1 Massachusetts Vocational Education Closing the Skills GapJames J. Brosnan, Superintendent Northern Berkshire Vocational Regional School District McCann Technical School

2 Some Telling Statistics on Career Technical Education “Career Technical Education: Pathways Toward Postsecondary Success” by Barbara Michelman in ASCD Policy Priorities, Spring 2017 (Vol.23, #1, p. 1-7), Percent of U.S. high-school seniors prepared for college math and reading: 37% Percent in a college prep program with rigorous CTE who are college ready: 80% Average high-school graduation rate for students concentrating in CTE: 93% Percent of dropouts who said that relevant, real-world learning would have kept them in high school: 81% Number of U.S. high-school students currently in CTE classes: 11 million Percent of manufacturers who report that talent shortages will affect their ability to meet customer demand: 80%

3 Number of manufacturing jobs currently open: 315,000 Number of trade, transportation, and utilities sector jobs currently open: 1,019,000 Number of job openings predicted by 2020: 55 million Percent of STEM jobs open to workers with less than a bachelor’s degree: 50% Percent of those jobs that will require some college or a 2-year associate’s degree: 30%+ Percent of people with less than an associate’s degree, including licenses and certificates, who earn more than the average bachelor’s degree recipient: 27% Graduates with a technical or applied science associate’s degree out-earn their peers with a bachelor’s degree by: $2,000 - $11,000 “Career Technical Education: Pathways Toward Postsecondary Success” by Barbara Michelman in ASCD Policy Priorities, Spring 2017 (Vol.23, #1, p. 1-7),

4 Why We Desperately Need to Bring Back Vocational Training in Schools by Nicholas Wynn, Forbes https://www.forbes.com/sites/nicholaswyman/2015/09/01/why-we-desperately-need-to-bring-back-vocational-training-in-schools/#4902ee3487ad The latest figures from the U.S. Bureau of Labor Statistics (BLS) show that about 68% of high school students attend college. That means over 30% graduate with neither academic nor job skills. But even the 68% aren’t doing so well. Almost 40% of students who begin four-year college programs don’t complete them, which translates into a whole lot of wasted time, wasted money, and burdensome student loan debt. Of those who do finish college, one-third or more will end up in jobs they could have had without a four-year degree.

5 The U. S. Economy has changedThe U.S. Economy has changed. The manufacturing sector is growing and modernizing, creating a wealth of challenging, well-paying, highly-skilled jobs for those with the skills to do them. The demise of vocational education at the high school level has bred a skills shortage in manufacturing today, and with it a wealth of career opportunities for both under-employed college grads and high school students looking for direct pathways to interesting, lucrative careers. The “college-for-everyone” mentality has pushed awareness of other possible career paths to the margins…if we want everyone’s kid to succeed, we need to bring vocational education back to the core of high school learning. https://www.forbes.com/sites/nicholaswyman/2015/09/01/why-we-desperately-need-to-bring-back-vocational-training-in-schools/#4902ee3487ad

6 Massachusetts’ Forgotten Middle Middle-skill jobs, which require education beyond high school but not a four-year degree, make up the largest part of America’s and Massachusetts’ labor market. Key industries in Massachusetts are unable to find enough sufficiently trained workers to fill these jobs.

7 Misconceptions “They’re good with their hands.”For decades, this was the term used to quickly summarize the needs and expectations of students attending vocational schools. The success of “voke” schools has made some public school districts hurl accusations of “poaching” the best and brightest students among their potential ranks when considering high schools.

8 M.G.L. Chapter 74 Details how vocational education is defined, regulated, and funded.10 Approval Factors Organization – Administration Program Advisory Committee General Advisory Committee Control – School Committee Location – Facilities & Equipment Program of Study & Methods of Instruction Qualifications of Personnel Admissions Cooperative Education Expenditures

9 Massachusetts Life Sciences CenterM.G.L. Chapter 70 Funding Massachusetts Life Sciences Center In February, the Massachusetts Life Sciences Center awarded $1.7 million in Equipment and Supplies grants to 16 vocational technical and agricultural schools. Governor Baker’s Workforce Skills Capital Grant Program In March, 22 vocational technical schools were awarded grants totaling $7.5 million as part of Governor Baker’s Workforce Skills Capital Grant Program. In June, 7 schools received an additional $2.3 million.

