private foundations, such Walton Foundation or
  Irvine Foundation.
• State funding, such as California and Florida.

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Why Promote Career Academies Over Other Programs?

• Appeal to all students.
• Integrate academic subjects.
• Make learning real or meaningful.
• Considered prestigious programs.
• Make sense.
• Educate the whole student.

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Homework AssignmentImagine.

• Students in high schools across the U.S. lined
  up seeking admission to Energy Career Academies.
• Classes counting toward college and/or
  apprenticeship time. Students are learning skill
  building under mentor supervision, academic
  preparation and working toward certification in
  the energy field.
• A majority of these graduates will go to work
  with mentor firms. You have the opportunity to
  select the cream of the crop students.
• Today, there is only one utility career academy
  in the U.S. Imagine hundreds of them across the
  U.S. Imagine one in your community!

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Contact InformationSandy Mittelsteadtsmittelst
eadt_at_verizon.net661.900.7822