Educating for Careers 2014
21st Century Skills:
An Overview and
Roundtable
Discussion of
Transformative
Change
March 3, 2014
David Militzer
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
New Policies,
New Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
Common Core and
More:
21st Century Skills and
Career Readiness
Achieving
Moral Purpose
TOM TORLAKSON
State Superintendent
of Public Instruction
Why Education?
Why Are We Educators?
Take a Deep Breath
TOM TORLAKSON
State Superintendent
of Public Instruction
“We are operating on the edge of
chaos…where rationally
constructed reform strategies do
not work.”
Michael Fullan,
Change Forces, The Sequel, 1999, 2000
Since Publication of
A Nation At Risk (1983)
TOM TORLAKSON
State Superintendent
of Public Instruction
These have been main drivers
affecting school reform:
•
•
•
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•
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Higher Standards
Higher Expectations (for students, schools, and
increasingly teachers)
Higher Accountability (with negative motivators)
Narrowing of the Curricula
Focusing on evaluation of Teachers linked to
high stakes Testing
Parent Choice – Charter and Home Schooling
College Ready for all
Budget cuts
State Programs Eliminated*
Under New Funding System
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade 7 – 12 Counseling, Gifted and Talented
Education, Civic Education, Economic Impact Aid,
High School Class Size Reduction, Principal Training,
Professional Development Block Grant, School and
Library Block Grant, Professional Development for
Math and English, School Safety, Student Councils,
Summer School Programs, Teacher Credentialing
Block Grant, AVID, et. al.
CTE funding (Ag Incentive Grants, Regional
Occupational Centers and Programs): funding held
harmless for two years (2013 – 2015), then included in
Local Control Funding Formula.
*Dept. of Finance
Student Outcomes
TOM TORLAKSON
State Superintendent
of Public Instruction
100 Students Start 9th grade:
• 51 are on a “college prep” track
• 75 graduate from high school
• 51 enter college
• 38 need remediation
• 26 graduate college
College Completion Toolkit
U. S. Department of Education, March 2011
TOM TORLAKSON
State Superintendent
of Public Instruction
Have We Been using the
Right “Drivers”
for
Education Reform ?
Effectiveness of CTE
TOM TORLAKSON
State Superintendent
of Public Instruction
Research has clearly indicated that CTE is a critical
component of a broad and deep school curriculum that
addresses career and college readiness. CTE proven
models for assisting LEAs in offering programs and
curricula consistent with the Common Core, Local
Control Funding Formula and Local Control
Accountability Plan. It provides relevance and real world
content for academic studies while promoting teamwork
and cooperative learning. It builds student, teacher,
counselor, parent, business, and community
engagement. And it encourages students to see a high
school diploma and readiness for college or other
postsecondary study as a foundation for the future rather
than an end in and of itself. It is popular with elected
officials, parents, business, and knowledgeable
educators.
TOM TORLAKSON
State Superintendent
of Public Instruction
No wonder CTE is so widely and
enthusiastically supported by
students, parents, businesses,
and elected officials.
TOM TORLAKSON
State Superintendent
of Public Instruction
No wonder CTE is so widely and
enthusiastically supported by
students, parents, businesses,
and elected officials.
Using Effective Policies to
“Drive” Reform
TOM TORLAKSON
State Superintendent
of Public Instruction
Good Drivers vs. Bad Drivers
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•
Capacity Building vs. Accountability
Group Work vs. Individual Quality
Instruction/Pedagogy vs. Technology
Systems Solution vs. Fragmented
Strategies
Michael Fullan
Good Drivers
TOM TORLAKSON
State Superintendent
of Public Instruction
• Cause Whole System
Improvement
• Are Measureable in Practice and
Results
• Clear Case Can Be Made
Michael Fullan
TOM TORLAKSON
State Superintendent
of Public Instruction
Life is how you frame it
Sign in the window of a boutique
frame shop behind CDE
What is our framework?
What are our “frames”?
What are helpful new
“frames” and“frameworks”
Mission Statement
Partnership for 21st Century Skills
TOM TORLAKSON
State Superintendent
of Public Instruction
Serve as a catalyst to position
21st Century Skills at the center of
U.S. K-12 education by building
collaborative partnerships among
education, business, community
and government leaders.
.
TOM TORLAKSON
State Superintendent
of Public Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
The National Academies Press, 2012
19th, 20th, and 21st Century
Frameworks
TOM TORLAKSON
State Superintendent
of Public Instruction
1.
2.
3.
4.
5.
Text book driven vs. Research Driven
Passive Learning vs. Active Learning
Teacher Centered vs. Student Centered
Fragmented Curriculum vs. Integrated curriculum
Discipline Problems vs. Students & teachers are
co-learners, students are highly motivates
6. Teacher is Judge vs. Self, peer, other assessments
7. Driven by NCLB vs. Driven by exploration,
creativity, and 21st century skills.
