Year One
K-12 Career and Technology Strategy
Merla Bolender, System Principal
Career and Technology Strategy
April 2011
Calgary Board of Education
2 Career and Technology Strategy
April 2011
Table of Contents
Career and Technology Strategy – Year One (Executive Summary) ........................................................... 5
Introduction .................................................................................................................................................. 7
2009-2010 ..................................................................................................................................................... 9
Program of Studies .................................................................................................................................... 9
Partnerships and Employer Involvement................................................................................................ 12
Articulation and Credentials ................................................................................................................... 13
Career and Technology Centres .............................................................................................................. 15
2010-2011 ................................................................................................................................................... 16
Program of Studies .................................................................................................................................. 16
Partnerships and Employer Involvement................................................................................................ 21
Articulation and Credentials ................................................................................................................... 23
Career and Technology Centres .............................................................................................................. 24
Career and Technology Strategy Support Activities ................................................................................. 25
Looking to 2011-2012 ................................................................................................................................. 26
Program of Studies .................................................................................................................................. 26
Partnerships and Employer Involvement................................................................................................ 26
Articulation and Credentials ................................................................................................................... 26
Career and Technology Centres .............................................................................................................. 28
Challenges and Opportunities................................................................................................................. 29
Appendix A: Area I...................................................................................................................................... 30
Appendix B: Area II ..................................................................................................................................... 33
Appendix C: Area III .................................................................................................................................... 37
Appendix D: Area IV ......................................................................................................................... 40
Appendix E: Area V .......................................................................................................................... 44
Appendix F: CTC Programs, September 2012 ..................................................................................... 47
Appendix G: Affiliate Career and Technology High Schools ................................................................ 48
Appendix H: Career and Technology Centre Survey Results 2010-2011 .............................................. 49
Career and Technology Strategy
April 2011
3
4 Career and Technology Strategy
April 2011
Career and Technology Strategy – Year One (Executive Summary)
Program of Studies
Each student,
every day,
no exceptions
Career and Technology
Centres
Prototype CTC opens
doors September 2010 to
250 students
Credentialed/specialized
programs available in
Cosmetology, Welding,
Autobody and PreEngineering
Full implementation of revised CTS
curriculum
Continuing pilot & validation activities with
draft CTF curriculum in MY/JH schools
Mainstream high schools prepare for
integration of K&E curriculum
Last year of old Off-campus guidelines
Partnerships and Employer Involvement
17 existing community or business
partnerships
17 potential community or business
partnerships in negotiations
2 existing post-secondary alignments
5 potential post-secondary alignments in
negotiations
2 other partnerships
Articulation and Credentials
Looking to 2011-2012
Modernization of CTC learning suites, learning
commons, Market Café and administrative offices to
continue
Mandatory implementation of Off-campus Education
Handbook with new prerequisite course (HCS3010
Workplace Safety Systems) for Work Experience
CBE is provincial support hub in preparation for
September 2012 CTF implementation
K&E courses integrated in mainstream high schools
Continuing work to solidify pending business,
community and post-secondary affiliations and
partnerships and external affiliate sites
Expanding opportunities for student personalization of
learning in learning plans and CTS pathways in home
high schools
High schools invited to gain Affiliate Career and
Technology high school status
Continuing support to build staff instructional
capacity and sustainable CTS programs
Career and Technology Strategy
BIT
Focus on Information Technology
SMART Factory Trained Technician
SMART Factory Trained Installer
Computer Science requirement at
UofA, UofC and UofL
HRH
Hairstylist Apprentice
Cook Apprentice
Standard First Aid with CPR & AED
Child Development Assistant
Pharmacy Technician
April 2011
5
6 Career and Technology Strategy
April 2011
The vision of the Career and Technology Strategy is to engage and inspire students
to help them find their passion through practical and purposeful career and
technology education training as they move beyond high school.
Development and implementation of the K-12 Career and Technology (CT) Strategy
began in January 2010 as a response to a number of converging demographic,
economic and educational trends. The diverse nature of these influencing factors
resulted in a broad strategy designed to redefine high school success as students in the
Calgary Board of Education (CBE) prepare for their futures. This jurisdictional strategy
also explores a Southern Alberta regional strategy.
●
●
●
Each student,
in keeping
with his or her
individual
abilities and
gifts, will
complete high
school with a
foundation of
learning to
function
effectively in
life, work and
continued
learning.
(Mega End, CBE).
●
●
Foundational to the phased work of the CT Strategy is the
implementation of the revised Career and Technology Studies
(CTS) program of studies. The revised curriculum of more than
1000 single credit courses supports a philosophical shift in
CTS program design and delivery to CTS pathways. Through
CTS pathway planning students are able to explore, specialize
and credential in occupational areas that engage their interests
and passions and connect with post-secondary education and
the workplace. CTS pathway planning builds on previous CTS
programs models through a more deliberate approach to the
personalization of learning and career planning.
Other initiatives complementing and aligning with the
implementation of the CT Strategy include the Personalization
of Learning (Alberta Initiative for School Improvement [AISI]),
Creating Secondary Schools That Serve All Students (AISI),
Health Pathways Initiative, Integrated Middle Years Learning
Framework Initiative and the disbursement to CBE of the CTS
Enhancement Grant, three-year CTS Evergreening and
Enhancement Grant and WorldSkills Legacy Grant.
The CT Strategy identifies four areas of focus:
programs of study
partnerships and employer involvement
articulation and credentials
career and technology centres
●
This document provides historical data for the 2009-2010
school year, district-wide and area-specific information on the
focus areas as a baseline for Phase I of the CT Strategy, and future directions for the
CT Strategy in CBE. The statistical information is provided based on available past and
current enrolment and completion rates as well as anecdotal information provided by
CBE personnel. The data reflects statistical information accurate on March 5, 2011 and
does not define margin of error.
Career and Technology Strategy
April 2011
7
CTS
CTF
K&E
8 Career and Technology Strategy
Planning for instruction
Assessment
April 2011
2009-2010
Program of Studies
The phased implementation of the revised Career and Technology Studies (CTS)
program of studies began in September 2009. The CTS strands and courses were
revised and grouped according to broad industry commonalities into five clusters. Each
cluster contains a series of courses related to specific fields of study called occupational
areas which align with National Occupational Classifications. In addition, five trade
areas exist within the occupational areas representing
● ● ●
pathways which lead to apprenticeship and journeyperson
credentials.
Two clusters were introduced in September 2009, with the
majority of the remaining strands scheduled for the second
phase of implementation in September 2010. The following
describes the CTS organization of clusters including
occupational and trade areas and CTS strands in
September 2009.
CTS Clusters
Business, Administration, Finance
and Information Technology (BIT)
Computing Science (CSE)
Enterprise & Innovation (ENT)
Financial Management (FIN)
Information Processing (INF)
Management & Marketing (MAM)
Networking (NET)
CTS Strands
Old CTS
Agriculture (AGR)
Career Transitions (CTR)
Communication Technology (COM)
Community Health (CMH)
Cosmetology Studies (COS)
Design Studies (DES)
Energy and Mines (ENM)
2 clusters
12 occupational
areas
3 trade areas
12 strands
●
●
●
Trades, Manufacturing and
Transportation (TMT)
Construction (CON)
Carpenter Apprenticeship (CRA)
Electro-Technologies (ELT)
Fabrication (FAB)
Welder Apprenticeship (WDA)
Logistics (LOG)
Mechanics (MEC)
Automotive Service Technician
Apprenticeship (ASA)
Fashion Studies (FAS)
Food Studies (FOD)
Forestry (FOR)
Health Services (HES)*
Legal Studies (LGS)
Tourism Studies (TOU)
Wildlife (WLD)
*Health Services (HES) is the occupational area intended to replace the Community
Health (CMH) strand. CBE was involved in piloting and field testing draft HES courses
and pathways prior to implementation in September 2010 as part of the Health
Pathways Initiative.
Career and Technology Strategy
April 2011
9
2009-2010 CTS
BIT
TMT
Old CTS
20%
25149
62%
76522
Across CBE, enrolment in CTS
courses totalled 124,484 with
students completing 94% or
116,885 CTS courses. Enrolment
in the new CTS clusters
accounted for slightly less than
two-fifths of this total.
18%
22813
BIT Enrolment
CSE
ENT
FIN
12%
18%
The six occupation areas in the new
BIT cluster include four revised
strands from the old CTS program and
two new occupational areas –
Networking and Computing Science.
INF
10%
MAM
NET
5%
14%
41%
TMT Enrolment
ASA
CON
CRA
ELT
FAB
0%
LOG
MEC
WDA
0%
The new TMT cluster includes
courses in three trade areas.
