Dr. Nicole A. Buzzetto-More

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20 Νοε 2013 (πριν από 3 χρόνια και 6 μήνες)

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Re
-
Designing Business Education in
Maryland to Meet 21st Century
Assurance of Learning
Requirements

Dr. Nicole A. Buzzetto
-
More


Associate Professor and Program Chair University of Maryland Eastern Shore


Director MSDE Program Affiliate for Business, Management, and Finance


Fellow, Informing Science Institute

Career & Technology Education

A FEW WORDS ABOUT CTE



Nationwide
, more than 15 million high school students
are enrolled in
CTE courses.



CTE is changing to reflect changing workforce demands.



CTE is now more relevant than ever

Focus of Today’s Presentation



Current relevance and impact of Business Education


Changing expectations


MSDE BMF Goals and Activities


Improvements to the BMF State
-
Approved Programs of
Study and what they mean

According to United States Secretary of
Education Duncan


For far too long, CTE
has
been the neglected stepchild of
education reform.


That
neglect has to stop & second, the need to re
-
imagine &
remake career & technical education is urgent.


CTE
has an enormous, if often overlooked impact on students,
school systems, & our ability to prosper as a nation.


The mission of CTE has to change. It can no longer be about
earning a diploma & landing a job after high school.


The
goal of CTE 2.0 should be that students earn a
postsecondary degree or an industry
-
recognized certification
--
& land a job that leads to a successful career….


(
Duncan, 2011).”


National Research Center for Career and
Technical Education study
2007


CTE students were found to:


Score higher on
standardized tests,


More
likely to complete dual
-
credit courses,


More
prepared
to
transition to college and
careers


More
likely to report that
they were
provided
with info
on
college


More
likely to report having
clear
career
and/or academic goal

National Research Center for Career and Technical Education study
2007


Also found that CTE
students
were:


More
likely to report that they developed the following skills:


problem
-
solving,


project completion,


research,


math application,


college readiness,


work
-
related,


communication,


time management and


critical thinking


Cte facts

NEED MORE PROOF?

ACCORDING TO AN ACTE REPORT CTE
STUDENTS



H
ave
test scores that equal or exceed college
prep students


More
likely to pursue postsecondary education,


Have
a higher
GPA in
college,


Less
likely to drop out of college in the first year, and


Have
an easier time finding internships and
employment

HS Business Programs are also found to:



Promote cultural awareness and competency


Strengthen written and oral skills


Build higher order, abstract and creative thinking skills


Enhances financial and risk management skills


Encourage an interdisciplinary perspective


Increase awareness of skills, attributes, personal qualities and values


Source IHSNO

U.S. Department of Education’s Office of Vocational and
Adult
Education



More than ½ of high school graduates who participate in CTE go on to some
form of post
-
secondary education


A
lmost all high school students take at least one CTE course, and


¼ of students take three or more courses in a single program area

Students who complete high school business
programs are found to be better prepared for
academic success in college business programs

BUSINESS IN HIGHER ED


Business remains the number 1 college major in the
nation overall for both men and women
(Princeton Review, 2010)




In terms of persistence to graduation & number of
degrees awarded, Business holds the top spot
(US Dept of Higher Ed,
2009).




Represents nearly 25% of all degrees awarded annually
(US Dept of Higher Ed, 2009).



AACSB

Higher Education Business Programs are
Impacted by the AACSB



Global, nonprofit accrediting body for business with 643 accredited
members.



All USM business schools are required to seek this accreditation.



Has radically changed most business programs in higher education with
new standards.



Community Colleges are not recognized with accreditation.


MARYLAND SCHOOLS



R
anked

the nation’s best education system for a
4th
straight year by Education
Week



Rankings are
based on the
State of the States
analyzed by
the
Editorial Projects in Education Research Center
which considers 6 indicators:


Chance for Success,


K
-
12
Achievement,


Standards, Assessments, & Accountability


Teaching


School Finance, and


Transitions and Alignment

MARYLAND SCHOOLS


Recognized
by the

Washington Post
in 2012 for
having the
highest percentage of rigorous high schools based on the
Challenge Index, which
examines:




the percentage of students taking advanced placement,
international baccalaureate, or other nationally recognized
academic or professional
tests.

CTE IN MARYLAND


In 2009, almost 108,000 high school students in
Maryland enrolled in CTE courses



20% of the graduating seniors completed a State
-
Approved CTE Program of Study (MSDE, 2011).


BMF PROGRAM AFFILIATE


2009 MSDE decided to improve the BMF programs of study.



State Advisory Group decided to adopt validated national
standardized assessments (CLEP exams and MOS)



2010 BMF Program Affiliate was formed to support these efforts and
work in collaboration with and on behalf of the MSDE.


BMF Programs
-

Where
we started


No curriculum consistency


High enrollment
-

low completion


No formal student performance standards


No validated assessment instruments


Programs did not align with 4
-
yr expectations


Difficult to develop articulation agreements with 4
-
yr institutions


Many teachers lacking sufficient professional development to be current
in the content they teach




ACTIVITIES


Develop curriculum that :


aligns with standardized assessments,


aligns with higher education requirements,


includes real
-
world project based learning,


incorporates technology throughout,


is rigorous and comprehensive



Develop professional development opportunities



Assist with the formation of articulation agreement
s

the curricula

The Curricula



http://www.BusinessEducationMSDE.com


Business Administrative Services


Accounting


Business Administration and Management


Marketing



Please note, MBEA website does not have State Approved curricula
on their site.

