Career & Education Development Standards Review

Career and Education Development (CED) Blueprint for Standards Revision

Overall

• Create a title for the content area that reflects the mission of this content area using the CED Steering Committee's suggestions as a springboard.
• Structure of the document:
  • Strand A: Knowing Yourself
  • Strand B: Knowing Your Options
  • Strand C: Applying Knowledge About Yourself and About Your Options
• Ensure the introduction sets the tone for the document
• Ensure the CED standards can be integrated and relevant to other content areas

Introduction

• Rewrite the introduction and update it to reflect today's world
• Incorporate the values of CED as a lifelong journey for success in a rapidly changing, global economy
• Reflect what is articulated in the revised CED standards
• Ensure the introduction is dynamic, inspirational, and aspirational
• Articulate that there are multiple pathways for a range of opportunities for students beyond high school
• Add the community as partners in the education of K-12 students
• Articulate that career and education development is a lifelong process
• Ensure the language is compatible with the Guiding Principles and that CED works with and not separately
• Include pathways language and ensure it is consistent throughout the document
• Highlight the National Career Development Guidelines framework: knowledge acquisition, application of that knowledge, and reflection
• Be mindful of the other content areas and check for alignment and common language
• Ensure that the standards are developmentally appropriate and continuous K-12 and keep the global graduate in mind

Strand A

• Keep the intent of the 4 bullets when articulating the standards for the performance expectations A1, A2, A3, A4
• A1: Broaden "self-knowledge" to include career/life skills
• A2: Either eliminate or change focus to: aspirations, preparedness, motivation, engagement. (What is success and how is it measured?)
  • Use M4, M5, and M6 of the American School Counselor Association (ASCA, 2014) Mindsets and Behaviors for Student Success: K-12 College-and-Career-Readiness Standards for Every Student Mindset Standards to inform rewrite
• A3: Update the list of "soft skills" to reflect current industry standards-based research and best practices, especially at the 6-12 level
• A4: Rewrite and clean up language to reflect the ability to develop and recognize the positive interpersonal skills that effectively influence work and relationships with others

Strand B

• B2: Keep the title/focus on skills for individuals/personal success but remove the 21st century reference
• Rewrite B2 lists to broaden the focus outside of the 21st century skills – use these resources (ASCA behaviors, Redefining Readiness, Department of Labor's soft skills, Family and Consumer Science 1.1 & 1.2) to construct and update the list
• Ensure the language is flexible enough to allow for implementation decisions in schools

Strand C

• Rewrite and reduce the size of "C" but do not lose the concept of planning, decision making, and reflection
• Ensure that "C" reflects the application of knowing self and knowing options
• Incorporate a planning process that includes multiple pathways leading to credentials of value
• Include a variety of planning models and emphasize the need for continuous learning and cycles of change
• Incorporate the National Career Development Association framework guidelines' internal structure of knowledge acquisition, application of that knowledge, and reflection in "C"
• Incorporate options for real life experiences through job shadows, internships, etc.
• Include language that reflects work environment and the economy
• Add financial planning for career and postsecondary education, including but not limited to, financial aid, FAFSA, college financial aid offers, credit cards

As part of the scheduled periodic review of the Maine Learning Results, the Maine DOE sought public comments regarding the 2007 Career and Education Development standards and hosted a public hearing on November 7, 2018 from 2:00-4:00 p.m. The public hearing was live-streamed. Written comments were also welcomed throughout the duration of the public comment period which closed by 5 p.m. on December 1, 2018. All comments received were posted on the Maine DOE's Standards Review website.

