Page 47 - EdViewptsSpring2019-web

Students also have the opportunity How to Build a Career
to earn college credit, gain workplace In New Jersey, several Pathway in Your District
experience, and earn industry valued key industries identi-
credentials while still in high school. fied by the Department Step 1: Start with the Intended
With data from the U.S. Bureau of La- of Labor and Workforce Outcome
bor Statistics supporting strong STEM The first step to designing CTE pro-
job growth (13% between 2012-2022 Development are part grams is to analyze graduation data
alone), the need for high quality STEM of the STEM cluster, and determine the needs of your popu-
education programs to prepare today’s lation. Programs should be designed
students for tomorrow’s workforce is further necessitating to meet the goals of your students
evident. In New Jersey, several key that New Jersey schools and community, and projected enroll-
industries identified by the Department implement career pro- ment numbers will help identify which
of Labor and Workforce Development pathways to develop. Visiting model
are part of the STEM cluster, further grams to help students programs can provide useful ideas for
necessitating that New Jersey schools become a successful your district. Once pathways are identi-
implement career programs to help fied, develop a shared vision, align to
students become a successful and and integral part of our career clusters, choose the appropriate
integral part of our local workforce. local workforce. CIP code, identify the end of program
assessment, dual-enrollment, and cre-
Program Development for internships. Professional devel- dentials. The NJDOE website for CTE
Northern Valley began to develop opment was provided to teachers, provides outstanding resources.
career pathways when a team of STEM administrators, and guidance coun- Step 2: Find a Common Foundation
supervisors analyzed a three year selors. Finally, methods for program Once the end goals are identified, it is
history of students’ college and career assessment were identified, along important to decide what type of foun-
plans. STEM was the largest reported with recruitment efforts. dation is needed. Is there a founda-
future area of study (30% of gradu- At the same time as our programs tional course all students should have?
ates), with 13% in health/biomedical were developed, the NJ Department Do students need classroom or facility
sciences, 10% in engineering, and 7% of Education released a notice of enhancements? In Northern Valley, we
in computer science/information tech- grant opportunity for their Building implemented a 9th grade Foundations
nology. Data showed that each popula- Capacity for Career Pathways Grant, of Technology and Engineering course
tion was large enough to support enroll- which aligned perfectly with district to introduce students to coding, tools,
ment in separate career pathways. goals. This grant supported the engineering design process, etc.
Next, a program vision was developed. development and implementation of Step 3: Find the Path(s) to the Out-
Seniors should work on meaningful CTE programs in a comprehensive come
capstone experiences with real world, high school setting and provided up
complex problem solving that includes to $100,000 for each of 5 years. As a After identifying the foundation and
integrated applications of STEM grant recipient, the district received intended outcomes, design courses for
subjects. In order for students to be essential professional development the program. An approved CTE pro-
adequately prepared for that experi- and materials to launch three NJDOE gram will have at least a three course
ence, all three STEM career pathways approved CTE programs to date sequence. For example, our Bio-
were reverse designed to include a that matched previously identified medical Technology pathway includes
comprehensive STEM foundation and student interests. The Biomedical Biomedical Technology 1/1H, 2/2H,
coherent coursework scaffolding to the Technology program began in 2017- and Capstone. Engineering includes
capstone experience. 2018 and Engineering and Computer Innovations and Inventions, Engineer-
ing Design Honors, and Capstone.
Science/IT both started in 2018-
The program framework was inte- 2019. Curricula for the courses were Computer Science includes Computer
grated with necessary components written internally and the Biomedical Programming 1/1H, Computer Science
of a CTE program. This includes the Technology program is the first Principles/AP, Computer Science A/
ability for programs to be flexible with NJDOE approved CTE program in AP. Next, write curriculum to include
attainability for all students. Co-cur- a comprehensive high school that continuous skill building while facilitat-
ricular and extra-curricular activities integrates biomedical engineering ing horizontal and vertical articulation
were added, along with involvement and biotechnology. We are grateful to with STEM staff to ensure high quality
from a Career and Technical Student the Department of Education for their education experiences for students.
Organization (CSTO). An Advi- guidance and support, particularly as
sory Board was formed with integral the unique Biomedical Technology Step 4: Add Student Support
members of the community, industry, program was developed. Connect to a CTSO and co-curricular
and higher education. Structured activities. Technology Student Asso-
Learning Experiences (SLE) were ciation (TSA) is an active CTSO for
formalized to include opportunities our STEM pathways. Support is also

Educational Viewpoints -45- Spring 2019