Education Perspectives

Wrong Assumptions

I just had my hair cut at a local chain salon, where I struck up a conversation with the girl working on me.  She graduated last year from the school at which I work, Career Technology Center of Lackawanna County, where she studied Cosmetology.

We talked about the negative stigma attached to career technical education.  It's a stigma promoted by parents and supported by some academic educators.  All I can say is that these people are extremely uninformed.  Career Schools are sometimes viewed as a place where kids can get out of the classroom and goof off.  They are looked upon as training facilities for jobs that don't require expertise.  Nothing could be further from the truth! 

The fact is that career schools are the perfect stepping stone to further education.  Career schools work with colleges to provide advanced credit for CTE graduates.  Most times, students from CTE programs do better in the career market than many of their counterparts who went directly to college.  I've discussed this before.

People may look at Cosmetology is simply "doing hair".  In fact, the Cosmetology program is rigorous and demanding, and it directly interfaces with the academics the student receives at their home school.  This is true of all programs at career education schools.

Career Technical Education works.....it is that simple.

The Future of Career Technical Education

In Pennsylvania, career and technical education is in the spotlight.  The Department of Labor and Industry has developed a listing of High Priority Occupations (HPO’s), and there is a push to use those HPO’s as the main basis for funding of programs at career centers.  I’ve blogged about this here.  I’ve since wrestled with this idea, and have researched the issue at length.

In searching archival records, I found the following quote from a brochure for the dedication ceremony of the North Center facility (which has since been closed).  “The programs offered at the school are developmental, not terminal, providing maximum options for students to enter college, post secondary training or employment”…Robert D. Muzzi, Adm. Director.  Utilizing this philosophy, the school incorporated programs that were both educational and  job-skill related.    Although the methodologies have changed and the career landscape has been transformed, the principles of career technical education on which the schools were built have not changed.

Many of the students who have since graduated from CTE programs have either utilized their specific program experience in careers directly related to the field, or they have used the experience as a springboard into non-related careers.  The career market today requires that potential employees possess a varied set of skills, and breadth of experience counts as much as depth of experience.  It is for this reason that I believe CTC programs need not necessarily be aligned directly with priority occupations.  High Priority listings are generally short-term and localized in nature, and they fail to take into account the fact that the CTCLC is as much a “developmental” educational facility as it is a job-training facility.  All programs in CTE schools prepare students for entry into the job market, but more importantly, they prepare students for a career market in which an adaptable skill-set is essential for success.

Back when career centers were changing their names from vocational technical schools to career technical centers, Dr. Peter Mensky, a very astute administrator, told me that the word “center” is misleading.  “Centers teach job skills, but schools teach both job and life skills.  Vocational Schools are not just training facilities; they are schools as well”. 

Leveraging Career Technical Education

Across the state of Pennsylvania, 72% of graduates pursue college degrees.  About 1/3 of those students won’t make it through their freshman year.  Many of those students move into the workforce and/or pursue other educational options at some point in the future.  Of those who do make it through a 4 year program and graduate, many of them can’t find jobs in their chosen field. 

The fact is that many of today’s jobs, and the jobs of the future, don’t require a 4 year degree.  The standard thinking among parents and some educators consists of the “K-12 to 4-year College” path.  Although this is a great path for a percentage of students, this standard is not sustainable for the majority!  There are alternatives, and for many students, a career/technical education is the key.

For career/technical schools throughout the state, Programs of Study are becoming the standard:   “SOAR is the career and technical Program of Study (POS) educational plan that articulates the secondary career and technical programs to postsecondary degree or diploma or certificate programs. SOAR programs lead students into a career pathway that aligns the secondary courses to a postsecondary program (in order) to complete a degree or certificate.”

Along with this, Career Pathways is being introduced to students in school districts throughout the state.  This program focuses on students beginning their decision on a career path early on in their educational life.  A career/technical education is one of the alternatives along this career pathway.  And career schools all have articulation agreements with local colleges making the post-secondary transition almost seamless.

Given the changing job marketplace, career-technical schools can make an enormous difference in the lives of students!
 

