Friday, August 25, 2006
Contributors
Scott Giltz, who is also an OACTE representative, is also a contributor to our blog. We want to hear all of your voices, concerns, and ideas. As we move through the school year, please think about coming on board as a voice for our students in career and technical education. We are stronger and can get more accomplished if we work as a team.
CTE Success
What we do makes a difference. Check out the middle graphs regarding concentrators and how they do on the state samples.
Tuesday, August 22, 2006
Blog Host
I just want to welcome all of you to this blog. 
I have taught the Media Communications class at the Sabin-Schellenberg Center for the past 13 years. I have seen students grow into professionals who learned teamwork, deadlines, communication skills and professionalism. They get it when they are in our classes.
Feel free to add to the comments or shoot me an email to start a new conversation. I believe CTE should have a strong voice as an advocate for our programs, and more importantly, our students. So, feel free to share your thoughts. If you want to email me you may do so:
deborahbarnes@comcast.net
I have taught the Media Communications class at the Sabin-Schellenberg Center for the past 13 years. I have seen students grow into professionals who learned teamwork, deadlines, communication skills and professionalism. They get it when they are in our classes.Feel free to add to the comments or shoot me an email to start a new conversation. I believe CTE should have a strong voice as an advocate for our programs, and more importantly, our students. So, feel free to share your thoughts. If you want to email me you may do so:
deborahbarnes@comcast.net
SB 364/Workforce 2005 Taskforce
This is an UNOFFICIAL synopsis of the work of the taskforce which began in early 2006 and finished work at the end of July. The taskforce still must vote on the recommendations but these are the meeting notes at the last session.
Funding: There was not enough time or resources to complete an analysis of Oregon funding for PTE. The group thought it would be best to continue research to make a vetter recommenation. What outcomes should be seen, what are the best practices, and what is Oregon's return on the investment for current funding and the need for more funding.
2+2: The committee believes that addressing issues of alignment systemically are about consistency among community colleges and high schools. There is an obstacle to consistency including the lack of transferability of dual credit courses into four-year degree programs. There should also be clear communication about the resource for all stakeholders.
Student Leadership Organizations: The task force memers agreed business and industry partnerships should support the state's leadership center. There should be a variety of leadership organizations, not just those currently involved in the state's student leadership center.
Access: Access could be improved by more directly connecting businesses and schools. If a clearinghouse can be etablished then businesses and schools could find each other. The Business Education Compact and Oregon Workforce Initiative Board and others should participate.
Distance Learning Opportunities: The Oregon Virtual Network should include courses in high-demand Health Occupations. Modules or courses can be added to the network.
Teacher Education and Teacher Endorsements: To increase the number of teachers qualified to teach CTE courses, scholarship money should pay for credit bearing courses that are needed. Administrators should be given additional knowledge on CTE for better supervision and support. A more thorough analysis should be studied with TSPC.
Funding: There was not enough time or resources to complete an analysis of Oregon funding for PTE. The group thought it would be best to continue research to make a vetter recommenation. What outcomes should be seen, what are the best practices, and what is Oregon's return on the investment for current funding and the need for more funding.
2+2: The committee believes that addressing issues of alignment systemically are about consistency among community colleges and high schools. There is an obstacle to consistency including the lack of transferability of dual credit courses into four-year degree programs. There should also be clear communication about the resource for all stakeholders.
Student Leadership Organizations: The task force memers agreed business and industry partnerships should support the state's leadership center. There should be a variety of leadership organizations, not just those currently involved in the state's student leadership center.
Access: Access could be improved by more directly connecting businesses and schools. If a clearinghouse can be etablished then businesses and schools could find each other. The Business Education Compact and Oregon Workforce Initiative Board and others should participate.
Distance Learning Opportunities: The Oregon Virtual Network should include courses in high-demand Health Occupations. Modules or courses can be added to the network.
Teacher Education and Teacher Endorsements: To increase the number of teachers qualified to teach CTE courses, scholarship money should pay for credit bearing courses that are needed. Administrators should be given additional knowledge on CTE for better supervision and support. A more thorough analysis should be studied with TSPC.
CTE Standards
PTE Vision for Continuous Improvement
Professional Technical Education Student Performance
State Plan Goals
Systems
Systems in place to facilitate
students’ movement between
secondary and postsecondary
professional technical education
programs to ensure a well trained
workforce.
Systems in place for quality
professional development programs
focused on achieving the State Plan
goals.
Systems in place to prepare workers
for high skill, high wage jobs.
Systems in place to ensure training
and the opportunity for upward
mobility.
Systems in place to develop and
maintain a standards-based system
for approval of professional
technical education programs.
Programs
Curriculum designs that integrate
academic, technical and workplace
readiness knowledge and skills to
meet industry skill standards.
Relevant learning through
connections between school and
work.
Program designs that assure that the
needs of diverse populations are met
in all communities.
Program designs to prepare students
to meet their personal goals leading
to success in the workplace, further
education, training, and family and
community roles.
A continuous improvement process
in place in all professional technical
education programs.
Student Results
Students understand the relationship
between secondary and
postsecondary achievement and
success in the workplace.
Increased secondary and
postsecondary graduation and
professional technical course and
program completion rates that lead
to Oregonians having the skills
necessary to obtain and maintain
employment.
Professional Technical Education Student Performance
State Plan Goals
Systems
Systems in place to facilitate
students’ movement between
secondary and postsecondary
professional technical education
programs to ensure a well trained
workforce.
Systems in place for quality
professional development programs
focused on achieving the State Plan
goals.
Systems in place to prepare workers
for high skill, high wage jobs.
Systems in place to ensure training
and the opportunity for upward
mobility.
Systems in place to develop and
maintain a standards-based system
for approval of professional
technical education programs.
Programs
Curriculum designs that integrate
academic, technical and workplace
readiness knowledge and skills to
meet industry skill standards.
Relevant learning through
connections between school and
work.
Program designs that assure that the
needs of diverse populations are met
in all communities.
Program designs to prepare students
to meet their personal goals leading
to success in the workplace, further
education, training, and family and
community roles.
A continuous improvement process
in place in all professional technical
education programs.
Student Results
Students understand the relationship
between secondary and
postsecondary achievement and
success in the workplace.
Increased secondary and
postsecondary graduation and
professional technical course and
program completion rates that lead
to Oregonians having the skills
necessary to obtain and maintain
employment.
Rigor and Relevance
This is an excellent report regarding rigor and relevance and the need for CTE.
http://www.aypf.org/publications/aypf_rigor_0004v.3.pdf
http://www.aypf.org/publications/aypf_rigor_0004v.3.pdf
Clackamas County CTE
Welcome to our own blog for CTE in Clackamas County. This blog came about after a C-TEC retreat meeting on August 22nd. We need a place to share information, perhaps some lesson plans, ideas about CTE in Oregon and legislative issues. I am hosting this site because I believe we are the future of education for all Oregon students and we need a chance to connect.
Special thanks to Scott Giltz and Megan Helzerman for giving us a voice. I will include links to the state and the OACTE as well as others. I hope folks will contribute information, share ideas and keep this operational.
Deborah Barnes, Media Communications Instructor
Sabin-Schellenberg Center
OACTE Secondary Rep
Special thanks to Scott Giltz and Megan Helzerman for giving us a voice. I will include links to the state and the OACTE as well as others. I hope folks will contribute information, share ideas and keep this operational.
Deborah Barnes, Media Communications Instructor
Sabin-Schellenberg Center
OACTE Secondary Rep
