10 Components of a POS Design Framework (Strands)
Please read the component descriptions and select the
one that best fits your topic. (You can choose only one component.)
To support states in developing POS that address each of the required
elements identified in Perkins IV, the U.S. Department of Education,
Office of Vocational and Adult Education (OVAE), has issued a design
framework to clarify and define the four statutory POS requirements
in the Act. The POS framework contains 10 supporting elements that are
viewed by CTE practitioners as instrumental for creating and implementing
a high-quality, comprehensive POS.
LEGISLATION AND POLICIES
Federal, state, and local legislation or administrative
policies promote POS development and implementation. Effective legislation
and policies should:
- Provide for state and/or local funding and other resources, such
as professional development and dedicated staff time, for POS development.
- Establish formal procedures for design, implementation, and continuous
improvement of POS.
- Ensure opportunities for any secondary student to participate
in a POS.
- Require secondary students to develop an individual graduation
or career plan.
- Provide resources for long-term sustainability of POS.
Ongoing relationships among education, business, and other community
stakeholders are central to POS design, implementation, and maintenance.
Collaborative partnerships should:
- Create written memoranda of understanding that elaborate the roles
and responsibilities of partnership members.
- Conduct ongoing analyses of economic/workforce trends to identify
statewide/ regional POS to be created, expanded, or discontinued.
- Link into existing initiatives that promote workforce and economic
development, such as sector strategies and other activities supported
by the Workforce Investment Act.
- Identify, validate, and keep current the technical/workforce readiness
skills that should be taught within a POS.
Sustained, intensive, and focused opportunities for administrators,
teachers, and faculty foster POS design, implementation, and maintenance.
Effective professional development should:
- Support the alignment of curriculum from grade to grade (9–12)
and from secondary to postsecondary education (vertical curriculum
- Support the development of integrated academic and career and
technical curriculum and instruction (horizontal curriculum alignment).
- Ensure that teachers and faculty have the content knowledge to
align and integrate curriculum and instruction.
- Foster innovative teaching and learning strategies.
ACCOUNTABILITY AND EVALUATION SYSTEMS
Systems and strategies to gather quantitative and qualitative
data on both POS components and student outcomes are crucial for ongoing efforts
to development and implement POS. Well-designed accountability and evaluation
- Include the "10 Essential Elements of a State Longitudinal Data System"
identified by the Data Quality Campaign
- Provide for administrative record matching of student education and
employment data (e.g., Unemployment Insurance (UI) wage records).
- Yield valid and reliable data on key student outcomes (indicators) referenced
in Perkins and other relevant federal and state legislation.
- Provide timely data to evaluate and improve the effectiveness of POS.
COLLEGE AND CAREER READINESS STANDARDS
Content standards that define what students
are expected to know and be able to do in order to enter and advance
in college and/or their careers comprise the foundation of a POS.
Rigorous college and career readiness standards should:
- Be developed and continually validated in collaboration with secondary,
postsecondary, and industry partners.
- Incorporate essential knowledge and skills (e.g., academic, communication, and
problem-solving skills), which students must master regardless of their chosen
career area or POS.
- Provide the same rigorous knowledge and skills in English and mathematics that
employers and colleges expect of high school graduates.
- Incorporate industry-recognized technical standards that are valued in the workplace.
- To the extent practicable, be internationally benchmarked so that all students
are prepared to succeed in a global economy.
Non-duplicative sequences of secondary and postsecondary
courses within a POS en- sure that students transition to postsecondary education
without duplicating classes or requiring remedial coursework. Well-developed
course sequences should:
- Map out the recommended academic and career and technical courses in each POS.
- Begin with introductory courses at the secondary level that teach broad
foundational knowledge and skills that are common across all POS.
- Progress to more occupationally-specific courses at the postsecondary
level that provide knowledge and skills required for entry into and advancement
in a chosen POS.
- Offer opportunities for students to earn postsecondary credit for course-
work taken during high school.
CREDIT TRANSFER AGREEMENTS
Credit transfer agreements provide opportunities for
secondary students to be awarded transcripted postsecondary credit at
the time the credit is earned and are supported by formal agreements
between secondary and postsecondary education systems. Well-developed
credit transfer agreements:
- Provide a systematic, seamless process for students to earn college credit
for postsecondary courses taken in high school, transfer high school credit to
any two- or four-year institution in the state that offers the POS, and transfer
credit earned at a two-year college to any other two- or four-year institution
in the state that offers the POS.
- Transcript the college credit at the time the secondary student earns the
credit so the students can transfer seamlessly into the postsecondary portion
of a POS without the need for additional paperwork or petitioning for credit.
- Describe the expectations and requirements for, at a minimum, teacher and
faculty qualifications, course prerequisites, postsecondary entry requirements,
location of courses, tuition reimbursement, and credit transfer process.
GUIDANCE COUNSELING AND ACADEMIC ADVISEMENT
Guidance counseling and academic advisement help students
to make informed decisions about which POS to pursue. Comprehensive guidance
counseling and academic advisement systems:
- Are based on state and/or local guidance and counseling standards, such
as the National Career Development Guidelines.
- Ensure that guidance, counseling, and advisement professionals have
access to up-to-date information about POS offerings to aid students in
their decision making.
- Offer information and tools to help students learn about postsecondary
education and career options, including prerequisites for particular POS.
- Offer resources for students to identify their career interests and
aptitudes and to select appropriate POS.
- Provide information and resources for parents to help their children
prepare for college and careers, including workshops on college and
financial aid applications.
- Offer web-based resources and tools for obtaining student financial
TEACHING AND LEARNING STRATEGIES
Innovative and creative instructional approaches
enable teachers to integrate academic and technical instruction and
students to apply academic and technical learning in their POS coursework.
Effective teaching and learning strategies should:
- Be jointly led by interdisciplinary teaching teams of academic
and career and technical teachers or faculty.
- Employ contextualized work-based, project-based, and problem-based
- Incorporate team-building, critical thinking, problem-solving, and
communication skills, (e.g., activities organized by the career and
technical student organization (CTSO).
TECHNICAL SKILLS ASSESSMENTS
National, state, and/or local assessments provide
ongoing information on the extent to which students are attaining the
necessary knowledge and skills for entry into and advancement in postsecondary
education and careers in their chosen POS. Well-developed technical
- Measure student attainment of technical skill proficiencies at
multiple points during a POS.
- Employ industry-approved technical skill assessments based
on industry standards, where available and appropriate.
- Employ state-developed and/or approved assessments, where
industry- approved assessments do not exist.
- Incorporate performance-based assessment items, to the
greatest extent possible, where students must demonstrate the
application of their know- ledge and skills.