Welder Apprentice, Carpenter
Apprentice and Automotive
Service Technician Apprentice.
35%
44%
5%
16%
0%
0%
10 Career and Technology Strategy
April 2011
Old CTS Enrolment
AGR
CMH
COM
COS
CTR
DES
ENM
FAS
FOD
FOR
HES
LGS
TOU
WLD
1%
1%
0%
0%
Enrolment distribution indicates
Foods experienced the highest
enrolment in either new
occupational areas or old strands.
The required and recommended
courses for Off-campus Work
Experience and Registered
Apprenticeship Program are found
in the Career Transition strand
which had the highest enrolment
at 14,074.
4%
6%
7%
15%
10%
24%
18%
5%
9%
0%
Enrolment Distribution by Area
2009-2010
Other
Area 5
Total Area Enrolments
Area 4
Old CTS
Area 3
TMT
BIT
Area 2
Area 1
0
5000
10000
15000
20000
25000
30000
35000
The student count on September 30, 2009 was 30,064. On average, each CBE student
enrolled in 3.8 CTS courses.
Career and Technology Foundations (CTF)
In 2009, Alberta Education awarded CBE a two-year conditional grant of $249,500 for
the Integrated Middle Years Learning Framework Initiative. Select middle years/junior
high schools began piloting and validation of the draft CTF program of studies and
project generator. Livingstone Range School Division (LRSD) accepted an invitation by
CBE to participate in this initiative. The eight schools involved in the pilot are:
A.E. Cross Junior High School
Arbour Lake Middle School
Crowsnest Consolidated Junior/Senior
High School (LRSD)
Dr. Gladys Egbert Community School
Career and Technology Strategy
Isabelle Sellon Elementary School
(LRSD)
Langevin Science School
Samuel W. Shaw School
Vincent Massey Junior High School
April 2011
11
Partnerships and Employer Involvement
Comprehensive information around existing partnerships
and employer involvement related specifically to the CT
Strategy for 2009-2010 is not available. While CBE
schools offering CTS programs may have the support of
business partnerships, data was not collected describing
the nature of partnership and employer support as a
focus of the CT Strategy.
CBE students involved in Work Experience and the
Registered Apprenticeship Program (RAP) in 2009-2010
were supported in their communities through employer
involvement and access to off-campus placements.
CTS Pathways
A Memorandum of Understanding (MOU) with Bow Valley College, signed in 2008,
agreed on an alignment with the K&E Child Care program of studies. This MOU is under
review to revise alignments and articulation agreements reflecting the direction of the
CT Strategy and changes to the CTS program of studies.
With the approval of the CBE Board of Trustees, a business consultant was hired to
develop a strategy for district corporate sponsorship including a systematic approach for
information management of partnership involvement and agreements, financial and
business support for the Career Technology Centre (formerly Lord Shaughnessy High
School) and sustainability of partnership support. First steps included development of a
logo and marketing products for the strategy and centre (posters, brochures).
Summer Program
In 2004 and 2005, students
from Woods Home attended a
summer school program at
Bowness High School to learn
Construction. Eight students
participated in Construction
courses gaining practical
knowledge and skills in
workplace safety and the
handling of woodworking tools
and equipment. As a
celebration of completing the
CTS courses, the students built
and decorated skateboards.
12 Career and Technology Strategy
April 2011
Articulation and Credentials
CTS programs existing prior to September 2009 offered
articulation and credentialing opportunities through the
efforts of individual schools and teachers. The CT Strategy and
revised CTS program of studies provide opportunities to
enhance and renew existing CTS programs by engaging
students in pathway design and course selection. CTS pathways
can be designed by teachers and/or students to provide
opportunities for exploration, specialization or credentialing.
Courses can be selected from across occupational areas and
clusters to meet specific student, school, community or
organization interests or requirements.
●
●
CTS
pathways
are
selections of
two or more
CTS courses
●
Personalization of Learning in CTS
Mladen was a student at Forest
Lawn High School. His area of
interest was 2-dimensional
design. His pathway included
courses in Design Studies,
Information Processing and
Communication Technology.
After completing high school,
he went on to the University of
Calgary Haskayne School of
Business to complete his
Bachelor of Commerce in
Marketing and Management.
Mladen is currently enrolled in
an MBA program at Harvard.
●
●
●
BIT
In 2009, the University of Alberta changed the
entrance requirements for the Faculty of Computer
Science, accepting five advanced (3000 level)
Computer Science courses in lieu of a 30 level
science. The University of Calgary and the
University of Lethbridge made similar
announcements later in the year. Eight CBE high
schools responded by enhancing school programs
with a fifth science option based on CTS courses,
i.e., Science, Biology, Chemistry, Physics and
Computer Science.
CBE high schools were not able to offer student
support for any of the Microsoft credentials during
this school year as no teachers had the
certification required by Microsoft for delivery of
the Information Processing courses. Six students
attempted the Comptia A+ or the Comptia Network
A+ credentials.
TMT
Three trade areas with articulation to apprenticeship are found in the TMT cluster.
Alberta Industry and Training requires that all trade area courses are successfully
completed. This first year of CTS implementation Welder Apprentice and Carpenter
Apprentice courses were not delivered at any CBE high schools. Related credentials
available to sixteen students at Bowness High School included the Construction Safety
Training System, Workplace Hazardous Materials Information System and First Aid.
Career and Technology Strategy
April 2011
13
The existing Registered Apprenticeship Program
(RAP) provides opportunities for students to gain
workplace experience and credits for hours worked
toward apprenticeship programs. While no trade area
courses were attempted, 1155 credits were earned
by eighty-six RAP students.
Skills Alberta Competition
Milio, the first member of his
family to earn a high school
diploma, entered RAP at Ernest
Manning High School. In 2010 he
won Gold at SkillsAlberta regional
and provincial Welding
competitions before going on to
represent Alberta at nationals.
With the support of SAIT, Milio is
preparing for the next round of
competitions where he is expected
to excel and represent Canada at
WorldSkills 2013 in Germany.
SkillsCanada supports students through local,
provincial and national competitions in trade and
occupational areas. These competitions align directly
with the workplace, access industry and business
support and validate student acquisition of
knowledge, skills and attitudes. Seventy-five CBE
students participated in the 2010 SkillsAlberta
competitions in Edmonton. While the trade area
courses were not delivered during the school year,
CTS programs did offer students courses and
pathways aligning with industry standards in thirteen
occupational areas and CTS strands.
Old CTS
A full spectrum of CTS programs has been available
for many years throughout the CBE. Teachers
committed to relevant learning experiences and
student success mapped CTS courses to the
workplace, connected students with external
organizations and supported student efforts in
exploring areas of personal interest. The CT Strategy
and the revised CTS curriculum enhance these
existing programs through opportunities to engage
students in designing personalized pathways.
CTS programs were exploratory or specialized in
nature. While opportunities for students to earn
credentials existed, little data is available as
credential requirements were not defined in the old
CTS curriculum. Credentials are granted by external
organizations and the student chooses to pursue
credentials. One example in which a single course
meets credentialing requirements is Standard First
Aid. In the 2009-2010 school year, 499 CBE students
successfully completing a CTS First Aid course could
pursue this credential.
14 Career and Technology Strategy
K&E and CTS Integration
Jessica, a caring student,
graduated from Jack James in
2006 after completing Child
Care courses and earning her
Day Care Level 1 (now called
Child Development Assistant)
credential. She went on to
upgrade at Chinook College
and then enrolled in the
Practical Nurse Diploma
program at Bow Valley College.
She is currently working as a
Licensed Practical Nurse in the
orthopaedic ward of Rockyview
Hospital.
April 2011
K&E
Career and Technology Centres
The CT Strategy, approved by Trustees in June 2010, includes descriptions and criteria
for three types of career and technology centres. Each type of centre must be approved
through application to the Superintendent‟s Team. Four key elements will guide the
establishment of each type of centre:
1. Accessibility through flexible learning opportunities within and outside of the
school day and year to students across CBE.
2. Excellence through industry-standard programs, instruction, facilities and
equipment leading to industry-standard credentials.
3. Equity through opportunities for students to get what they need, how they
need it, when they need it.
4. Choice through continuous planning opportunities for student learning plans,
beginning in middle years supported by parents, counsellors and career
practitioners.
Career and
Technology
Centre *
•located at the former Lord Shaughnessy High School site
•credential programs in at least four CTS cluster areas
•offer at least eight credentials, dual credit and/or preplacement programs
•align with four key elements
CBE Affiliate
Centres
•located in CBE high schools
•credential programs in at least two CTS cluster areas
•offer at least three credentials, dual credit and/or preplacement programs
•align with four key elements
External
Affiliate Sites
•located in external sites, e.g., business, post-secondary, etc.