8. Factory Model vs 21st Century Model
Taken from P. Olivia and W. Gordon, Developing the Curriculum, Pearson Publishing, 2013, page 251
Marin County
TOM TORLAKSON
State Superintendent
of Public Instruction
•
New Playing Field ─ New thinking
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Develop Regional Plan with the essential components to
meet requirements of LCFF
•
Applying CTE Standards and Expertise for Common Core
Implementation
•
County-wide efforts to develop “Good Drivers”
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Address challenges and opportunities associated with
21st century student outcomes, common core, and deeper
learning with Personalized Learning Plans for all students
•
Use CTE Consortium to piece our Regional Plan together
with all stakeholders
Orange County
TOM TORLAKSON
State Superintendent
of Public Instruction
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Leadership of Orange County Office of Education
21st Century Learning Network
The Three Domains and the 5 C’s
Interpersonal ─ Communication, Collaboration
Intrapersonal ─ Character
Cognitive ─ Critical thinking, Creativity
Extensive Professional Development and links to P21
Anaheim Union High School District’s
21st Century Skills Resolution, 2011
Savannah High School named “Partnership for 21st
Century Skills Exemplar”, July 2013
Student Leadership Campaign for 21st Century Skills
Sonoma County
TOM TORLAKSON
State Superintendent
of Public Instruction
• Sonoma County’s 4 Priorities: Common Core, 21st
Century Learning, CTE, and Data and Assessment
• Career and Education Planning For All Students
(goal)
• Personalized Learning Plans and Tech Support
CalCRN – free resources
• Focus on building effective collaboration – Cradle to
Career; I.E. Sonoma (“Collective Impact”)
• CTE, “Maker Movement”, and Middle Grades
Transtition
Essential Components of
K-12 Schools
TOM TORLAKSON
State Superintendent
of Public Instruction
•
The Instructional/Pedagogical Component (direct
facilitation of learning, primarily measured by academic
achievement)
•
The Organizational Component (governance, budgets,
management, planning, environment and facilities)
•
Enabling or Learning Supports Component (building on
learner assets, personalized learning, addressing barriers
to learning, often aimed at intrapersonal and
interpersonal domains)
Adopted from UCLA’s Center for Mental Health in Schools
Current K-12 Reform Efforts
TOM TORLAKSON
State Superintendent
of Public Instruction
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•
•
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Common Core State Standards
Local Control Funding Formula
Local Control Accountability Plan
Smarter Balance Assessments
Next Generation Science Standards
English Language Development
Standards
• New API Measures
• Career and College Readiness for All
• CTE?
LCFF/LCAP
State Priorities
TOM TORLAKSON
State Superintendent
of Public Instruction
A. Conditions of Learning
 Implementation of standards, course access,
county coordination of expelled students, foster
youth.
B.
Pupil Outcomes
 Achievement: standardized tests, school API,
pupils college and career ready, EL Learners
who become proficient, EL reclassification
rate, % who pass AP exams with 3 or higher,
% deemed college ready by Early
Assessment Program
 Other pupil outcomes in subject areas
LCFF/LCAP
State Priorities
TOM TORLAKSON
State Superintendent
of Public Instruction
C. Engagement
 Parent Involvement: in decision-making, promotion
of Pupil Engagement, School Climate: suspension
rate, expulsion rate, surveys of pupils, parents and
teachers on sense of safety and school
connectedness.
 Pupil Engagement: School attendance rates,
chronic absenteeism rates, middle school and high
school dropout and graduation rates.
and
Optional Local Priorities
BREAK
TOM TORLAKSON
State Superintendent
of Public Instruction
Time Check and Vote
Change Process
Round Table Discussion
Additional Information on Career
Development, Resources, Policies
and Practice, or
?
Change Process
TOM TORLAKSON
State Superintendent
of Public Instruction
“We are operating on the edge of
chaos…where rationally
constructed reform strategies do
not work.”
Michael Fullan,
Change Forces, The Sequel, 1999, 2000
Change Process
TOM TORLAKSON
State Superintendent
of Public Instruction
“If
you don’t like the future,
create a different one!”
Change Process
TOM TORLAKSON
State Superintendent
of Public Instruction
• What is it?
• What can and can’t be
anticipated?
• Who is involved?
• How is it Guided
• How is Change Capacity
developed?
Change Process
TOM TORLAKSON
State Superintendent
of Public Instruction
• Chaos theory
• Uncertainty about the Future
• Evolutionary Forces
TOM TORLAKSON
State Superintendent
of Public Instruction
Common Core and More
TOM TORLAKSON
State Superintendent
of Public Instruction
• California Career Pathways
Program
• Career Development
• Career Readiness – Defined and
Measured
• Career Technical Education
(CTE)
• CTE Program Models
Career Readiness Learning
Continuum
Employment
TOM TORLAKSON
State Superintendent
of Public Instruction
Industry Specific
licensure and
certifications
Pathway
Knowledge and Skills necessary
for success in a CTE pathway
Industry Sector Anchor
Knowledge and Skills common to a
particular Industry Sector
Standards for Career Ready Practice
What ALL students need to know and understand.
