| Professional Development
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| Ensure that teachers and faculty have the content knowledge to align and integrate academic and technical material into the curriculum and their instruction, including the development of project-based curricula that allow students to apply what they have learned
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| Sustained, intensive, and focused opportunities for administrators and instructors/faculty to foster POS design, implementation, and curriculum maintenance including providing secondary and postsecondary instructors opportunities to meet and both design and understand an aligned, vertical sequence of coursework
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| Train and encourage instructors to examine and use data to drive instruction and targeted assistance to students.
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| Support the alignment of curriculum throughout a program of study through the development of program outcomes rather than simply course outcomes.
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| Ensure instructors, staff, and advisors understand the overall pathway/program of study outcomes and how individual course outcomes contribute to the larger program outcomes
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| Ensure instructors understand how the courses they teach fit into a course sequence that includes both CTE and academic coursework and leads to non-duplicative courses and course outcomes
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| Accountability and Evaluation Systems
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| Provide timely data to faculty, staff, and administrators to evaluate and improve the effectiveness of instruction including robust utilization of SOI evaluations and peer observation
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| Program data is disaggregated and analyzed to monitor the performance of sub-groups.
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| Course attendance is collected and shared with academic advisors as well as tracked by program administration as a data tool
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| Program admissions requirements are industry validated and clear to college administration, faculty, advisors, and students
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| Programs develop annual action plans in an effort to maintain efforts toward continuous improvement
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| College and Career Readiness Standards
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| Program outcomes are developed and continually validated in collaboration with advisory board
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| Course outcomes are regularly checked for alignment and fit with program outcomes
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| Instruction incorporates essential knowledge and skills (i.e., academic skills, communication, and problem-solving), which students must master regardless of their chosen career area or program of study
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| Instruction incorporates industry-recognized technical standards that are valued in the workplace
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| To the extent practicable, courses are internationally benchmarked so that all students are prepared to succeed in a global economy
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| Guidance Counseling and Academic Advisement
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| Advising based on national, state, and/or local guidance and counseling standards, such as the National Career Development Guidelines or the Career Development Facilitator certification
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Comments:
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| Guidance counseling and advisement professionals have access to up-to-date information about program of study offerings to aid students in their decision-making
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| Advisers and programs offer resources for students to identify their career interests and aptitudes and to select an appropriate program of study
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| Program offers, where possible, and encourages students to expand their portfolios by participating in volunteer, work based, and paid opportunities to provide real-life experience in their chosen field.
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| Guidance system includes initial and regular follow-up opportunities to plan and assess student progress in a course sequence
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| Teaching and Learning Strategies
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| Instruction employs contextualized, work-based, project-based, and problem-based learning approaches
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| Instruction incorporates team-building, critical thinking, problem-solving, and communications skills
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| Program and course outcomes are clearly defined, regularly reinforced, and made explicit in instruction
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| Effective teaching and learning strategies are jointly led and/or developed by interdisciplinary teaching teams of academic and career and technical instructors
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| Employer Engagement
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| Advisory board identifies, validates, and updates the technical and workforce readiness skills that should be taught within the program
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Advisory board meets the following criteria:
a.
Is balanced with a variety of stakeholders (including, secondary, postsecondary, and business and industry groups) and persons who can influence policy decisions that affect the program of study
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Meets regularly to hear progress reports, make recommendations, and receive administrative feedback on actions regarding prior recommendations on the following: workforce development needs, funding, program content standards, student assessment of technical skills, student college and career transitions, and the availability of the dual or concurrent credit opportunities
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Uses the national career cluster advisory committee resources or state resources
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| A system is developed and implemented to track advisory boards and their effectiveness.
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