•offer at least one credential, , dual credit and/or pre-placement
programs
•align with four key elements
*The prototype Career Technology Centre (CTC) at the former Lord Shaughnessy High
School opened its doors for students in September 2010.
Career and Technology Strategy
April 2011
15
Program of Studies
2010-2011
The remaining three CTS clusters were implemented in
September 2010. The only remaining CTS strand not
incorporated in the cluster organization is Career
Transitions currently containing eight courses. Three of
these courses are required and recommended courses
for the old Off-Campus program. The new Off-Campus
program with pre-requisite and recommended courses in
the Health Care Services occupational area is in optional
implementation for the 2010-2011 school year and will be
fully implemented in September 2011.
●
●
●
5 clusters
28 occupational
areas
5 trade areas
1 strand
●
●
●
The second phase of the CTS implementation included revised courses in the following
three clusters, occupational areas and strand:
Health, Recreation and Human
Services (HRH)
Community Care Services (CCS)
Cosmetology (COS)
Esthetics (EST)
Hairstylist Apprenticeship (HSA)
Foods (FOD)
Cook Apprenticeship (CKA)
Health Care Services (HCS)
Human & Social Services (HSS)
Legal Studies (LGS)
Recreation Leadership (REC)
Tourism (TOU)
Media, Design and Communication
Arts (MDC)
Communication Technology (COM)
Design Studies (DES)
Fashion Studies (FAS)
Natural Resources (NAT)
Agriculture (AGR)
Primary Resources (PRS)
Environmental Stewardship (ENS)
Forestry (FOR)
Wildlife (WLD)
Career Transitions (CTR)
2010-2011 CTS
4%
1845
0%
178
18%
9144
25%
12465
15%
7505
BIT
HRH
MDC
38%
18969
NAT
TMT
CTR
16 Career and Technology Strategy
CTS course enrolment and
completion data for the 2010-2011
school year is available for the first
semester only. Second semester
information projected on enrolment in
CTS courses would be inaccurate due to
individual school protocols, unique
timetable and programming
considerations and teacher preferences
for enrolling students .
April 2011
The total CTS enrolment (50,106) in the five CTS clusters for Semester 1 was 50,106.
Semester 1 enrolment in CTS courses (for half of a school year) is significantly less
than half of the 2009-2010 total.
HRH continues to be the most widely-accessed cluster area with Foods and the four
health occupational areas evidencing the highest enrolments. The combined health
occupational areas (Community Care Services, Health Care Services, Human and
Social Services and Recreation Leadership) contain the CTS courses used in
transitioning Locally Developed Courses (LDC) in Sports Medicine, Sports
Performance, Leadership and Mentorship.
Enrolment Distribution by Area
Semester 1, 2010-2011
Total
Other
Total
5
CTR
TMT
4
NAT
MDC
3
HRH
BIT
2
1
0
2000
4000
6000
8000
10000 12000 14000 16000 18000 20000
CTS Tiered CEU Funding
CTS courses will be funded according to the new tiered Credit Enrolment Unit (CEU)
funding model in the 2010-2011 school
year. The three-tier funding model
recognizes the additional costs of
delivering CTS programs requiring
specialized facilities, equipment, instructor
Tier 1
credentials, materials and smaller class
27%
sizes. More information is available on
Tier 3
page 105 of the Funding Manual for
51%
School Authorities for 2010/2011
Tier 2
(http://education.alberta.ca/media/121334
22%
8/20102011fundingmanual.pdf ). The
distribution of enrolments by occupational
area in each tier follows:
Career and Technology Strategy
April 2011
17
PRS
0%
Tier 1
Career Transitions
Enterprise and Innovation
Environmental Stewardship
Financial Management
Health Care Services
Human and Social Services
Information Processing
Legal Studies
Logistics
Management and Marketing
Primary Resources
Tourism
LOG
0%
Tier 3
Automotive Services
Technician Apprenticeship
Communication Technology
Community Care Services
Construction
Cook Apprenticeship
Carpenter Apprenticeship
Cosmetology
Electro-Technologies
Fabrication
Foods
Hairstylist Apprenticeship
Mechanics
Networking
Welder Apprenticeship
1%
MAM
10%
ENT
4%
CTR
14%
LGS
17%
INF
16%
HCS
15%
HSS
12%
REC
20%
FOR
0%
0%
CSE
13%
DES
49%
NET
1%
18 Career and Technology Strategy
Tier 2 AGR
FAS
10%
EST
7%
HSA
6%
ENS
0%
FIN
11%
WLD
1%
Tier 2
Agriculture
Computing Science
Design Studies
Esthetics
Fashion Studies
Forestry
Recreation Leadership
Wildlife
Tier 1 TOU
MEC
15%
Tier 3 WDA
0%
ASA
0%
COM
23%
CCS
2%
FOD
29%
FAB
4%
CON
15%
ELT
2%
CKA
0%
CRA
COS 0%
3%
April 2011
Career and Technology Strategy
April 2011
19
Career and Technology Foundations
As CBE enters the second year of the Integrated Middle Years Learning Framework
Initiative, select CBE middle years/junior high schools continue to pilot the draft CTF
program of studies and project generator. Currently six CBE middle years/junior high
schools and two Livingstone Range School Division schools are officially participating in
the pilot while a number of additional CBE schools have opted to join the pilot project.
Career and Technology Studies Framework
20 Career and Technology Strategy
April 2011
Partnerships and Employer
Involvement
Existing Community/Business Partnerships
Alberta Regional Health – Jack James
Avi Homes – Jack James
BP Canada Energy Company – Forest Lawn
Calgary Car Color – Jack James
Calgary Co-op – Lester B. Pearson
Calgary Home Builders – supporting Design
Studies students exploring architectural design
Calgary Philharmonic Orchestra – Western
Canada
Calgary Police Service – Jack James
Canadian Imperial Bank of Commerce –
Western Canada
Davidson Enman Lumber Ltd. – Bowness
Husky Energy – Western Canada
Registered Apprenticeship Program – Calgary
employers supporting students in pursuit of blue
book apprenticeship training hours
Scotia Bank – Lester B. Pearson
Stepper Homes – supporting Construction
students at Bowness High School
SMART Technologies ULC – supporting
opportunities for Information Processing students
in pursuit of an industry credential
Shane Homes – Ernest Manning
Stantec – Juno Beach Academy
Potential Community/Business Partnerships
Plumbers and Pipefitters – supporting
Fabrication and Welder Apprentice students at the
CTC
Ackland Grainger
ADOBE Canada
AUTODESK
Building Trades of Alberta
Canadian Piping Trades
CISCO
ENCANA
FESTO – supporting pre-engineering students at
the CTC, Sir Winston Churchill, James Fowler,
Lord Beaverbrook and Queen Elizabeth
FLUKE CANADA
Hewlett Packard Canada HP
Career and Technology Strategy
Exploring Construction
After one semester in Bowness
High School`s introductory
construction program, students
have the knowledge, skills and
confidence to handle woodworking machines and hand
tools and perform basic home
maintenance tasks safely. This
program is supported by a
partnership with Stepper
Homes and sponsorship from
Calgary Construction
Association and numerous
other Calgary construction
businesses. CBE students can go
on to specialize in building
construction in the Trades
Centre or furniture design and
cabinetmaking in the wood
shop. Bowness High School has
hosted `Try-A-Trade` days for
feeder schools and invited
interested students from
district high schools to access
their Wood Shop and Trades
Centre program during an
after-school Tuesday/Thursday
class in Fall of 2011.
April 2011
21
Lincoln Electric
Matrix Audio Visual- supporting Media and Broadcasting students
PC CORP
Rotary Clubs of Calgary and District
Sharp’s Audio Visual
Sysco Food Systems
Existing Post-Secondary Alignments
SAIT Polytechnic – Pharmacy Technology articulation opportunity for students at
William Aberhart and Crescent Heights (joint pilot with Alberta Education, Calgary
Board of Education and Calgary Catholic School Board)
Bow Valley College Memorandum of Understanding (MOU) – K&E Child
Development Assistant
Pending Post-Secondary Alignments
Bow Valley College MOU – K&E Child Development Assistant credential (renewal
of current agreement, pending signatures)
Bow Valley College MOU – CBE Employee Administration Training (renewal of
current agreement, pending signatures)
Bow Valley College MOU – CTS Child Development Worker credential (new
agreement, pending signatures)
Bow Valley College MOU – Health Care Aide credential to ladder into Recreation
Therapy Aide credential (new agreement, pending curriculum alignment)
Mount Royal College MOU – CTS Child Development Assistant credential (early
discussions)
Other
Association of Professional Engineers, Geologists and Geophysicists of
Alberta (APEGGA) – Ten year MOU with CBE which establishes a relationship to
enhance services to students and teaching staff
SkillsCanada –supporting students in trade and technology-based careers
Leading by Example
Dirk (Grade 10) and Kelsey (Grade 12) are
students at William Aberhart High School who
are passionate about their studies in Sports
Medicine. Both of these students have devoted
many hours to supporting the athletic teams at
Aberhart through every sport season. They are
positive leaders in class and through their
shared excitement about their personalized
22 Career and Technology Strategy
CTS pathway they have made special
connections with Access students. Once a week,
the students provide physiotherapy and
rehabilitation sessions and have become
positive role models in the school. Additionally,
Dirk and Kelsey are involved in the school first
aid response plan as trained on-site firstaiders.
