Southern Regional Education Board TCTW The Challenges in Meeting Our Mission Gene Bottoms Southern Regional Education Board [email protected] 12012.

SouthernRegionalEducationBoard

TCTW

The Challenges in Meeting Our Mission

Gene BottomsSouthern Regional Education Board

[email protected]

12012 TCTW Forum Keynote


TCTW

Challenge 1. Changing national demographics



TCTWU.S. Is Becoming More Diverse

Racial/ethnic groups that are the least educated are the fastest growing.

Non-whites accounted for 92 percent of the U.S. population growth in the 2000s. (U.S. 2010 Census)

50 percent of infants under age one are now non-white.

2012 TCTW Forum Keynote 3


TCTWImpact of Population Trends

Transformation of the workforce 1980 -2020:White working-age population projected to

decline from 82% to 63%Group reaching retirement age is

predominantly higher-educated whitesMinority workforce will double from 18% to

37%Hispanic/Latino will triple (6% to 17%)68 percent of women aged 25-54 have jobs

now – up from 50 percent in 1969.



TCTWChanges in the Workforce

“Employers are increasingly giving up on the American man.”Today, 81 percent of men between 25 and 54 hold jobs compared with 95 percent in 1969.

Median wages for men between 20 and 50 dropped 27 percent to $33,000 a year from 1969 to 2009.

5

“The Slow Disappearance of the American Working Man.” Bloomberg Businessweek, August 29-September 4, 2011.



TCTWDemographics of TCTW Students

Race/Ethnicity PercentWhite 73%

Black or African American 13

Hispanic or Latino 7

Other 7

Socioeconomic StatusModerate to High 52%

Low 48

GenderMale 56%

Female 44

2012 TCTW Forum Keynote 6Source: 2010 HSTW Assessment


TCTW

Challenge 2. Providing opportunities for students to develop the habits of mind and behavior, and the ability to apply essential academic and technical knowledge and skills to complete authentic assignments



TCTWRemaining Competitive for Tomorrow Requires Rigor Today

Source: Alliance for Excellent Education. The Digital Learning Imperative, 2012.82012 TCTW Forum Keynote


TCTWBroaden the Preparation Pipeline from

High School to Postsecondary

While the U.S. still leads the world in having a college-educated workforce, it is the only country among the G-20 OECD members whose incoming workers are less educated than those retiring.

Americans make up more than one- third of all postsecondary degree holders for ages 55-64, but only one-fifth for ages 25-34.

9Organization for Economic Cooperation and Development. Education at a Glance 2011 2012 TCTW Forum Keynote


TCTWShortage of Workers with Needed Skills

McKinsey Global Institute Survey (2011) One out of three employers cannot find qualified

workers, even in today’s economy.

Manpower Group Talent Shortage Survey (2011) Half of employers surveyed say they struggle to

fill positions despite high unemployment. Jobs have structurally changed, and the skills

needed have too; workplace skills such as collaboration, critical thinking and mental agility are critical to generate productivity and innovation.

10Easton, Nina. “Politicians Need to Face Harsh Realities abut the U.S. Job Crisis.” Fortune, September 5, 2011.



TCTWCompetencies Needed for 21st-Century Economy

Deductive and inductive reasoning Understanding technological tools and

systems Critical thinking and problem-solving Mathematical and scientific reasoning Advanced literacy skills — ability to read

and comprehend complex text Active learning Project management

11

STEM Science Technology Engineering Mathematics. Georgetown University Center on Education and the Workforce, October 2011 2012 TCTW Forum Keynote


TCTWQuantitative Literacy Fosters Readiness for College and Careers Quantitative literacy is the predisposition

and the ability to use mathematical tools and mathematical thinking to meet the demands of workplace, citizenship and everyday life

Explicit integration of math into other courses is likely necessary in order to reach the goal of college-and career-readiness

CT provide a strong linkage to math and and a different way to deepen understanding of math concepts.



TCTWStrategies to Deepen Literacy Skills

Teachers prepare reading and writing task assignments aligned to the Common Core State Standards.

Teachers develop instructional modules with daily learning activities that result in students’ successfully using reading, writing and math to complete the authentic assignments.



TCTWMost Improved Centers Provide Students Opportunities to

Use Their Quantitative SkillsThe percentage of students in 2010 who reported:

Applying academic knowledge and skills to my CT area

46%

Applying technical knowledge and skills to new situations

46

Using math to solve complex problems 36

Predicting outcomes based on observations or information provided

35

Developing a logical argument for the solution to a problem

31

Source: 2010 HSTW Assessment, SREB



TCTW

Challenge 3. Addressing how to fill the pipeline for middle-skill jobs



TCTWJob Openings by Skill Level2008–2018

In the decade between 2008–2018, 44 percent of all job openings will be middle-skill.

National Skills Coalition. Middle-Skill Jobs in the American South’s Economy, 2011



TCTWPercentages of Students Completing A Rigorous Academic Curriculum


11 Most-Improved TCTW Sites 2008-2010

Source: An Undeveloped National Resource, SREB


TCTWRigorous Programs of Study

Rigorous and engaging course work in a sequence of four CT courses joined with college-ready academic courses allows students to:Discover if they enjoy doing the types of

work typical in that career areaDeepen their understanding of major

literacy, math and science concepts and skills through authentic projects

Increase their motivation to complete advanced math and science courses.