Career Education in a New Economy

Career and technical education (CTE) in Pennsylvania is in a state of change.  Much of this change is being driven by the Department of Labor and Industry in an effort to stimulate growth and to focus dollars most effectively.  CTE schools will be forced to re-focus their efforts toward programs that support high priority occupations.  High priority occupations (HPOs) are determined by how well they meet 2 statistical requirements; a) job availability and b) ability to pay family sustaining wages.  HPO data is collected at the state and county level, and the focus of the Department of Education will be toward funding, promoting and improving programs that will feed occupations which meet the HPO requirements.

This is significant, and will change the way career schools in Pennsylvania operate.  CTE schools will be aimed at providing a more focused education for a changing world.  They will also become better aligned with local job markets.

Yes, secondary career schools serve as a feeder to the labor force.  They provide hands-on training and industry credentialing for entry into the workforce.  But people tend to forget one important factor; CTE also provides a good basis for training and education beyond high school.  Career schools even provide advance credit toward college or other training through articulation agreements with higher-learning institutions. 

Career education will play an important role in a new economic climate.  As I’ve talked about before, I don’t believe that our economy is working in a normal cycle, rather it is in a state of complete economic reset.   There is no more business as usual, and career schools will be playing an important role in the new economy!

The Power of Career Technical Education

As you know, I’m a big proponent of career and technical education.  I’ve worked in it for over 34 years, and have seen and experienced the benefits of vocational education.  People involved in career education will tell you that it does not have the recognition in society it deserves.  Many people believe that “trade school” is for students who are not academically proficient.   NOTHING could be further from the truth. 

I’m always searching for prominent people who understand the value of trades.  One of these people is Mike Rowe, famous for Dirty Jobs and Ford commercials.  His website is dedicated to changing the way the country feels about hard work and skilled trades.  Check out at www.mikeroweworks.com. 

With the help of people like Mike, attitudes can change.  For the sake of our future, attitudes must change!

 

Classroom Leadership

I just watched a wonderful TED Talk by Italy Talgam.  A former conductor, Mr. Talgam has reinvented himself as a conductor of people in business. 

While viewing it, I began thinking about the ultimate facilitators and leaders of the world, teachers!  With good leadership skills, teachers can become masters of what I call "discover-ology"; they let students find learing from within.  How much better is that than teachers who try only to impart information.  I call them "lecture-ologists". 

I've often witness "discover-ology" in a math class where I work.  The teacher inspires learning.

This talk is indeed inspiring as well.  Mr. Talgam's metaphor is indeed fitting.

Hands-On Learning with Video Games

Here is a great video about hands-on learning through video games. Thanks to Dan Pink for this great piece. 

Educational Leadership

The career school where I work is the CTC of Lackawanna County located in Scranton, Pennsylvania.  The building is the Henry J. Dende Center, named after a truly incredible man.  He was an admired community leader and he laid the groundwork for the school which opened its doors in September, 1973.  Henry actually left public office in 1970, but he passed the torch to another proponent of vocational education, Alfred Sporer (my Dad).  He and my Dad were very close friends.  Henry Dende passed away in 2001, and my Dad passed in 2006.  This was a wonderful generation of people, and Henry Dende was no exception!

I had the pleasure of knowing Henry and his family.  His wife, Prospine Dende (PK) is present at many CTC functions and maintains a keen interest in the school her husband made possible.  I reference 2 articles that were published in the Polish American journal here.  Like many true leaders, Mr. Dende was humbled by public service and always had the student’s he served foremost in his mind. 

Henry was a printer and journalist, and he understood the importance of hands-on learning.  He was a man who truly loved education, and he followed his passion for helping others throughout his life.  His life serves as a great example for all of us.

Hands-On Learning

In a prior post, I briefly touched on the Career and Technical Education (CTE) methodology of "Tell me...Show me...Let me do it."  This multi-sensory method of teaching doesn't work in a straight line, rather it's a self-reinforcing process.  I've seen it in action, and I can tell you that it is en-grained in every CTE program.  The training facilities are set up in a way which is conducive to the process, with a classroom adjacent or very near the hands-on instructional area. 