April 2011
Articulation and Credentials
Select CBE students are engaged in CTS Pathways leading to the following credentials
in the 2010-2011 school year:
BIT
Focus on Information Technology (FIT), offered at one high school
SMART Factory Trained Technician Certificate, offered at SMART
Technologies site connected to CTS courses at Queen Elizabeth, William
Aberhart and James Fowler
SMART Factory Trained Installer Certificate, offered at SMART Technologies
site connected to CTS courses at Queen Elizabeth, William Aberhart and James
Fowler
University of Alberta, Calgary and Lethbridge, five credits in Computer Science
as a science requirement for entrance into Computer Science faculties offered
at eight high schools
HRH
Alberta Industry and Training Hairstylist Apprentice, offered at six high
schools
Cook Apprentice, offered at five high schools
St. John Ambulance or Red Cross Standard First Aid with CPR (Level C)
and AED, credential offered at eleven high schools
Childhood Development Assistant, offered at two high schools
Pharmacy Technologist, offered at two high schools
MDC
None offered at this time
NAT
None offered at this time
TMT
Automotive Service Technician Apprentice, available but not accessed this
school year
Carpenter Apprentice, available but not accessed this school year
Welder Apprentice, not accessed this school year
Career and Technology Strategy
April 2011
23
Career and Technology Centres
Career and
Technology
Centre *
CBE Affiliate
Centres
External
Affiliate Sites
The CTC opened on schedule in September, 2010.
Four credentialed or specialized programs with
industry-certified teachers and instructors were
offered to approximately 250 students from six Area
IV high schools. Second semester, February 2011,
welcomed a second cohort of students to the same
programs and catchment area. Survey results
indicate the CTC students are very pleased with the
program and feel it has had an overwhelmingly
positive influence on them as students. Students with
learning plans find them very helpful. Overall
feedback indicates CTC programs are successful in
preparing students for their futures. See Appendix H:
Career and Technology Centre Survey Results
2010/11.
Discussions were held with Area Directors to
contemplate future “centre” opportunities within
existing high schools. These opportunities would
embrace the same key elements as the prototype
CTC:
Accessibility
Excellence
Equity
Choice
See Appendix G: Affiliate Career and Technology
Centres.
The external affiliate centre site at SMART
Technologies commenced with its first 10 student
cohort. Students completed preparation CTS courses
at their home high schools prior to taking six
Saturdays of training at SMART Technologies for
SMART credential(s) under the instruction of SMART
trainers. Successful completion allows a student to
install and support SMARTboard technology
anywhere SMARTboards are in use.
*The prototype Career Technology Centre (CTC) at the former Lord Shaughnessy High
School.
24 Career and Technology Strategy
April 2011
Career and Technology Strategy Support Activities
Career and Technology Strategy Symposia
High School Administrators
Middle Years/Junior High Schools Administrators
K-6 Administrators
Business, Industry and Post-Secondary Institutions
Post-Secondary Presentations/Discussions
Bow Vallley College
Mount Royal University
SAIT Polytechnic
Career and Technology Strategic Advisory Council
Inaugural meeting held January 2011
Chaired by Chief Superintendent, Naomi Johnson
Meetings to be held three times per year
Regional Strategic Advisory Committee
Committee struck
Committee members from southern Alberta school districts surrounding Calgary
Preliminary discussions around a regional CT Strategy
Future Connections
Hosted three industry receptions and the CTC
o Autobody
o Cosmetology
o General
CTS Program of Studies Implementation Supports
CT Strategy website redesign with interactive high school CTS offerings map
CTS occupational area communication documents (28)
CTS sample pathways (100+)
CTS sample pathway pre-requisite flowcharts (100+)
PowerPoint presentations
o The Basics of CTS
o CTS Project Courses 101
o CTS Practicum Courses 101
o K&E Basics
o CTF Basics
Sample CTS Project and Practicum courses templates (10)
K&E and CTS alignment overview
Student and parent information brochures for CTS, CTF and K&E
Career and Technology Strategy
April 2011
25
Looking to 2011-2012
Program of Studies
Off-campus Education Handbook
Mandatory implementation of Off-campus Education Handbook in September 2011 will
require students engaged in Off-campus Work Experience and Registered
Apprenticeship Program (RAP) programs have the CTS pre-requisite course HCS3000
Workplace Safety Systems course. It is recommended that RAP students also have
HCS3010 Workplace Safety Practices. Five Career Transitions courses are available
including the former off-campus prerequisite, CTR1010 Job Preparation. It is critical that
schools are aware of this prerequisite change prior to permitting students to engage in
off-campus learning experiences. Grandfathering of CTR1010 Job Preparation is in
place for students already earning Work Experience and RAP credits. Information is
available at http://education.alberta.ca/media/4598916/cts_prereq.pdf.
Career and Technology Foundations
CBE has also secured a $480,000 grant from Alberta Education to become the
provincial hub for implementation support for the CTF program of studies. This
partnership with the government will strengthen and extend the work of the CBE pilot
schools and provide additional support for middle years/junior high schools as they
prepare for provincial implementation in September 2012.
Knowledge and Employability Integration (K&E)
Aligning with the CBE direction to integrate K&E courses into high schools programs, all
high schools and teachers must be prepared to facilitate the inclusion of students taking
K&E courses in their classrooms. High school programs will provide opportunities for
students to experience success through purposeful course selection and pathway
planning. The alignment of outcomes in K&E occupational courses and CTS courses
will provide students with choices that meet their unique capacities and career goals.
Partnerships and Employer Involvement
Work will continue to solidify pending affiliations and partnerships within the context of
district corporate sponsorship strategy.
Articulation and Credentials
Opportunities for students to earn credentials and/ or
access to existing articulations will increase as:
teachers, schools and the district become more
familiar with and committed to opportunities
provided through the Career and Technology
Strategy
26 Career and Technology Strategy
Full Circle
CBE teacher, Angie is enrolled
as an Autobody Apprentice and
is working at an autobody shop
owned and operated by a
William Van Horne student
(1986.). Coincidentally, the
owner is one of her former
students.
April 2011
the implementation of the Career and Technology Strategy fosters a growing
number of opportunities for personalization of learning
community, industry and post-secondary partners recognize and support the
creation of relevant learning experiences
students (and parents) embrace responsibility for career planning and access
available opportunities
Career and Technology Strategy
April 2011
27
Career and Technology Centres
Career and
Technology
Centre *
CBE Affiliate
Centres
External
Affiliate Sites
Modernization of the former Lord Shaughnessy High
School, which commenced in March 2011, will
continue through the 2011-2012 school year to
renovate the remainder of the building. Construction
includes suites for credentialed and specialized
programs in BIT, MDC, HRH, NAT and TMT as well
as the Lower and Upper Learning Commons, the
Market Café and the administrative offices (see
Appendix F: CTC Programs, September 2012, for a
complete list of programs to be offered). The CTC will
continue to offer the four established credential and
specialized programs (autobody, pre-engineering,
welding and cosmetology) with expanded access
beyond Area IV to the entire district.
CBE high schools will expand the CTC concept
through application and approval to become affiliate
centres.
A second external workplace site through a
partnership with the Plumbers and Pipefitters will be
available to students interested in the Welder
Apprentice program. Pending final signatures on the
agreement, students may choose to attend the
program for a semester at the affiliate site under the
instruction of an industry journeyman at an industrystandard facility. Plumbers and Pipefitters will also
facilitate Work Experience and RAP student
placements.
*The prototype Career Technology Centre (CTC) at the former Lord Shaughnessy High
School.