10 The number of students in CVTE programs has increased over the past several years.

11 Postsecondary Chapter 74 EnrollmentChapter 74 Program 2013 Enrollment/# of Programs 2014 Enrollment/# of Programs 2015 Enrollment/# of Programs 2016 Enrollment/# of Programs 2017 Enrollment/# of Programs Automotive Technology 17/1 8/1 Cosmetology 27/2 19/2 35/2 45/4 54/4 Culinary Arts 3/1 0/1 Dental Assisting 37/2 36/2 34/2 28/3 35/3 HVAC 9/1 11/1 7/1 12/1 Medical Assisting 25/2 21/2 23/2 Practical Nursing 504/10 549/11 550/11 592/11 559/11 Surgical Technology 5/1 6/1 TOTAL 622/18 642/19 665/20 722/24 703/24

12 Qualifications of InstructorsPreliminary Vocational Technical Teacher license - valid for 5 years To earn a Preliminary Vocational Technical Teacher license: Must possess a high school diploma or the equivalent. (For certain fields, a college degree is required.) Must document the required number of years of experience working in the field of the license. (Number of years varies, depending on license field). For certain fields must possess an occupational license or certification. Achieve a passing score of at least 70% on both the written and the performance vocational subject matter test Must complete one of the following: Achieve a passing score on the Vocational Technical Literacy Skills Test (VTLST) Achieve a passing score on the Communication and Literacy Skills Test

13 To advance from a Preliminary License to a Professional license: Professional Vocational Technical Teacher License - renewed every 5 years To advance from a Preliminary License to a Professional license: Must work for at least 3 years as a Vocational teacher under a valid Preliminary license Must complete a school district sponsored one-year induction program For licenses that require either an occupational license or certification, must maintain such a license/certification Must have completed 39 college degree credits that includes: 18 academic college credits in English, mathematics and science 21 professional education credits from courses designated by the Department of Elementary and Secondary Education

14 44 Vocational Technical FrameworksThe Massachusetts Department of Elementary and Secondary Education, Office for Career/Vocational Technical Education launched the Vocational Technical Education Framework Revision Project in April 2012, completed June Over 1,000 industry and vocational teachers participated in the project. 6 Strands: Strand 1: Safety and Health Knowledge and Skills Strand 2: Technical Knowledge and Skills Strand 3: Embedded Academic Knowledge and Skills Strand 4: Employability and Career Readiness Knowledge and Skills Strand 5: Management and Entrepreneurship Knowledge and Skills Strand 6: Technological Knowledge and Skills

15 Strand 1: Safety and Health Knowledge and Skills1.A.01 Describe and apply health and safety regulations 1.A Identify, describe and apply health and safety regulations that apply to specific tasks and jobs. Students must complete a safety credential program, e.g. Occupational Safety and Health Administration 10, CareerSafe and ServSafe 1.A Identify, describe and apply Environmental Protection Agency (EPA) and other environmental protection regulations that apply to specific tasks and jobs in the specific occupational area. 1.A Identify, describe and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the specific occupational area. 1.A Explain procedures for documenting and reporting hazards to appropriate authorities. 1.A Identify and describe potential consequences for non-compliance with appropriate health and safety regulations. 1.A Identify and list contact information for appropriate health and safety agencies and resources. 1.A.01 Performance Examples: List and define OSHA Health and Safety Regulations, EPA and other environmental protection regulations to occupational area. List and define Right-to-Know regulations and reporting of hazards and contact information for appropriate health and safety agencies. List the laws and rules of regulatory agencies governing sanitation and safety. Utilize OSHA as well as health and safety websites for purposes of research

16 Strand 2: Technical Knowledge and Skills2.P CNC Operations 2.P.01 Operate CNC and conversational machines 2.P Construct a safe and effect part program using G&M codes 2.P Use Manual Data Input (M.D.I.) and control panel operations including simple programming, tool changes and spindle speeds. 2.P Demonstrate sequential start-up and shut down operations. 2.P Set up datum point, tool length offsets and tool geometry offsets. 2.P Set cutter compensation. 2.P Load programs, dry run, edit, and execute program. 2.P.01 Performance Example: Using Industry standard software, students will design and apply machining processes for the completion of shop projects and tasks, Students will demonstrate the process of posting and receiving of programs to a CNC machine to properly complete a project to shop specification.

17 Strand 3: Embedded Academic Knowledge and SkillsEmbedded Science and Technology/Engineering Physical Science (Chemistry) CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Chemistry Learning Standard 2.F, 2K, 2L P3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance. Performance Example: Students will be introduced to the relationships of heat transfer between tools and materials during the grinding, milling and lathe processes.

18 Strand 4: Employability and Career Readiness Knowledge and Skills4.A.03 Demonstrate all phases of the job interview process 4.A Gather relevant information about potential employer(s) from multiple print and digital sources, assessing the credibility and accuracy of each source. 4.A Identify employment eligibility criteria, such as drug/alcohol free status, clean driving record, etc. 4.A Practice effective interviewing skills: appearance, inquiry and dialogue with interviewer, positive attitude and evidence of work ethic and skills. 4.A Explore and evaluate employment benefic packages including wages, vacation, health care, union dues, cafeteria plans, tuition reimbursement, retirement and 401K. 4.A Performance Example: Conduct research to analyze and present on specific careers within a cluster. Conduct web-based job search using sites such as Monster.com, CareerBuilder.com, Indeed.com, Snagajob.com, Simplyhired.com, and others. Create profile on social media/networking site such as LinkedIn and/or LinkedIn University for postsecondary research and employment opportunities. Complete online job application. Conduct and videotape practice interviews for instructor and student analysis. Provide students with sample employment and benefit packages for evaluation.