Let me illustrate this using a few applications:

• My prior post talks about Welding Technology.  The only way to learn welding is by doing it!  Students get theory, demonstration and hands-on...lots of hands-on.  Anyone who has tried to weld can tell you how frustrating it can be; try welding overhead or pipe welding.  You cannot learn the process from a book or even with demonstration.  The hands-on part is the "clincher"!
• If you watch an experienced industrial electrician bend conduit, the process looks easy.  It isn't! Working with conduit, especially IMC and Rigid (see pic right), requires mathematical skill, mechanical skill and lots of practice.  Again, theory and demonstration come into play, but without hands-on practice, you can't learn to work with electrical pipe.  The experienced electrical instructor at my school, Bob Hassaj, teaches students about series/parallel circuits and demonstrates it as well.  But students don't fully understand until they get a chance to apply the thought process to a mock-up situation.  Series/Parallel circuits are the basis for most electricity, including motor controls.  But the real learning happens when the hands-on part takes place.  Mr. Hassaj requires a demonstrated skill level in every aspect of the trade from his students.
• Have you ever watched an experienced cosmetologist cut hair?  You can't cut hair without first spending hours practicing.  The term "hair dresser" doesn't begin to describe the skill needed to be a licensed cosmetologist!  Our school offers program operated by two teachers, Yolanda Martinelli and Christine Menechini.  Both of these professionals have a cosmetology teaching license, and the program is intense as well as demanding.  The students don't just put in hours; these 2 teachers demand a demonstrated skill level!  Again, the hands-on portion is the focus.
• Each year around this time, I hear the pounding sound of hammers when I walk by the Plumbing/Heating shop area.  The sound is the students using a "swedge" tool and hammer to expand pipe for subsequent soldering practice.  The process not only prepares the pipe for soldering practice, but it teaches the hand/eye coordination and strength needed to hit a swedge tool while holding the pipe in one hand and swinging a hammer with the other. The students also need to measure the 1/2" depth needed.  As instructor Jack Munley explained to me, although using fittings would be easier, it would be more expensive and would not incorporate the various hands-on skills involved in this exercise.  Jack is a certified Master Plumber and teacher, plus has many years of experience operating his own business. 

There are many examples I could use from my school, because the "tell me...show me...let me do it" methodology is en-grained in every program there.  Working with trade professionals who have the ability to teach is indeed gratifying.  To me, being a trade professional and a teacher as well is a rare quality!

Hands-On Learning Highlight - Welding Technology

As I've said before, hands-on learning is central to the career technical methodology of tell me - show me - let me do it.  I'll be posting some examples of the idea in this and future entries.  Today, I want to discuss Welding Technology.

Our CTC is fortunate to have an excellent Welding Tech program, likely one of the finest in Pennsylvania.  The program entails 2 shop areas with future plans of combining them.  We have state-of-the-art equipment and a dedicated professional certified instructor, Fran Brieden.  Fran has background and American Welding Society (AWS)  certifications in all forms of welding, and has working knowledge of metallurgy, non-destructive testing, electrical principles, blueprint reading and layout.  Our program operates night and day, serving secondary students, adults, local trade unions and local industry.

When people think of career education, they sometimes confuse that with shop class, or industrial arts, in a middle or high school.  Career education is much different, and actually prepares students for direct entry into the workforce.  The welding program is intensive and includes oxy-acetylene welding, brazing, cutting, AC/DC shielded metal arc welding, gouging, semi-automatic gas metal arc welding, flux core welding and tungsten inert gas welding.  Knowledge of safety, electricity, metallurgy and layout and design is necessary to be a good welder. 

My son, shown at right, is an industrial electrician.  He took the welding class at night in order to work toward certification.  As he explained to me, welding can be frustrating to learn and requires excellent hand/eye coordination.  In the beginning, the instructor actually holds the student's hand in the booth to give them the feel for welding.

Welding Technology students become actively involved in critical thinking and problem solving using mathematical equations, formulas, and real time scenarios.  This is not shop class by any means!  Also, many of our students pursue college as well.

A certified welder can earn a family-sustaining wage ranging from $15 to $55 per hour.  Check out the AWS website if you want to learn more about this field.