28 Career and Technology Strategy
April 2011
Opportunities and Challenges
Collaboration and consultation with Area directors,
principals, learning leaders, specialists and teachers have
raised the following opportunities and challenges for
consideration as CBE moves forward with the CT Strategy:
●
●
●
Each student,
every day,
Build staff capacity to deliver credentialed pathways
and support sustainable CTS programs. Attract, train
no exceptions
and retain credentialed and certificated teachers for
specialized/credentialed CTS pathway delivery.
● ● ●
Promote consideration of common high school
timetables across the district. Facilitate student access to CTS programs and
maximize facility use without detriment to student‟s home school course
obligations.
Determine appropriate student transportation options for students accessing CTS
programs away from the home school.
Expand the “centre” concept beyond the prototype into home high schools
(Affiliate Career Technology High Schools – ACT). Invite applications from high
schools interested in becoming ACT high schools. See Appendix G: Affiliate
Career and Technology High Schools.
Prepare to transition middle years/junior high students for pending
implementation of CTF. Realize successful student transitions with backwards
mapping of CTS pathway choices from high school to middle years/junior high
programs.
Require understanding and preparedness for integration of K&E students and
delivery of K&E course outcomes. High school staff is ready and able to support
students by making curricular connections that optimize learning at every
student‟s capacity and promote student success.
Integrate CTS and core subject areas. Increase personalization of learning
through meaningful and relevant experiences that integrate curricular outcomes.
Consider the current „six semester‟ CBE high school career. As students take up
more opportunities for learning, are six semesters a reasonable amount of time
for students to develop and fulfill high school learning plans considering
expanded opportunities and government funding of students until the age of 19?
Career and Technology Strategy
April 2011
29
Appendix A
Area I
Area is working toward common high schools timetables for 2013 to coincide with
opening of new northwest high school.
Bowness High School will be offering an after school (Tuesday and Thursday,
4:00-6:00 pm) in Construction to students of Winston Churchill, William Aberhart,
Queen Elizabeth High Schools and Discovering Choices - Marlborough.
Bowness High School is working with feeder junior high/middle schools to align
Career and Technology Foundations (CTF) programs with Trade Centre
Construction program. CTS pathways include:
o Cabinetry and Furniture Making
specialized skill
o Construction
exploratory
o Construction
K&E
exploratory
o Cosmetology
o Cosmetology for Careers
specialized skill
exploratory
o Design & Communication Arts 10
o Design & Communication Arts 20, 30
specialized skill
o Foods
exploratory
o Foods
K&E
o Hairstylist Apprentice
credentialed
exploratory
o Information Processing
o Legal Studies
exploratory
o Money Smarts 10
exploratory
o Money Smarts 20, 30
specialized skill
o Multimedia 10
exploratory
o Multimedia 20, 30
specialized skill
o Recreation Leadership
exploratory
o Tourism
exploratory
o Trade Centre
specialized skill
o Web Applications 10
exploratory
specialized skill
o Web Applications 20, 30
Discovering Choices – Bowness START Outreach
o Cosmetology
exploratory
exploratory
o Design Studies
o Electro-Technologies (Amatrol)
specialized skill
exploratory
o Health Care Services
o Human & Social Services
exploratory
o Information Processing
exploratory
o Legal Studies
exploratory
o Tourism
exploratory
George Woods Learning Centre
o Design Studies
o Health and Rec Studies
30 Career and Technology Strategy
exploratory
exploratory
April 2011
o Multi Media
exploratory
exploratory
o Small Scale Construction
Westview Secondary emphasizes personalization of learning accessing elearning for course delivery. Courses are supported by Amatrol learning systems.
CTS pathways include:
o Automation Systems
specialized skill
o Electricity/Electronics
specialized skill
o Fluid Power
specialized skill
o Foods
exploratory
o Manufacturing Processes
specialized skill
o Mechanical Systems
specialized skill
o Pre-engineering
specialized skill
o Process Controls
specialized skill
specialized skill (2011-2012)
o Thermal and Quality Assurance
o Workplace Skills
specialized skill
Sir William Van Horne (closing June 2011)
o Art and Design
o Art Media Communications
o Auto Service
o Autobody
o Child Care
o Commercial Foods
o Construction Services
o Human and Human Care
o Mechanics
K&E
K&E
K&E
K&E
K&E, credentialed
K&E
K&E
K&E
K&E
Sir Winston Churchill High School offers three credit exploratory CTS pathways
for Grade 10 students. The NASA club explore robotics and astronomy (not a
credit program). CTS pathways include:
exploratory
o Communication Technology
o Computing Science
credentialed
o Construction
exploratory
o Cosmetology/Esthetics
exploratory
o Design Studies
exploratory
o Electro-Technologies
specialized skill
o Electronics
exploratory
o Enterprise & Innovation
exploratory
o Fashions
exploratory
o Finance
exploratory
o Foods
exploratory
o Information Processing
exploratory
o Legal Studies
exploratory
o Management & Marketing
exploratory
o Mechanics
exploratory
o Sports Medicine
specialized skill, credentialed
Career and Technology Strategy
April 2011
31
o Sports Performance
specialized skill
AREA I CEU Distribution 2009-2010
24%
23%
BIT
HRH
MDC
TMT
16%
37%
32 Career and Technology Strategy
NAT
April 2011
Appendix B
Area II
High schools have expanded CTS offerings by offering CTS pathways from the
HRH and NAT clusters.
Currently high schools are not working together on CT Strategy and CTS
programs.
All high school program booklets include K&E descriptors.
William Aberhart is experiencing the greatest success with its e-learning centre
where all Grade 11 core subjects are available.
Middle and junior high schools are meeting to discuss Career and Technology
Foundations (CTF) program.
Two new middle schools opening in 2012.
Crescent Heights
o Auto Mechanics
o Automotive Service Technician
Apprenticeship
o Computer Gaming
o Construction
o Cook Apprentice
o Environmental Stewardship
o Fabrication
o Fashion Studies
o Financial Management
o Foods
o Foods
o Information Processing
o Legal Studies
o Marketing & Management
o Metal Fabrication
o Mechanics
o Pharmacy Technician
credentialed
specialized skill
exploratory
credentialed
exploratory
exploratory
exploratory
exploratory
exploratory
K&E
exploratory
exploratory
exploratory
K&E
exploratory
credentialed
James Fowler
o Auto Mechanics
o Autobody
o Aviation
o Building Construction
o Commercial Cooking
o Communication Technology
o Computing Science
o Construction
o Cosmetology
o Design Studies
o Enterprise & Innovation
o Fashion and Fabrics
K&E
specialized skill
specialized skill
K&E
K&E
exploratory
credentialed
exploratory
exploratory
exploratory
exploratory
K&E
Career and Technology Strategy
K&E
April 2011
33
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Fashion Studies
Financial Management
Foods Domestic
Foods
Hairstylist Apprentice
Information Processing
Legal Studies
Management & Marketing
Mechanics
Mechatronics
Metal Fabrication
Sports Medicine
Tourism
Welding
exploratory
exploratory
exploratory
K&E
credentialed
credentialed
exploratory
exploratory
exploratory
specialized skill
K&E
specialized skill, credentialed
exploratory
exploratory
John G. Diefenbaker
o Art Media Communications
o Business Services
o Communication Tech10
o Communication Tech 20, 30
o Computer Applications
o Computer Programming
o Construction Building
o Construction Tech 10
o Construction Tech 20, 30
o Design Studies
o Enterprise & Innovation
o Fabrics
o Fashion Studies
o Financial Management 10
o Financial Management 20, 30
o Food Studies 10
o Food Studies 20, 30
o Legal Studies
o Management & Marketing 10/20
o Management & Marketing 30
o Sports Medicince
o Sports Performance
K&E
K&E
exploratory
specialized skill
specialized skill
credentialed
K&E
exploratory
specialized skill
exploratory
exploratory
K&E
exploratory
exploratory
specialized skill
exploratory
specialized skill
exploratory
exploratory
specialized skill
specialized skill, credentialed
specialized skill
Louise Dean
o BodyTalk
o Cosmetology
o Design and Communication
o Fashion Studies
o Foods
o Graphic Design
exploratory
exploratory
exploratory
exploratory
exploratory
specialized skill
34 Career and Technology Strategy
April 2011
o
o
o
o
Life Skills
Parenting
Photography
Prenatal
specialized skill
specialized skill
specialized skill
specialized skill
Queen Elizabeth
o Animation/Web Intermediate,
Advanced
specialized skill
o Animation/Web Introductory
exploratory
o Communication Technology Intermediate,
Advanced
specialized skill
o Communication Technology
Introductory
exploratory
o Construction Technology Intermediate,
Advanced,
specialized skill
o Construction Technology Introductory exploratory
o Design Studies Intermediate, Advanced specialized skill
o Design Studies Introductory
exploratory
o Foods Introductory
exploratory
o Food Intermediate, Advanced
specialized skill
o Information Processing
credentialed
o Legal Studies Intermediate, Advanced specialized skill
o Legal Studies Introductory
exploratory
o Photography Introductory
exploratory
o Photography Intermediate, Advanced
specialized skill
o Sports Medicine
specialized skill, credentialed
o Sports Performance
specialized skill
o Team Leadership
specialized skill
William Aberhart
o Computing Science
o Construction 10
o Construction 20, 30
o Cosmetology Esthetics
o Design Studies 10
o Design Studies 20, 30
o Fashion Studies 10
o Fashion Studies 20, 30
o Financial Management 10
o Financial Management 20,30
o Foods 10
o Foods 20, 30
o Information Processing 10
o Infomation Processing 20, 30
o Information Processing
o Legal Studies
Career and Technology Strategy
credentialed
exploratory
specialized skill
exploratory
exploratory
specialized skill
exploratory
specialized skill
exploratory
specialized skill
exploratory
specialized skill
exploratory
specialized skill
credentialed
exploratory
April 2011
35
o
o
o
o
o
o
o
o
o
o
o
Mechanics 10
Mechanics 20, 30
Mentorship
Multimedia 10
Multimedia 20, 30
Multimedia (Spanish)
Pharmacy Technician
Ski and Snowboard Construction
SportsMedicine 10
Sports Medicine 20, 30
Tourism
exploratory
specialized skill
exploratory
exploratory
specialized skill
exploratory
credentialed
specialized skill
exploratory
specialized skill, credentialed
exploratory
AREA II CEU Distribution 2009-2010
24%
19%
BIT
HRH
MDC
27%
30%
36 Career and Technology Strategy
TMT
NAT
April 2011
Appendix C
Area III
Three area high schools working independently. Each high school has a different
timetable.
