Career Academies and Career Pathways Innovations Program

 With significant numbers of workers retiring over the next decade, the United States is facing a serious challenge in preparing students to meet workplace demands in an increasingly complex, knowledge and technology based global economy. Dychtwald and Erickson, 2006 What will be OUR response? Making the Connection, Building Partnerships, and Securing our Future

 Global Economy: A rising number of American workers directly compete with workers around the globe. - Tough Choices or Tough Times Commission on the Skills of the American Workforce, 2007  American students are routinely out- performed by their international peers on assessments such as PISA and TIMSS – Standing on the Shoulders of Giants – M. Tucker, 2011  Education DOES impact the economy. The future will depend on who has the BEST human capital. – Benchmarking for Success – National Governors Association, 2008 The Facts Facing Us

 Only 25 % of HS students will receive a bachelor’s degree within 6 yrs.  For a senior class of 350 students, that’s 88 students. What about the other 262?

 High school graduates entering the workforce are deficiently prepared in:  Oral and Written Communication (80.9%)  Professionalism/Work Ethic (70.3%)  Critical Thinking/Problem Solving (69.6%)  Two and Four year graduates entering the workforce are deficiently prepared in:  Leadership (42.6%, 23.8%, respectively) Are They Really Ready To Work? Lotto and Barrington, 2006

 Solve Problems  Manage Oneself  Adapt to Change  Analyze/Conceptualize  Reflect on/Improve performance  Communicate  Work in teams  Create/Innovate For today’s students, there is little difference in being “workforce ready” versus “college ready” (Baker, Clay and Gratama, 2005).

“As business leaders, we must also play a role in creating opportunities for young people to obtain the skills they need. Businesses can partner with schools and other organizations that work with young people to provide internships, job shadowing programs, and summer jobs. Businesses can invest in programs at the local and national level that have demonstrated their ability to improve outcomes for young people. Finally, business leaders can use their expertise in innovation and management to help identify new and creative solutions”. Cavanagh, Kay, Klein, and Meisinger, 2006 Response from Business Leaders

“Too many (students) can’t see a clear, transparent connection between their program of study and tangible opportunities in the labor market.” - Pathways to Prosperity Project Harvard Graduate School of Education, February 2011

The Career Pathways method of learning organizes instruction and student experiences around 16 nationally recognized broad categories called Career Clusters. Within these Clusters are Pathways that include virtually all occupations from entry through professional level.

 K-4 - Basic understanding of 16 national Career Clusters. Providing work sheets, activities, a resource calendar and a portfolio focusing educational needs for future goal setting.  5th Grade- Counseling- Parent/Student Transition conversation to 6th Grade Common Core classes, including overview of Career Pathways and Choices Explorer.  6th Grade – Intro to Choices Explorer in ICT I, learn in detail about guide ways and how to build portfolios begin ongoing yearly ACT prep in 6th grade. GSD developed 6th grade guide way activities.  7th Grade – Individual College and Career Counseling with Parents and Students. Utilizing Choices Explorer guide way activities and ACT Explorer test data.  8th Grade – Counseling – Parent/Student Transition Conversation and multi-year high school planning based on ACT PLAN data and Choices Explorer Guide way activities.  9th Grade – Choices Planner guide way activities. Continue to build portfolio for 9th grade and a review prior year plans. ACT PLAN data review.  10th Grade – Counseling – Parent/Student transition conversation. Career Pathways Exploration Course to give students an overview of career clusters and academy options. Career Pathways Transition for Career Academies. All Students take ACT.  11th- Attend Career Academy. Do a year long Stepping Stone Project, Job Mentoring/ Job Shadow Experience  12th – Attend Career Academy,On the Job Training in Career Field, Opportunity for dual enrollment experience, some career fields will earn career specific certification.

Human Services Pathway Hospitality & Tourism; Education and Training, Government & Public Administration; Law, Public Safety, Corrections and Security; Human Services  Health Science Pathway Health Science; Science, Technology, Engineering& Mathematics; Information Technology; Arts, A/V Technology & Communications  Business Career Pathway Business Management & Administration; Marketing, Sales & Service  Construction, Transportation, and Logistics Pathway Architecture & Construction; Transportation, Distribution & Logistics; Manufacturing; Agriculture, Food & Natural Resources

Gulfport School District is partnering education with business and industry. Our goal is to provide all of our students with a successful transition from education into and through the workforce.

 We need YOUR Input!  Does your industry have an employment need?  Do you need help solving a problem?  Do you need affordable, trainable employees or free interns?  Do you need employees with fresh ideas and enthusiasm?  Does your company encourage community involvement?

 Become a group mentor.  Host a job shadowing group.  Speak to a class about your career and subjects that prepared you.  Hire an intern  Join an advisory or craft committee  Help conduct mock interviews  Participate in a career fair  Develop a project for a group of students to complete for your business  Provide a learning experience for an unpaid internship  Please complete the form distributed today. We will follow up with you and confirm your commitment to ensure what is best for all children, every time.