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SOESD / Newsletters / The Source / February 2005 Source: Cynda Rickert / Professional Technical Education Does It All

Professional Technical Education Does It All

Professional Technical Education (PTE) is defined as a program of study that integrates technical and career skill proficiencies with academic content and prepares students for the workplace, for further education and training, and for family and community roles. There are 127 high school PTE programs in SOESD’s three-county region, with 59 in Jackson County, 25 in Josephine County, and 43 in Klamath County.

The Southern Oregon Education Service District has a PTE team working with all 21 component district high schools and four regional postsecondary institutions to coordinate career and technical education in Jackson, Josephine, and Klamath Counties. Team members are:

  • Greg Fishwick, Regional Coordinator
  • Martha Murphy, Career Education Specialist
  • Risa Orlik, Bookkeeping Administrative Assistant
  • Becky Griffin, Medford Office Administrative Assistant
  • Kathy Ayers, Klamath Falls PTE Development Specialist
  • Jené Patrick, Klamath Falls Administrative Assistant
  • Patti Kramer, RCC 2+2 Coordinator
  • Susan Roudebush, Contracted Consultant

The team brings partners together to form the Regional Vocational Planning Alliance (RVPA), which administers nearly $1,000,000 in Carl Perkins federal funds for PTE. The RVPA is comprised of representatives from the 13 component school districts, Rogue Community College, Klamath Community College, Oregon Institute of Technology, Southern Oregon University, regional employment and training agencies, and local business and industry representatives. The SOESD PTE team also assists schools and districts in implementing Oregon’s new Comprehensive Guidance and Counseling Program to assure compliance with revised state high school graduation requirements effective for the class of 2007. The new requirements center on six Career-Related Learning Standards in which students must demonstrate proficiencies:

  • Personal Management
  • Problem Solving
  • Communication
  • Teamwork
  • Employment Foundations
  • Career Development

As a group, secondary students who complete at least two credits in a PTE program are more likely than the high school population as a whole to have met or exceeded the 10th grade academic benchmark standards. One reason for their success is the way academic concepts are incorporated into problem-solving tasks in the typical PTE classroom. “We thought it would be fun to give the rest of the staff a feel for how students ‘learn by doing’ in a typical PTE classroom or lab,” said SOESD PTE Regional Coordinator Greg Fishwick, so the SOESD PTE team demonstrated PTE in action at a recent staff meeting. Staff formed teams to design and build a model car from materials provided. Each team’s performance was graded according to a scoring rubric provided before the task began. The activity involved CIM standards in English/Language Arts and Mathematics, and staff members described how they demonstrated mastery in one of the Career Related Learning Standards. “We had to use our academic knowledge to solve the problem and communicate our ideas, and we also had to work in teams and take personal responsibility for our roles,” said one participant. “What was amazing to me was how quickly we all became engaged in learning—this is the way all classes should be taught!” exclaimed another. And still another summed up the experience by saying, “It’s the new ‘Three R’s’ in action: rigor, relevance, and relationships; PTE does it all.”

For more information, call the Medford PTE team at 776-8593, the Klamath Falls PTE team at 850-1660, or visit the Southern Oregon ESD website at http://www.soesd.k12.or.us/




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Newsletters - The Source - February 2005 Source: Cynda Rickert - Professional Technical Education Does It All
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March 2005 Source: Steve Boyarsky, Superintendent
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February 2005 Source: Cynda Rickert
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January 2005 Board Notes
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Learning Matters Takes the Next Step
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Professional Technical Education Does It All
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January 2005 Source: Steve Boyarsky
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December 2004 Source: Steve Boyarsky
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November 2004 Source: Ron Enger
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