Collaborative meetings occurring amongst middle/junior high schools around
Career and Technology Foundations (CTF) program of studies. Eight out of ten
schools are implementing CTF in Grade 7 (Integrated Middle Years Learning
Framework Initiative).
The opening of the Eastside Health Centre may provide opportunities for Jack
James and James Fowler students.
Discovering Choices – Marlborough
exploratory
o Agriculture
exploratory
o Communication Technology
o Computing Science
exploratory
o Design Studies
exploratory
o Enterprise & Innovation
exploratory
o Financial Management
exploratory
o Health Care Services
exploratory
o Human & Social Services
exploratory
o Information Processing
exploratory
o Legal Studies
exploratory
o Management & Marketing
exploratory
o Recreation Leadership
exploratory
o Tourism
exploratory
o Wildlife
exploratory
Forest Lawn
o Autobody
o Building Construction
o Business Studies
o Computing Science
o Communication Technology
o Community Health
o Cosmetology
o Culinary Arts
o Design and Animation
o Energy and Resources
o Fashion
o Film Making
o Financial Management
o Foods
o Hairstylist Apprentice
o Horticulture
o Innovative Technology
Career and Technology Strategy
specialized skill
exploratory
specialized skill
credentialed
exploratory
exploratory
exploratory
specialized skill
exploratory
specialized skill
exploratory
exploratory
exploratory
exploratory
credentialed
specialized skill
specialized skill
April 2011
37
o
o
o
o
o
Legal Studies
Mechanics
Multimedia
Outdoor Leadership
Welding and Fabrication
exploratory
exploratory
specialized skill
specialized skill (LDC)
exploratory
Jack James
o Art and Design
o Art Media
o Auto Mechanics
o Auto Services
o Autobody
o Business Services
o Child Care
o Commercial Cooking
o Construction Building
o Construction Systems
o Cosmetology
o Fashion and Fabrics
o Fashion and Textiles
o Food Preparation
o Foods
o Horticulture
o Human Care
o Landscaping
o Metal Fabrication
o Wood Fram Construction
o Woodworking and Cabinetry
K&E
K&E
K&E
K&E
K&E
K&E
K&E, credentialed
K&E, credentialed
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
K&E
Lester B. Pearson
o Applied Technologies
o Communication Technology
o Computing Science
o Design Studies
o Fashion Studies
o Financial Management
o Information Processing
o Legal Studies
o Management & Marketing
o Personal Foods
o Professional Accounting
o Professional Foods
o Sports Medicine
o Sports Performance
specialized skill
specialized skill
credentialed
specialized skill
exploratory
exploratory
exploratory
exploratory
exploratory
exploratory
specialized skill
specialized skill
specialized skill, credentialed
specialized skill
38 Career and Technology Strategy
April 2011
AREA III CEU Distribution 2009-2010
1%
17%
26%
BIT
HRH
MDC
21%
TMT
NAT
35%
Career and Technology Strategy
April 2011
39
Appendix D
Area IV
The prototype Career and Technology Centre is located in Area IV and opened
its doors in September 2010. Credits earned by students at the CTC are reported
by the home high schools.
Alternative High School
o Community Care Services
o Computing Science
o Democratic Leadership
o Financial Management
o Foods
o Health Care Services
o Human & Social Services
o Information Processing
o Mentorship
o Multimedia
o Recreation Leadership
o Tourism
exploratory
exploratory
specialized skill
exploratory
exploratory
exploratory
exploratory
exploratory
specialized skill
specialized skill
exploratory
exploratory
CBe-Learn
o Communication Technology
o Community Care Services
o Fashion Studies
o Financial Management
o Foods
o Health Care Services
o Human & Social Services
o Information Processing
exploratory
exploratory
exploratory
exploratory
exploratory
exploratory
exploratory
exploratory
Central Memorial
o Automotive Service Technician
Apprentice
o Cabinet Making 20, 30
o Carpentry 20, 30
o Carpenter Apprentice
o Communication Technology 10
o Communication Technology 20, 30
o Computing Science
o Construction 10
o Cook Apprentice
o Culinary
o Design Studies 10
o Design Studies 20, 30
o Fashion Studies 10
o Fashion Studies 20, 30
credentialed
specialized skill
specialized skill
credentialed
exploratory
specialized skill
exploratory
exploratory
credentialed
specialized skill
exploratory
specialized skill
exploratory
specialized skill
40 Career and Technology Strategy
April 2011
o
o
o
o
o
o
o
Foods 10
Foods 20, 30
Legal Studies
Mechanics 10
Mechanics 20, 30
Sports Medicine
Sports Performance
Chinook Learning Services
o Advanced Accounting
o Community Health
o Introductory Accounting
o Legal Studies
exploratory
specialized skill
exploratory
exploratory
specialized skill
specialized skill, credentialed
specialized skill
specialized skill
exploratory
exploratory
exploratory
Discovering Choices – CACY START Outreach
o Agriculture
exploratory
exploratory
o Communication Technology
o Community Care Services
exploratory
o Computing Science
exploratory
o Design Studies
exploratory
o Electro-Technologies
exploratory
exploratory
o Enterprise & Innovation
o Fashion Studies
exploratory
o Financial Management
exploratory
o Forestry
exploratory
o Health Care Services
credentialed
o Human & Social Services
exploratory
o Information Processing
exploratory
o Legal Studies
exploratory
exploratory
o Management and Marketing
o Networking
exploratory
o Tourism
exploratory
Discovering Choices – Westbrook
o Communication Technology
o Electro-Technologies
o Information Processing
o Legal Studies
o Tourism
specialized skill
specialized skill
specialized skill
specialized skill
specialized skill
Ernest Manning
o Animation/Production
o Autobody
o Communication Technology
o Computing Science
o Construction
specialized skill
specialized skill
exploratory
exploratory
exploratory
Career and Technology Strategy
April 2011
41
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Cook Apprenticeship
Cosmetology
Digital Media Studies
Electro-Technologies/Robotics
Environmental Stewardship
Exercise Science
Fabrication/Welding
Foods
Hairstylist Apprentice
Networking: IT Essentials
Outdoor Pursuits
Petroleum Engineering
Photography
Pre-architectural Design Studies
Pre-engineering
Recreation Leadership
Sports Performance
credentialed
exploratory
specialized skill
specialized skill
specialized skill
specialized skill
exploratory
exploratory
credentialed
specialized skill
credentialed
specialized skill
specialized skill
specialized skill
specialized skill
specialized skill
specialized skill
National Sport School
o Design Studies 10
o Design Studies 20, 30
o Information Processing
o Media Design
o Sports Medicine
o Sports Psychology
exploratory
specialized skill
exploratory
exploratory
specialized skill
specialized skill
Western Canada
o Business Processes
o Communication Technology 10
o Communication Technology 20, 30
o Computing Science
o Design Studies 10
o Design Studies 20, 30
o Electro-Technologies
o Entrepreneurship
o Financial Management 30
o Foods
o Information Processing
o Leadership
o Legal Studies
o Sports Performance
specialized skill
exploratory
specialized skill
credentialed
exploratory
specialized skill
exploratory
specialized skill
specialized skill
exploratory
exploratory
specialized skill
exploratory
specialized skill
42 Career and Technology Strategy
April 2011
AREA IV CEU Distribution 2009-2010
0%
17%
BIT
34%
HRH
MDC
18%
TMT
NAT
31%
Career and Technology Strategy
April 2011
43
Appendix E
Area V
No area report information yet.