33
Standards for
Career Ready Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
 Increase in complexity and expectation as
student advance through a program of study
 Are taught and reinforced in all career
exploration or career preparation programs,
or integrated into core curriculum
 For ALL students, not just CTE students
34
Standards for
Career Ready Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
 Adapted from the National Career Technical
Common Core
 Align with Skills for the 21st Century
 Describe the fundamental knowledge and skills
needed to be ready for careers AND college
 Adapted from the National Common Career
Technical Core
 Not exclusive to a career pathway, CTE
program of study, a particular discipline, or
grade level
35
Standards for
Career Ready Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
1.
2.
3.
4.
5.
6.
36
Apply appropriate technical skills and
academic knowledge
Communicate clearly, effectively, and with
reason
Develop an education and career plan
aligned to personal goals
Apply technology to enhance productivity
Utilize critical thinking to make sense of
problems and persevere in solving them
Practice personal health and understand
financial literacy
Standards for
Career Ready Practice (continued)
TOM TORLAKSON
State Superintendent
of Public Instruction
37
7.
Act as a responsible citizen in the
workplace and the community
8. Model integrity, ethical leadership, and
effective management
9. Work productively in teams while using
cultural/global competence
10. Demonstrate creativity and innovation
11. Employ valid and reliable research
strategies
12. Understand the environmental, social, and
economic impacts of decisions
CTE Standards for
Career Ready Practice
TOM TORLAKSON
State Superintendent
of Public Instruction
 Adapted from the National Career Technical Common
Core
 Align with Skills for the 21st Century
 Describe the fundamental knowledge and skills needed
to be ready for careers AND college
 Adapted from the National Common Career Technical
Core
 Not exclusive to a career pathway, CTE program of
study, a particular discipline, or grade level
http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
38
Standards for Career Ready
Practice Example
TOM TORLAKSON
State Superintendent
of Public Instruction
3. Develop an education and career plan
aligned to personal goals.
Career-ready individuals take personal ownership of their
own educational and career goals and manage their
individual plan to attain these goals. They recognize the
value of each step in the educational and experiential
process, and that nearly all career paths require ongoing
education and experience to adapt to practices,
procedures, and expectations of an ever changing work
environment. They seek counselors, mentors, and other
experts to assist in the planning and execution of
education and career plans.
39
Personalized Learning and Individual
Learning Plans/Student Learning Plans
TOM TORLAKSON
State Superintendent
of Public Instruction
When Implemented Well…….
– Addresses Career, Postsecondary, and Life Goals
– Informed by Career and Self Exploration prior to High
School
– Motivates all students to “own their own learning”
– Can increase engagement of students, teachers,
support personnel, parents, and community when
implemented well
– Positive impact on school climate
– Improve academic performance, attendance,
graduation rates
– Optional modes of delivery: extra-curricular, classbased, “advisory”/school counselor
California
Career Pathways Program
TOM TORLAKSON
State Superintendent
of Public Instruction
• Funding Period: July 2014 – June
2018
• Funding Available: $250 million
• Can be used for CTE Pathways and
Address Career Readiness for All
California
Career Pathways Program
TOM TORLAKSON
State Superintendent
of Public Instruction
Grants shall be available for K-14 career pathways programs
that address any or all of the following goals:
1. Fund specialists to…establish or enhance locally defined
career pathway programs connecting education and
business.
2. Establish regional collaboratives…and partnerships with
business entities, community organizations, and
postsecondary education.
3. Develop and integrate standards-based academics with
career curriculum following industry-based pathways aligned
with growing economic sectors.
California
Career Pathways Program
TOM TORLAKSON
State Superintendent
of Public Instruction
4. Provide articulated pathways to postsecondary education
aligned with regional economies.
5. Leverage or build on any of the following:
–
–
–
–
Perkins, CPAs, ROCPs, etc.
Matching resources
The California Community Colleges Economic and Workforce
Development Program and its sector strategies and deputy sector
navigators
Participation in the local California community Colleges Skills Panel.
*******
TOM TORLAKSON
State Superintendent
of Public Instruction
California Career Resource Network
(CalCRN)
TOM TORLAKSON
State Superintendent
of Public Instruction
Mostly free resources available from the CDE through the CalCRN
homepage at www.californiacareers.info , including:
The California Career Center with career and college planning resources
The California Career Zone, a web-based career exploration system
The California Career Planning Guide, a hard copy resource for student
development of a personal career action plan
Find and Get the Right Job student guide, covers the basic steps in
finding work
Succeed at Work student guide, helps transition to working and retaining
employment
Career Surfer, mobile application available through iTunes and Google
Play
Career Readiness Delivery
Models:
The “How”
TOM TORLAKSON
State Superintendent
of Public Instruction
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California Partnership Academies
Career Academies
Career Pathways
Linked Learning Pathways
Magnet Schools
NAF Academy
Regional Occupational Centers/Programs
Smaller Learning Communities
STEM or STEAM Academies
TOM TORLAKSON
State Superintendent
of Public Instruction
David Militzer
Education Programs Consultant
Partnership for 21st Century Skills
High School Innovations and Initiatives Office
Career and College Transitions Division
Instruction and Learning Support Branch
California Department of Education
916 323-5146
E-mail: dmilitzer@cde.ca.gov