• Career Technical Education
    Advisory Committee

    2019-20 Date to be Determined! 


    Career Technical Education (CTE) is a sustained, structured pattern of study that integrates school-based and work-based instruction for ALL students.  The model CTE system creates a foundation in the early grades and continues to build until the student completes his/her studies.  It is based on the premise that students benefit when they understand the connection between what they are learning in school  and how it applies to a future career.  At the elementary level, career awareness and basic skills development are the major components of the student’s career technical education.  Career awareness activities are designed to make students cognizant  of the broad range of careers and/or occupations in the world of work, including options that may not be traditional for their gender, race, or ethnicity.  Career awareness activities range from limited exposure to the world of work through occasional field trips to comprehensive exposure, which may involve curriculum redesign and introduction of students to a wide span of career options.

    The middle school grades continue to build on the foundation established in the elementary schools, utilizing career exploration as the primary focus of CTE.  Career exploration should provide in-depth exposure to career options for students.  Activities may include the study of career opportunities in particular fields to identify potential careers, writing individual learning plans that dovetail with career majors offered at the high school level, or review of local labor market information.  In high school, a student’s career technical education focuses on direct exposure to career.  Activities at the high school and adult school levels provide real-world work experience, which is connected to classroom learning.

    ALL students gain a solid foundation, or “core” education, with proven proficiency in applying mathematics, science, and technological knowledge in solving problems.  They must ALL be effective in communicating, both orally, and in writing, with different audiences in different situations.  ALL students will need to think critically, and be able to understand and solve complex problems.
    Career Technical Education (CTE) Advisory Committee Member Qualifications

    Potential candidates should be outstanding leaders representing business, education, the local community, and government.  The qualities necessary for members are as follows:

    Advocacy -San Juan Unified School District’s CTE Advisory members are expected to be willing and enthusiastic advocates of the CTE vision for all students in the district.  Each member will seek every appropriate opportunity to promote the CTE system and its benefits within the community.  This could include making presentations to parent groups, service organizations, and chambers of commerce.

    Awareness -In order to be effective, a member must be aware of the connection between economic vitality and education and demonstrate a willingness to learn about related problems and solutions.

    Commitment -The member is dedicated to our CTE’s mission and believe that the function he/she performs is a worthwhile one which will ultimately produce results which justify his/her contribution of time, talent, and resources.  In addition, each member is expected to attend and participate in the scheduled Advisory board meetings.

    Leadership- Each member should be a leader in his/her own field and recognized by the community as such, one who can speak for their organization and can commit resources.

    Partnership Skills  - Each member should recognize and accept the need and obligation for partnership building and be able to connect activities that make a program effective.

    Build the fundamental skills common to all jobs which include basic skills of reading, writing, arithmetic and mathematics, speaking, and listening; thinking skills including creativity, decision-making, problem-solving, and reasoning; and personal qualities such as responsibility, self-esteem, sociability, self-management, and integrity.

    Help students identify types of activities they are good at and types of skills they possess.  Students would begin to recognize suitable careers.

    Exploration may entail field trips, community service projects, job-shadowing or internship experience.  These experiences give students an idea of where their aptitudes and abilities fits, so they can set goals and make plans that align with their interests.
    Students need to understand the link between their current academic studies and their future career choices.  If students are going to meet high academic standards, the relationship between what they are learning and its future applicability should be clear.

    After assessing aptitudes, abilities, and interests, students begin to set goals for, and develop, tentative outlines for their future career that coincide with their assessment results.
Last Modified on November 20, 2019