Centennial exploring connection with College of the Rockies in support of
Outdoor Pursuits pathway.
Centennial
o Business Services
o Business
o Cabinet Making
o Commercial Foods
o Communication Technology 10
o Communication Technology 20, 30
o Computing Science
o Construction
o Construction
o Cook Apprentice
o Cosmetology
o Cosmetology 10
o Design Studies 10
o Design Studies 20, 30
o Domestic Foods
o Fashion Studies
o Financial Management
o Green Earth (integrated)
o Hairstylist Apprentice
o Leadership 10
o Leadership 20, 30
o Legal Studies
o Software Applications
o Sports Medicine
o Sports Performance
K&E
specialized skill
specialized skill
specialized skill
exploratory
specialized skill
credentialed
K&E
exploratory
credentialed
K&E
exploratory
exploratory
specialized skill
exploratory
exploratory
exploratory
specialized skill
credentialed
exploratory
specialized skill
exploratory
specialized skill
specialized skill, credentialed
specialized skill
Dr. E. P. Scarlett
o Business Management
o Computing Science
o Construction
o Design Studies
o Foods
o Foods (Spanish)
o Information Applications
o Legal Studies
o Mechanics
o Mentorship Program
o New Media Arts
o Sports Medicine
specialized skill
exploratory
exploratory
exploratory
exploratory
exploratory
specialized skill
exploratory
exploratory
specialized skill
specialized skill
specialized skill
44 Career and Technology Strategy
April 2011
o Sports Performance
o Tourism
LDC
exploratory
Henry Wise Wood
o Art, Design and Communication
o Communication Technology
o Computing Science
o Construction
o Construction Tech 1 0
o Construction Tech 20, 30
o Design Studies 10
o Design Studies 20, 30
o Enterprise & Innovation
o Fashion Studies and Enrichment
o Food Studies
o Foods
o Information Processing
o Legal Studies
o Mechanics 10
o Mechanics 20, 30
o Multimedia
o Sports Medicine
o Tourism
K&E
exploratory
exploratory
K&E
exploratory
specialized skill
exploratory
specialized skill
exploratory
exploratory
exploratory
K&E
exploratory
exploratory
exploratory
specialized skill
specialized skill
specialized skill
exploratory
Juno Beach Academy
o Information Processing
o Leadership
o Mentoring
o Outdoor Education
exploratory
specialized skill
specialized skill
specialized skill
Lord Beaverbrook
o Animation and Design
o Auto Tech
o Autobody
o Basic Business
o Broadcasting and Video Production
o Cabinet Making
o Computer Programming
o Construction Technology
o Cosmetology
o Creative Communication
o Culinary Arts
o Design Studies
o Digital Animantion
o Digital Photography
o Environmental Stewardship
exploratory
specialized skill
specialized skill
exploratory
specialized skill
specialized skill
specialized skill
specialized skill
exploratory
exploratory
specialized skill
specialized skill
specialized skill
specialized skill
exploratory
Career and Technology Strategy
April 2011
45
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Fashion Design and Merchandising
Fashion Studies
Foods
Graphic Design
Hairstylist Apprentice
Innovative Technology
Medical Sciences
Metal Technology
Outdoor Pursuits
Sports Medicine
Sports Performance
Sports Leadership
TEAM Leadership
Techworks
Wood Technology
specialized skill
exploratory
exploratory
specialized skill
credentialed
specialized skill
specialized skill, credentialed
specialized skill
LDC specialized skill
specialized skill, credentialed
LDC specialized skill
specialized skill
LDC specialized skill
specialized skill
exploratory
AREA V CEU Distribution 2009-2010
0%
21%
19%
BIT
HRH
MDC
TMT
23%
37%
46 Career and Technology Strategy
NAT
April 2011
Appendix F
CTC Programs, September 2012
Health, Recreation and Human Services (HRH)
Culinary Arts
o Cook Apprentice
Hospitality Tourism
o emerit Food and Beverage Manager
o emerit Food and Beverage Server
o emerit Tourism Essentials
Health Care Aide
Emergency Medical Responder
Cosmetology*
o Hairstylist Apprentice
Media, Design and Communication (MDC)
Audio/Video Production and Broadcasting
Virtual Media for Film and Game
Visual Design and Communications
o Adobe Certified Expert (Illustrator, InDesign, Photoshop)
o Adobe Certified Associate
o Autodesk Certification
Natural Resources (NAT)
Floriculture
Landscape Design
Environmental Stewardship
Business, Administration, Finance and Information Technology (BIT)
Networking
o CompTIA A+ Certification
o CompTIA Network+ Certification
o Focus on Information Technology
Information Processing/Business Solutions
o SMART Factory Trained Installer
o SMART Factory Trained Technician
Financial Management
Management and Marketing
Trades, Manufacturing and Transportation (TMT)
Autobody*
o Automotive Service Technician Apprentice
Welding*
o Welder Apprentice
Pre-Engineering*
*Established programs (2010-2011)
Career and Technology Strategy
April 2011
47
Appendix G
Affiliate Career and Technology Centres
Choice
Equity
Excellence
Accessibility
What are the benefits of establishing Affiliate Career and Technology
Centre high schools?
PERSONALIZATION OF LEARNING
STUDENT
SCHOOL
CONTENT
attend at home school
attend home high school and travel to
area ACT to access credentialed
programs
attend home high school and travel to
district ACT to access credentialed
programs
access instruction in credentialed
programs through flexible timing and
learning environments
access industry-standard programs
access instruction recognized by postsecondary and the workplace
experience facilities and equipment
found in the workplace
earn credentials recognized by
industry and post-secondary
engage in relevant learning
opportunities with connections to the
workplace
exit high school well-established on
pathway to workplace or postsecondary
experience career and occupational
learning opportunities
engage in meaningful career planning
for the future
earn credentials in areas of passion
and interest that may not be available
at home high school
minimize repetition of knowledge and
skills mastered in high school upon
entry to post-secondary and workplace
learn skills and knowledge in
occupational areas of personal interest
participate actively in development of
learning plans
commit to personalized learning
pathways
commit to credentialed programs
through regular attendance and
engagement
provide instruction in credentialed
programs through flexible timing and
learning environments
expand school hours of operation
beyond traditional timetable
negotiate/adjust select instructor
teaching schedule
implement common district timetables
to avoid detriment to student‟s home
school class schedule
promote collaboration between area
and district high schools
maximize access and use of facilities,
equipment and instructor expertise
maximize access to teacher expertise
accommodate industry standard
facilities and equipment
recognize centre of excellence
provide credentialed programs
attract students committed to
credentialed programs
increase access to credentialed
programs in designated area schools
align programs of study (CTS, CTF,
K&E) to expand student choice and
opportunities for personalization and
success
personalize learning opportunities to
meet student capacity and interest
increase area and district student
access to learning opportunities in
areas of interest
provide learning opportunities for
students whose access instruction is
affected by external factors
extend and enhance opportunities to
earn credentials in areas of passion
and interest that may not be available
at home high school
provide 1000+ provincially recognized
CTS courses as a source for program
development
enable students to achieve to the best
of their ability through course
alignment and transition from K&E to
CTS, and from CTF to CTS
experience fewer attendance concerns
with students fully engaged in learning
opportunities
promote collaboration between school,
parents and student in development of
student learning plan
enable student determination of areas
of specialization
provide course offerings to student
interest and choice
personalize CTS pathways accessing
CTS Project and Practicum courses
48 Career and Technology Strategy
deliver CTS and K&E courses required
for credentialed programs
personalize CTS pathways through
course selection and pathway design
to address student interests and
passions
facilitate hands-on learning using
industry standard equipment and
facilities
April 2011
Appendix H
Career and Technology Center
2010/11 - Student and Teacher Survey Results
Background
In January 2011 a survey was sent to the teachers and students of the Career and Technology
Center asking specific questions relating to center and the impact it has had on the learning
experiences of the students. A total of 9 teachers and 94 students completed the survey.