19 Strand 5: Management and Entrepreneurship Knowledge and Skills5.B Managing a Business 5.B.01 Demonstrate an understanding of managing a business 5.B Formulate short and long-term business goals. 5.B Demonstrate effective verbal, written and visual communication skills. 5.B Utilize a decision-making process to make effective business decisions. 5.B Identify a business’ chain of command and define its organizational structure. 5.B Identify and apply effective customer service skills and practice. 5.B Identify, interpret and develop written operating procedures and policies. 5.B Track inventory, productivity and labor cost. 5.B Demonstrate business meeting skills. 5.B Identify professional organizations and explore their benefits. 5.B Performance Example: Working as a team, role-play situations that an entrepreneur might face in dealing with customers or employees. Contact a relevant professional organization and request information about its benefits, membership requirements and costs. Plan and conduct a business meeting. Identify companies that are known for customer service and list the practices that help differentiate themselves from all others in their industry.

20 Strand 6: Technological Knowledge and Skills6.A.04 Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation. 6.A Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. 6.A Compare, evaluate, and select appropriate electronic resources to locate specific information. 6.A Select the most appropriate search engines and directories for specific research tasks. 6.A Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, websites, podcasts, blogs), citing sources. 6.A Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media. 6.A Use online communication tools to collaborate with peers, community members, and field experts as appropriate (e.g., bulletin boards, discussion forums, listservs, web conferencing). 6.A Plan and implement a collaborative project with students in other classrooms and schools using telecommunications tools (e.g., , discussion forums, groupware, interactive websites, video conferencing).

21 Industry Recognized CredentialsMachine Tool Technology: CIP Code Manufacturing Advancement Center Workforce Innovation Collaborative (MACWIC) Certification Level I Level II Metal Fabrication and Joining Technologies: CIP Code The American Welding Society (AWS) Sense Program Performance Weld Certification OSHA 10 General Industries Drafting: CIP Code CAD Certifications Solidworks Autodesk Drafting Certification ADDA (American Design Drafting Association) Safety Credential OSHA 10 hour general industry Electricity: CIP Code Occupational Safety and Health Administration (OSHA) 10 Hour Card – Construction Hours credit toward Massachusetts Class B (Journeyman) license requirements. Students may receive up to 300 hours in related theory class towards the required 600 hours and may count all shop and co-op hours towards the required 8000 hours of work experience.

22 Information Technology: CIP Code 110401Cisco Networking Academy Certificates of Course Completion CCENT (Cisco Certified Entry Networking Technician) CCNA (Cisco Certified Network Associate) Microsoft MTA (Microsoft Technology Associate) Microsoft MCTS (Microsoft Certified Technical Specialist) Microsoft MOS (Microsoft Office Specialist) Digital Literacy IC3 – Internet and Computer Core Certification TestOut PC Pro Certification Network Pro Certification Security Pro Certification Comp TIA A+ Comp TIA Net+ Comp TIA IT Fundamentals Skills Connect Computer Maintenance Technology Internetworking Employability NOCTI Computer Networking Fundamentals Computer Repair Technology Computer Technology Heath Kit PC Fundamentals Adobe ACE (Adobe Certified Expert)

23 Successful internships are based on relationships where all parties (student, employer, school) mutually benefit. For the student, those benefits include: improved knowledge and skills, improved work habits, increased personal and social efficacy, marketable job experience, and articulated pathways leading to employment. For the businesses, those benefits include: increased workforce capacity, recruiting advantage – low risk, in-depth first look at prospective employees, opportunity to begin pre-development of interns as new employees, and potential for “fresh approaches” or new ideas. And for schools, those include: bridging education to supplement and complement classroom pedagogy, demonstrated success in preparing students for jobs, improved job placement numbers, and improved/enhanced relationship with employers.

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25 National Student OrganizationsSkillsUSA 335,000 student members 18,000 chapters In 50 states and 2 territorial associations Business Professionals of America (BPA) Over 45,000 members Over 1,800 chapters In 25 states and Puerto Rico Future Farmers of America (FFA) 649,355 members 7,859 chapters In all 50 states, Puerto Rico, and U.S. Virgin Islands

26 Student Organizations ContinuedDistributive Education Clubs of America (DECA) 215,000 members 3,500 high school chapters 275 collegiate chapters, In all 50 states, the District of Columbia, Canada, China, Germany, Guam, Mexico, Puerto Rico, and Spain Health Occupations Students of America (HOSA) Over 200,000 members In 49 states, American Samoa, Canada, Mexico, Germany, Italy, and Puerto Rico Family, Career and Community leaders of America (FCCLA) Over 160,000 members Over 5,400 chapters In 47 states, Puerto Rico, and U.S. Virgin Islands

27 Safeguarding Quality Chapter 74 Standards in Massachusetts Massachusetts Association of Vocational Administrators