employer sponsored early college designs -...
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Employer Sponsored Early College Designs
Early College Design Features
Early colleges incorporate key features that promote success for all students and have proven par7cularly effec7ve for students who have struggled academically. The six key features are: • Aligned curricula and instruc/on: A coherent instruc7onal framework aligned to college-‐
ready standards, with consistent instruc7onal prac7ces across all content areas, establishes a strong college-‐going culture and prepares students for postsecondary success.
• Personaliza/on and student supports: Student-‐centered learning environments promote personaliza7on, engagement, and close rela7onships among students and staff, with assistance based on assessments that iden7fy the needs of each individual.
• Power of place: Early college schools are located on or near college campuses and draw on that environment to enable high school students to experience real college coursework and build their iden7ty as college goers.
• College credit: Students simultaneously earn a high school diploma and up to two years of transferrable college credit—tui7on free.
• Partnerships: Strong partnerships with colleges foster shared responsibility for student success, with collabora7on on the development of academic programs that meet secondary and postsecondary standards and provide appropriate student supports.
Roughly half of all Americans reach their mid-‐20s without the skills or creden7als essen7al for success in today’s increasingly demanding economy, according to the 2011 Harvard Graduate School of Educa7on report, Pathways to Prosperity: Mee0ng the Challenge of Preparing Young Americans for the 21st Century. A central reason why so many are underprepared is the na7on’s overreliance on the tradi7onal four-‐year college pathway to help young people transi7on from high school to working life. The vast majority of American young people and their families realize that a high school diploma alone is no longer sufficient to land a family-‐sustaining job. Middle and high school students overwhelmingly aspire to go to college, and college enrollment con7nues its long-‐term rise. Yet 1.3 million drop out of high school each year, and less than half of all college students earn a creden7al within six years. The most common pathway to a career—a high school diploma and a four-‐year college degree—is not effec7ve for all.
Pathways to Prosperity
Blending Early College into 9-14 Pathways
Schools Partners JFF Role Pathways to Technology Early College High School (P-‐TECH)
IBM Develop con7nuum of work-‐based learning then document in a guide for employers
Chicago STEM Schools (5 schools)
IBM, Motorola, Verizon, MicrosoZ, and Cisco
Provide guidance around launch of 5 new Early College STEM schools including leadership and instruc7onal coaching, school design, WBL and PBL
Business Technology Early College High School (B-‐TECH)
SAP Build a pathway program in a high school similar to B-‐TECH
Paramount Academies (5 schools in the Central Valley)
Roll Global (Pom, Paramount Farms, Paramount Citrus)
Skills mapping, curriculum alignment between CC and high schools, development of lessons and externships for faculty
In an effort to increase the number of qualified IT professionals, mul7na7onal soZware company, SAP, is partnering with high schools and community colleges to create 9-‐14 pathways in IT where students earn college credit while in high school toward an industry-‐recognized degree.
Focus on SAP
• Influence design and development
• Curriculum Planning
A.S Degree Program:
• Internet Technology
– Offered by the Computer Information Technology Department
(Industry Partner)
(K-‐12 Partner)
(Higher Educa7on Partner)
IT Pathway
!!
• Influence design and development
• Skills analysis • Work-based learning • Mentorships • Internships • SAP Certifications/UA
• Influence design and development
• Curriculum planning • Program design and student
supports • Pathways coordination • Integrated work-based
learning
C-‐Town Tech Roles
Skills/Curriculum Map
§ Iden7fy AS degree pathways
§ Order skills by complexity – Technical Skills vs.
Professional Skills
§ Connec7ng skills to courses & curricula
§ Developing an integrated scope and sequence
§ Providing work-‐based professional development for school staff
Skills Documenta/on
§ Iden7fy entry level jobs – Validated by LM
Data
§ Summarize exper7se to perform entry level jobs
§ Develop job descrip7ons with defined competencies
Skills/Curriculum Map
§ Understand AAS degree requirements
§ Work with community college to develop course scope and sequence
§ Backwards map specific work-‐ready/21st Century skills to 9th grade
§ Determine set of academic outcomes, poten7al project topics and work-‐based learning opportuni7es
§ Provide professional development for school staff
!!
!
Skills Transparency
Skills BHCC Corresponding Courses and Other Opportunities
CHS Corresponding Courses and Other Opportunities
Technical:
§ IT Quality Management/Assurance
§ IT Release and Produc7on Management
§ IT Deployment and Change Management
§ Risk Management
§ Scope Management
CIT216 -‐ Visual Basic
CIT162 – Introduction to Networking
CMT111 - HTML/Dreamweaver
CIT162- Introduc7on to Networking
CIT268 or CIT270 - Windows Opera7ng Systems or Linux Administra7on/Lab
Dual credit: Intro to IT Problem-Solving
Professional:
§ Communica7on
§ Cri7cal Problem Solving
§ Nego7a7on Skills
§ Planning Management
§ Time Management
Work-based learning team projects
Internships
Presentations
Project planning
Daily integrated work-based learning with emphasis on project-based learning
Mentorships
Job Shadows
Presentations
Curriculum Alignment
Welcome Doug ScoG – SAP
Welcome Bogusia Wojciechowska – Bunker Hill Community College
!
TEL 617.728.4446 FAX 617.728.4857 [email protected]
88 Broad Street, 8th Floor, Boston, MA 02110
122 C Street, NW, Suite 650, Washington, DC 20001
WWW.JFF.ORG
Contact Info Elizabeth San7ago: [email protected] Doug Scom: [email protected] Bogusia Wojciechowska: [email protected]