Demographics
Of the 94 students who completed the survey, 62 went to Central Memorial, 28 went to Ernest
Manning High School, 2 went to Alternative High School and 2 students were from Bowness
Outreach. Thirty-six of the students who completed the survey were in auto-body, 33 in
cosmetology, 19 in fabrication/welding, and 6 students were in pre-engineering. A total of 57
males and 37 females completed the survey. Most students (79%) were in their first or second
year of high school, with 45 students in year 1, 30 students in year 2, 18 students in year 3, and
only 1 student in year 4.
6%
20%
38%
35%
Auto-body
Cosmetology
2010/11 - CTC Student and Teacher Survey Results
Fabrication/Welding
Pre-Engineering
1
Calgary Board of Education - 2010/11
Overall Results
Students were asked to indicate the level of impact their experiences at the CTC has had on them
as students in a number of different areas. The vast majority of students stated the CTC had a
‘positive’ or ‘very positive’ impact on all items included in the survey. This included 94% who
stated the CTC had a ‘positive’ or ‘very positive’ impact on their ability to effectively use the
technology, instruments, tools and information systems within the industry they were studying,
86% on their desire to continue learning throughout high school and beyond, 81% on their ability
to work with others and seek a team approach when appropriate, 80% in their comfort with taking
risks, and 80% who stated the CTC had a ‘positive’ or ‘very positive’ impact on their ability to
communicate (read, write, represent, speak) using the language and terminology of the specific
industry they were studying. Additionally, 79% of the students stated the CTC had a ‘positive’ or
‘very positive’ impact on their ability to think critically and act logically to evaluate situations, solve
problems, and make decisions, 78% on their ability to persevere through challenges, 78% on their
ability to identify and suggest new ideas to get tasks done creatively, 74% on their willingness to
take initiative, 74% on their ability to set goals in school and their personal life, and 64% felt the
CTC had a ‘positive’ or ‘very positive’ impact on their ability to access and apply knowledge from
various subject areas to the industry they were studying.
Impact of Career and Technology Center on All Students
Use technology, tools, etc.
Desire to continue learning
Work with others
Take risks
Communicate
Think critically
Persevere
Identify/suggest new ideas
Take initiative
Set goals and priorities
Access/apply knowledge
0
Very Positive
25
Positive
2010/11 - CTC Student and Teacher Survey Results
50
Some Impact
75
100
No Impact
2
Calgary Board of Education - 2010/11
Students who completed the survey were also asked if they currently had a learning plan. Twenty
percent stated they did, 33% did not, and 47% did not know. Students who currently had a
learning plan were asked to indicate whether they agreed or disagreed with a number of
statements relating to their learning plan. Results showed that the vast majority ‘agreed’ or
‘strongly agreed’ with all statements included within the survey. This included 90% who ‘agreed’
or ‘strongly agreed’ that the learning plan had been valuable for them as a learner, 87% believed
having a learning plan helped them make better decisions about the courses and additional
training they are taking or plan to take, and 77% who indicated that having a learning plan has
given them a better understanding of their career possibilities and requirements.
Student Agreement with Statements Related to their Learning Plan
Valuable as a learner
Additional courses/training
Career possibilities/requirements
0
Strongly Agree
Agree
25
Disagree
50
75
100
Strongly Disagree
Teacher Survey Results
Teachers were also asked to indicate the impact they felt the CTC has had on the students within
their classes. Results resembled the feedback given by the students with the vast majority of
teachers stating the CTC had a ‘positive’ or ‘very positive’ impact on their students. This included
100% of teachers who felt the CTC had a ‘positive’ or ‘very positive’ impact on their students’
ability to identify and suggest new ideas to get tasks done creatively, their comfort with taking risks,
their ability to effectively use the technology, instruments, tools and information systems within the
industry they were studying, their desire to continue learning throughout high school and beyond,
their ability to work with others and seek a team approach when appropriate, their ability to
persevere through challenges, their ability to think critically and act logically to evaluate situations,
solve problems, and make decisions, and their ability to set goals in school and their personal life.
Additionally, 83% believed the CTC had a ‘positive’ or ‘very positive’ impact on their students’
ability to communicate (read, write, represent, speak) using the language and terminology of the
specific industry they were studying, 67% on their willingness to take initiative, and 67% on their
ability to access and apply knowledge from various subject areas to the industry they were
studying.
2010/11 - CTC Student and Teacher Survey Results
3
Calgary Board of Education - 2010/11
Impact of Career and Technology Center on Students from Teachers’ Perspective
Identify/suggest new ideas
Take risks
Use technology tools etc.
Desire to continue learning
Work with others
Persevere
Think critically
Set goals and priorities
Communicate
Take initiative
Access and apply knowledge
0
Very Positive
Positive
25
50
Some Impact
75
100
No Impact
Results by Program
To further investigate the data, the results for each program offered at the CTC were analyzed
independently. Results for each program are presented below.
Auto-Body
A total of 36 students who responded to the survey were taking auto-body, with 33 students
attending Central Memorial, 2 students attending Alternative High School, and 1 student from
Ernest Manning High School. Eighty-nine percent of the respondents were male and 11% were
female. Most students (78%) were in their first year of high school.
2010/11 - CTC Student and Teacher Survey Results
4
Calgary Board of Education - 2010/11
Autobody Students - Year of High School
3%
8%
11%
78%
1st year
2nd year
3rd year
4th year
Auto body students reported a very positive experience at the CTC with the vast majority of
students stating the CTC had a ‘positive’ or ‘very positive’ impact on all items within the survey.
Impact of Career and Technology Center on Auto Body Students
Use technology tools etc.
Desire to continue learning
Work with others
Take risks
Communicate
Think critically
Persevere
Identify/suggest new ideas
Take initiative
Set goals and priorities
Access and apply knowledge
0
Very Positive
Positive
2010/11 - CTC Student and Teacher Survey Results
25
50
Some Impact
75
100
No Impact
5
Calgary Board of Education - 2010/11
Cosmetology
A total of 33 Cosmetology students completed the survey, with 23 students from Central Memorial
and 10 students from Ernest Manning. Thirty-two students were female and 1 was male. The
majority (52%) were in their first year of high school.
Cosmetology Students - Year of High School
15%
52%
33%
1st year
2nd year
3rd year
4th year
The majority of cosmetology students reported that the CTC had a ‘positive’ or ‘very positive’
impact on every item included within the survey.
Impact of Career and Technology Center on Cosmetology Students
Use technology tools etc.
Desire to continue learning
Work with others
Take risks
Communicate
Think critically
Persevere
Identify/suggest new ideas
Take initiative
Set goals and priorities
Access and apply knowledge
0
Very Positive
Positive
2010/11 - CTC Student and Teacher Survey Results
25
50
Some Impact
75
100
No Impact
6
Calgary Board of Education - 2010/11
Fabrication/Welding
A total of 19 fabrication/welding students completed the survey, with 11 students from Ernest
Manning and 2 students from Bowness Outreach. Eighteen students were male and 1 was
female. The majority (63%) were in their second year of high school.
Fabrication/Welding Students - Year of High School
37%
63%
1st year
2nd year
3rd year
4th year
Fabrication/welding students reported the highest overall satisfaction with the CTC with over 75%
of the students stating the CTC had a ‘positive’ or ‘very positive’ impact on every item included
within the survey.
Impact of Career and Technology Center on Fabrication/Welding Students
Use technology tools etc.
Desire to continue learning
Work with others
Take risks
Communicate
Think critically
Persevere
Identify/suggest new ideas
Take initiative
Set goals and priorities
Access and apply knowledge
0
Very Positive
Positive
2010/11 - CTC Student and Teacher Survey Results
25
50
Some Impact
75
100
No Impact
7
Calgary Board of Education - 2010/11
Pre-Engineering
A total of 6 pre-engineering students completed the survey, with all 6 students coming from Ernest
Manning High School. All six students were also male. Half of the students (3) were in their
second year of high school and the other half (3) were in their third year of high school.
Pre-Engineering Students - Year of High School
50%
1st year
50%
2nd year
3rd year
4th year
Pre-engineering students reported the lowest overall satisfaction with the CTC, although with over
50% of the students still stated the CTC had a ‘positive’ or ‘very positive’ impact on every item
included within the survey. Because of the low sample size for this program, these results should
be interpreted cautiously.
Impact of Career and Technology Center on Pre-Engineering Students
Use technology tools etc.
Desire to continue learning
Work with others
Take risks
Communicate
Think critically
Persevere
Identify/suggest new ideas
Take initiative
Set goals and priorities
Access and apply knowledge
0
Very Positive
Positive
2010/11 - CTC Student and Teacher Survey Results
25
50
Some Impact
75
100
No Impact
8