Learning experience

Meeting notes March 22, 2012

After reviewing the integration of ELA, Science, and Math at BOCES and providing an external review for state education and chaperoning the 10th grade visitation to BOCES, our group has learned a lot about CTE and BOCES' role in providing our students with this valuable career track. Initially, we had wanted to create a senior English class that would marry the CCLS, Academic work done at our home school, and the career track provided by BOCES but our focus has shifted and changed a little bit based on our experiences in this study group this year.

One of the great outcomes that has come from our work so far is an application process that will be put in place for next year for students interested in applying for the BOCES program. We feel that this application process will heighten student awareness and accountability, allowing them to see the importance of their chosen track and to take the process of choosing it, along with completing it very seriously. Students who indicate interest in attending the BOCES program will be enrolled in a 10-week career exploration course. This will allow them to make a more informed decision about their track and will also allow them to see the investments that the district takes in securing these opportunities for them. It will also allow us to promote additional opportunities for students, specifically the internship program and the New Visions program. A panel, made up of our study group, a guidance counselor, and perhaps another administrator will screen prospective students, heightening awareness of career programs and the importance of hard work and dedication in completing individual career paths through CTE.

We have also agreed to allow English credit for seniors in the following programs; Criminal Justice, Culinary, Early Childhood, and Health Sciences provided students enroll in an academic elective. Other credits are awarded to students based on special circumstances and need. The English 12 class, as piloted this year will look a little different in the future. We found, through our work this year, that meeting with students every other day and allowing BOCES' senior project to drive the class was not effective for students. We will continue to focus on career readiness and align ELA work with individual career tracks, but our district will drive the curriculum, not BOCES.

Although our initial goals have changed slightly, our work so far has been very informative and promises to drive positive change and policies that will strengthen CTE for our students.

Students who are pursuing a Career in Technical Education often see an enormous divide between their academic studies and their career path. Students in a CTE program usually excel in the technical and career side of their program where they are engaged in their learning and challenged and stimulated by their study. I firmly believe that if these students could see the relevance of their academic studies and how it would benefit them outside of the classroom they would be more motivated to excel. By stimulating students and engaging them in real world scenarios, teachers can close the great divide that exists between the CTE path and the academic path, providing students with an authentic, engaging curriculum that will motivate them and provide them with real world skills that they can immediately employ in the work force. I believe that CCLS can promote the goals of CTE and provide a clear framework for better preparing students for career readiness.  I think the key to success is choosing authentic materials that promote the career field and are seen as authentic opportunities that will help prepare them for their career field.

Individual Vision

What is your vision of promoting CTE in the high school setting? How does this vision tie in with CCLS? Will the new CCLS promote or hinder CTE?