Glossary
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Association for Career and Technical Education (ACTE) www.acteonline.org
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The Association for Career and Technical Education is the largest national education association dedicated to the advancement of education that prepares youth and adults for careers. Its mission is to provide educational leadership in developing a competitive workforce.
This mission is carried out through four purposes:
- Professional Development-- Encourage career development, professional involvement and leadership among members.
- Program Improvement-- Foster excellence in career and technical education.
- Policy Development-- Advocate national public policy to benefit career and technical education.
- Marketing-- Promote career and technical to the general public.
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California Association of Health Careers Educators (CAHCE) www.cahce.org
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California Association of Health Careers Educators (CAHCE) is a statewide organization, whose mission is to promote:
- Professional Growth
- Networking
- Leadership
- Advocacy and Support for Health Careers Educators
CAHCE endeavors to improve the quality of student career preparation and education to meet the diverse health care needs of the community.
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California Association of Leaders for Career Preparation (CALCP)
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A statewide organization whose sole purpose is to provide up-to-date information and quality inservice opportunities for those who are responsible for school-to-career, technical preparation, and related career preparation programs at the K-adult level. CALCP addresses the needs of key staff from Partnership Academies, Tech Prep programs, School-to-Career Partnerships and Youth Councils.
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California Association of Regional Occupational Centers and Programs (CAROC/P) www.carocp.org
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The mission of the California Association of Regional Occupational Centers and Programs (CAROCP) is to support ROC/P's in providing exemplary career development and workforce preparation which contribute to student access and to the economic development of California.
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California Career Pathways Consortia (CCPC) www.statecenter.com
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The CCPC consists of five individual consortia/projects that have been involved in Career Technical Education and Tech Prep for a number of years: Agriculture Project at Modesto Jr. College; Business Project at Allan Hancock CCD; Health Services Project at Kern High School District; Engineering Project at American River College; Industrial & Technology Project at State Center Consortium. The mission of the CCPC is to provide a variety of services, products and technical assistance to providers of career opportunities and education. One overall goal of the CCPC is to eliminate duplication and leverage resources while providing technical assistance statewide.
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California Partnership Academy (CPA) www.cde.ca.gov/partacad
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The California Partnership Academies, a school within a school, surfaced in California in the early 1980's. The Academy model originated in Philadelphia in the late 1960's.
California Partnership Academies represent the high school reform movement that is focused on smaller learning communities. Academy components include rigorous academics with a career focus, a team of teachers, and active business involvement. Extensive evaluations on the academies indicate a positive impact on school performance.
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Health Care CLuster Foundation Standards
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Represents the skill and knowledge, both academic and technical, necessary to pursue a full range of career opportunities within the cluster from entry level to management, including technical and professional career specialties.
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Health Occupations Students of America (HOSA) www.hosa.org
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The Health Occupations Students of America (HOSA) is a national vocational student organization endorsed by the U.S. Department of Education and the Health Occupations Education Division of the ACTE. HOSA's two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people. HOSA's goal is to encourage all health occupations instructors and students to join and be actively involved in the HOSA Partnership.
HOSA provides a unique program of leadership development, motivation, and recognition exclusively for secondary, postsecondary, adult, and collegiate students enrolled in health occupations education programs. HOSA is 100% health care! Membership in HOSA is restricted to health occupations students.
HOSA is not a club to which a few students in school join. Rather, HOSA is a powerful instructional tool that works best when it is integrated into the curriculum and classroom.
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National Consortium on Health Science & Technology Education (NCHSTE) www.nchste.org
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The National Consortium on Health Science and Technology Education is a national partnership of individuals and organizations with a vested interest in health science and technology education. Organized in 1991, its purpose is to stimulate creative and innovative leadership for ensuring a well prepared health care workforce. Primary strategies include fostering collaboration among educational agencies, the health care community, policy-making bodies, and labor.
The mission of the Consortium is to shape and influence national policy on the preparation and employment of health care personnel.
The purpose of the Consortium is to continue to contribute to effective and efficient delivery of health care and preparation of a qualified workforce through fostering collaboration among education agencies, the health care community, policy making bodies and labor.
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National Health Care Skill Standards
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Health Care Skill Standards represent core expectations most workers need in order to succeed in a job and a career. The benefits of having nationally validated health care skill standards include a potential to forge string links among various stakeholders. National skill standards provide a common language, common goals and a common reference point for employers, worker, students, labor, educators, and consumers. In addition, national skill standards provide benefits particular to each stakeholder.
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Regional Occupational Centers and Programs (ROC/P) www.cde.ca.gov/rocp
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ROC/Ps provide students 16 years of age or older with the opportunity to attend an entry-level career technical training and workforce preparation program regardless of the geographical location of their residence. Regional Occupational Programs consolidate state and federal funds at the local, direct service level to offer comprehensive employment training, placement and support services to high school students and adults.
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Secretary's Commission on Achieving Necessary Skills (SCANS)
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The Commission identified five competencies (i.e., skills necessary for workplace success) and three foundations (i.e., skills and qualities that underlie competencies).
Competencies -- effective workers can productively use:
- Resources -- allocating time, money, materials, space, and staff;
- Interpersonal Skills -- working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds;
- Information -- acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information;
- Systems -- understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems;
- Technology -- selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.
Foundations -- competence requires:
- Basic Skills -- reading, writing, arithmetic and mathematics, speaking, and listening;
- Thinking Skills -- thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning;
- Personal Qualities -- individual responsibility, self-esteem, sociability, self-management, and integrity.
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Specialized Secondary Programs (SSP) www.cde.ca.gov/ssp/
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Since its inception in fiscal year 1984-85, SSP has funded over 109 programs. The typical "funding cycle" is four years, which includes a planning year followed by three years of program implementation. Annual grant funding after the planning year is contingent on the CDE's acceptance of an annual report and proposed budget.
Programs selected for funding are structured so that participating students can explore areas of study in a deeper way while developing their talents and skills as they prepare for the world of work or higher education. Frequently, specialized programs are established as a "school-within-a-school". As a result, the CDE expects there will be "high quality, innovative approaches to curriculum and instruction, staffing and scheduling". Not only does the SSP approach often lead to secondary benefits for the entire school, district, and local community, it can also serve as a "living model" for effective educational reform.
In the fall of each year, planning grant applications are mailed to every public high school, public school district, and county office of education in California. The following information highlights other features of SSP:
- A single district, comprehensive high school or a consortium of high schools or districts may submit proposals.
- Proposals must propose curriculum serving students in at least grades 10-12 and must commit to include technology as a key implementation tool.
- SSPs may select as teachers, non-credential individuals who possess unique talents or skills from business, performing arts, or post-secondary institutions. However, a "certificate of clearance" must be obtained within 60 days of such an individual being hired.
- Faculty members in SSPs must develop instructional materials and methodology that the Superintendent of Public Instruction could make available to other schools in the state.
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