ED463445 - High Schools That Work: Best Practices for CTE. Practice Application Brief No. 19 - ERIC-ED463445 | Content Details

ED463445 - High Schools That Work: Best Practices for CTE. Practice Application Brief No. 19

Summary

Category: Executive Agency Publications

Collection: Education Reports from ERIC

SuDoc Class Number: ED 1.615:

Date Issued: January 1, 2002

Author: Wonacott, Michael E

Source Institution: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC

Publication Type: ERIC Publications

Subject: Academic Education, Block Scheduling, Career Education, Career Guidance, Curriculum Development, Educational Change, Effective Schools Research, High Schools, Instructional Improvement, Integrated Curriculum, School Effectiveness, Staff Development, Teacher Collaboration, Tech Prep, Vocational Education

Identifiers: Career and Technical Education, High Schools That Work

Abstract: High Schools That Work (HSTW) sites have used a variety of specific approaches to implement a challenging curriculum, provide a systematic program of sustained guidance, and enable academic and career and technical education (CTE) teachers to work together in planning and delivering integrated instruction. The HSTW-recommended curriculum calls for a challenging program of study with these two components: upgraded academic core of courses and CTE major. Different HSTW sites have used different approaches to do away with general-track academic courses and expose all students to a curriculum that provides the challenging academic content traditionally taught only in college-prep courses. A frequently used approach to providing the planned, coherent sequences of CTE courses that students need for a CTE major is tech prep. The importance of sustained, systematic guidance is exemplified in one part of Kentucky's high school restructuring, a new graduation requirement the Individual Graduation Plan. Other sites offer important practices such as a guidance and advisement system; parent involvement; Career Action Plan requirement; and a mandatory semester course on career, academic, and personal strategies. Ways that academic and CTE teachers have worked together are: planning for school change, and participating in staff development; academic and CTE teachers working together to plan and deliver integrated academic and CTE instruction; and block scheduling. (Contains 13 references.).