CURRICULUM
DEVELOPMENT


Curricula were
designed in 2011 by the
BMF Program
Affiliate in
collaboration with
MSDE BMF
Cluster
staffers, with input from various
stakeholders.



Draft versions were presented to various stakeholder groups across the
State.



Curricula were posted on the Affiliate website and feedback was elicited.



Various revisions were made.



Presented for State Approval March 2012


Important Points


All content is purposeful.


Either it is covered on the CLEP or MOS, aligns with the entry level
higher
-
ed

course in that area, or satisfies another larger initiative.



Pacing of instruction is a local decision.


Not all units require the same length of time to cover.


It may be necessary at times to alter the order or extent of delivery
of some content.



While all content contained should be covered, additional
content can be added by local districts as needed

Important Points Continued


Teachers are still expected to create their own lesson
plans and activities



Schools may need to adopt more rigorous textbooks.


This is a local decision and responsibility.


No textbooks are perfect and contain everything, which is why
teachers are trained in curriculum development.



No curriculum specifies different content or standards for
students with a disability




IEPs identify specific accommodations to be made for
individual students.


New Pathway Sequencing


PRINCIPLES OF

ACCOUNTING & FINANCE

(
REQUIRED COURSE
)

UPDATE
D



ADVANCED
BUSINESS
MANAGEMENT

(CLEP EXAM)

ADVANCED
ACCOUNTING

(CLEP EXAM)



INTRO

TO
MARKETING

OFFICE
SYSTEMS
MGT I

(MOS EXAMS)


OFFICE
SYSTEMS MGT
II


(MOS EXAMS)

ADVANCED
MARKETING

(CLEP EXAM)


ACCOUNTING
AND FINANCE

CAPSTONE


(PROJECT)


BUSINESS

MANAGEMENT
PATHWAY



ACCOUNTING AND
FINANCE
PATHWAY



MARKETING

PATHWAY


BUSINESS
ADMINISTRATIVE
SERVICES
PATHWAY

PRINCIPLES OF BUSINESS
ADMINISTRATION AND
MANAGEMENT (
REQUIRED COURSE
)

UPDATED

BUSINESS
MANAGEMENT

CAPSTONE


(PROJECT)


Current obstacles


Professional practices may have in changed for content areas
and currency and depth of understanding is needed


Familiarity with CLEP and MOS


Couldn’t work on articulation agreements without curriculum.


The articulations will focus on the overall program and its assessments not just
the assessments (
eg
. CLEP or MOS).


CLEP itself can be inconsistently recognized across the State


CLEP website just lists all schools that accept a CLEP exam; however, that
does not mean that they accept ALL exams
.




Misconceptions


These efforts are not an attempt to
satisfy some self
-
serving goal of the USM
.


We should all want better prepared students


Business is already the top college major in MD



Teachers fear that enrollment will decline


In states with similar programs such as Florida enrollment increased over time.



High Schools should only prepare students for community colleges.


K
-
12 should not focus only on preparing students for community colleges but more specifically
University
-
level learning.


Community
colleges and our university system both add value in different ways to different
students.



Students cannot take both CTE and AP courses.


The State highly recommends that whenever possible students benefit from both options


CTE adds value to the learning of all students



Misconceptions continued

Teachers express concern that content is too advanced



Covers content covered in the entry level course in each discipline usually taught in
14
weeks modified to be stretched
over two courses.



Teachers
should create age appropriate tasks; however, they should not be watered
down.


biggest
concern expressed by higher ed professionals during the
review



These
are not college courses.


higher education courses
move much faster, run over a much shorter amount of time,
offer less support, and
cover content with greater depth.



Freshmen
year of college is a foundational year, which does not include any business
courses and mostly acts as a 13th year of high school.


For example,
the 1st math class taken is usually algebra.



4
-
year
accredited institutions do not even require intro to business for bus majors



Other notes


As the curriculum becomes more rigorous higher ed:


Will be more likely to articulate and


There will be more recognition of CTE programs by college
admissions committees



Raising the bar usually raises achievement



Participation is voluntary and locally controlled



Take Away Points


Rigor of each program is being dramatically increased in order to better prepare
students for career or college entry as well as to align with entry
-
level undergraduate
courses for each respective discipline.


MSDE is supporting federal mandates to incorporate certification/ national
examinations into curriculum to insure program

validity and

measure

achievement.



With contemporary AOL standards, it is imperative that CTE programs represent
rigorous and not watered
-
down learning opportunities.


Getting schools and teachers ready is a challenge


Growing enrollment in completer programs is a bigger challenge


Yes, we will have growing pains