TCTWOVAE’s 10 Components of Rigorous Program of Study

Legislation and Policies

Partnerships Professional

Development Accountability and

Evaluation College- and

Career-Readiness Standards

Course Sequence Transfer Agreements Guidance Counseling

and Academic Advisement

Teaching and Learning Strategies

Technical Skills Assessment

Source: Career and Technical Programs of Study: A Design Framework. 192012 TCTW Forum Keynote


TCTW

How do you join academic and CT studies?

Create multiple career pathway programs of studies — linking intellectually-demanding CT programs to rigorous achievement and to continued learning in postsecondary education and advanced training opportunities — to ensure more students will graduate prepared for college and careers and that more ninth-graders will graduate from high school.

20



TCTW

Challenge 4. Continuing to improve the career/technical curricula



TCTWRedesigned High School CT Courses

Must be intellectually demanding and academically rigorous

Be joined with a college-ready academic core

Provide authentic learning experiences around project- and problem-based contextualized learning

Draw upon sustainable technology2012 TCTW Forum Keynote 22


TCTWRedesigned High School CT Courses

Provide quality work-site learning opportunities

Draw upon representatives from business and industry, and from secondary and postsecondary education to develop new CT curricula

Include teacher training for each new or redesigned course

Should be scalable and transportability to other schools, districts or states



TCTWPFT Career Pathway Programs

Aerospace Engineering (AL)

Innovations in Science and Technology (AR)

Manufacturing, (GA)

STEM Education and Training (KS)

Informatics (KY)

Construction Design and Management (MD)

Food and Nutritional Sciences (NE)

Global Logistics (NJ)

Project Management (NC)

Automated Materials Joining Technologies (OH)

Health/Informatics (OH)

Renewable Energy Technologies (SC)

Energy and Power (WV)

24



TCTW

Challenge 5. Investing in the development of new and existing teachers



TCTWMost-Improved Centers Increased Professional Development Experiences

The percentage of teachers who reported that: 2008 2010 Change

I am expected to reflect on what I learn in staff development programs, apply it and share with my colleagues

24% 40% +16

Staff development programs are sustained over time, with ample follow-up activities that include an expert observing my teaching and giving me ideas for refining instruction to get higher student achievement

13 27 +14

Staff development experiences have resulted in holding their students to the current national academic and industry standards developed for their field

23 31 +8

Source: 2008 and 2010 HSTW Assessments, SREB



TCTWAn Induction Model for New CT Teachers

The model will strengthen teacher competence through four modules:

1.Instructional planning

2.Instructional strategies

3.Classroom assessment

4.Classroom management


NRCCTE Career and Technical Teacher Preparation Project


TCTWSupport Elements UnderpinningInduction Model

The model provides new teachers with a variety of support:

MentoringCoachingElectronic communities of practiceAdministrator and school system

support


NRCCTE Career and Technical Teacher Preparation Project


TCTW

Challenge 6. Developing CT leaders who are leaders of learning



TCTWFive Functions of Effective CT Leaders

1. Shaping a mission for graduating each student prepared for careers and postsecondary study

2. Creating a climate of continuous improvement

3. Cultivating teacher leaders to own problems and to implement proven solutions

2012 TCTW Forum Keynote30Source: The School Principal As Leader, The Wallace Foundation, 2011


TCTWFive Functions of Effective CT Leaders

4. Understanding and supporting research-based instructional practices that engage and motivate students to complete intellectually demanding assignments

5. Managing people, data, resources and processes to foster school improvement

2012 TCTW Forum Keynote31Source: The School Principal As Leader, The Wallace Foundation, 2011


TCTWTCTW Leader Effectiveness

TCTW Teachers Reported That Their Director: Percent

Emphasizes monthly the importance of guiding students into challenging academic courses at their home school.

32%

Uses data continuously to evaluate the center’s effectiveness monthly in preparing students for further study and careers.

36

Consults with staff members monthly before making decisions that affect them.

39

2012 TCTW Forum Keynote 32Source: 2010 TCTW Teacher Survey


TCTWTCTW Leader Effectiveness

TCTW Teachers Reported That Their Director:

Percent

Encourages them monthly to experiment with instructional strategies.

45%

Organizes study team meetings monthly to address how to implement the individual components of the center’s improvement plan.

34

Involves staff monthly in school improvement decisions and activities.

41

2012 TCTW Forum Keynote 33Source: 2010 TCTW Teacher Survey


TCTWSeven Factors Contributing to Improving

College- and Career Readiness at Technology Centers

1. Focus on a dual purpose — preparation for work and further study.

2. Increase access to rigorous academic curriculum.

3. Provide intellectually-demanding and engaging instruction and assignments.

4. Integrate academic and technical content and skills.

34



TCTW

Seven Factors Contributing to Improving College- and Career Readiness at

Technology Centers

5. Set high expectations.

6. Provide parental support, guidance and the importance of high school.

7. Provide targeted professional development with an emphasis on implementation.

35



TCTWSummary

Technology centers are positioned to have a significant impact on the future of students, but challenges are ahead. Centers will make the greatest contribution when they:

Innovate in educating a diverse student bodyEnsure students’ college- and career readinessProvide intellectually demanding curriculaImplement programs of study linked to postsecondary studyInvest in sustained professional developmentHave strong instructional leaders


Southern Regional Education Board TCTW The Challenges in Meeting Our Mission Gene Bottoms Southern Regional Education Board [email protected] 12012.

Documents

tctw forum keynote slide

tctw forum keynote3

tctw forum keynote4

tctw forum keynote6

excellent education

percent of men

hstw assessment slide

percent of infants