• A list of potential steering committee members was approved by the Commissioner of Education's office on November 30, 2018. Career and Education Development Steering Committee members represented roles and perspectives in K-12 education (teacher, administrator, institution of higher education, non-profit organizations), areas of expertise across Career and Education Development, and perspectives across the geographic clusters of Maine's 16 counties.
• An invitation to participate on the Career and Education Development Steering Committee was emailed to each person on the approved list by December 6, 2018. A couple Steering Committee candidates were unable to participate due to prior commitments and invitations were sent to alternates on the Commissioner-approved list. By March 12, 2019, all 18 Career and Education Development Steering Committee members had agreed to serve.
• On January 9, 2019, Career and Education Development Steering Committee members were invited to complete a Doodle poll, and a link to a repository of career and education development resources was emailed to members along with an invitation to add resources to the repository. The repository contained the submitted public comments, current research, and identified best practices in career and education development education.
• On January 15, 2019, the following three dates were confirmed for all-day meetings of the Career and Education Development Steering Committee: March 21, 2019, April 4, 2019, and May 2, 2019.
• On March 11, 2019, Career and Education Development Steering Committee members were emailed an agenda for the March 21 meeting along with a Strengths, Weaknesses, Opportunities, Threats/Barriers (SWOT) template for analyzing the 2007 Maine Learning Results Career and Education Development standards in preparation for the March 21 meeting. Steering Committee members were also asked to review the public comments for patterns and trends to inform the review work.
• On March 21, 2019, the Career and Education Development Steering Committee met from 9:00 a.m. to 3:30 p.m. The day was spent reviewing the purpose of standard review steering committees, identifying state statutes relevant to Career and Education Development, understanding and respecting the career and education development expertise and perspectives of each of the steering committee members, and identifying the purpose of the introduction to the Career and Education Development standards and applying the SWOT analysis to the introduction. Implications and strategies were identified as the result of the SWOT analysis and were used in the drafting of the guidance for the Career and Education Development Writing Team regarding the revision of the introduction.
• On March 27, 2019, the Career and Education Development Steering Committee received a link to a brief survey seeking feedback on the process used in the March 21 meeting.
• On April 1, 2019, Career and Education Development Steering Committee members were emailed an agenda for the April 4 meeting along with a more direct link to the repository of career and education development resources. Several steering committee members had recently added new resources to the repository to support the SWOT analysis of the Career and Education Development standards (Standard A: Learning About Self-Knowledge and Interpersonal Relationships; Standard B: Learning About and Exploring Education, Career, and Life Roles; and Standard C: Learning to Make Decisions, Plan and Create Opportunities and Make Meaningful Contributions).
• On April 4, 2019, the Career and Education Development Steering Committee met from 9:00 a.m. to 3:30 p.m. The work of the day included the SWOT analysis of the Career and Education Development standards, the analysis of the public comments regarding the current Career and Education Development standards, and three discussions: one regarding financial literacy, one regarding computer science, and one regarding family and consumer science. After completing the SWOT analysis, the Steering Committee identified implications and strategies, and after reviewing the public comments, the Steering Committee identified trends, all of which were considered when writing the guidance for the Career and Education Development Writing Team review work. After a review and discussion of the recently revised and adopted social studies standards, the Career and Education Development Steering Committee asked for time to think through what elements not included in the Social Studies personal finance standards need to be included in the Career and Education Development standards. With regard to computer science, the Steering Committee discussed the digital literacy components and the coding and programming components of computer science. With regard to family and consumer science, the group recognized it needed more information.
• On April 11, 2019, the Career and Education Development Steering Committee received an email with a link to a brief survey seeking feedback on the processes used in the April 4 meeting. Also included in this email was a direct link to the updated repository of career and education development resources, which included family and consumer science information submitted by one of the Steering Committee members and the summary notes from the April 4 discussions regarding the public comments, computer science, and financial literacy. A draft of the recently adopted social studies standards was also added to the repository.
• On April 29, 2019, the Career and Education Development Steering Committee received an email with the agenda for the May 2, 2019 meeting.
• On May 2, 2019, the Career and Education Development Steering Committee met from 9:00 a.m. to 4:00 p.m. Using the resources from the Career and Education Development resources repository and a summary document of the implications and strategies identified in the SWOT analysis of the Career and Education Development standards A, B, and C, sixteen Steering Committee members drafted guidance and unanimously supported the blueprint for the Career and Education Development Writing Team's revision work.
• On May 21, 2019, two Steering Committee members (who were unable to be present in the afternoon of May 2, 2019 when consensus was reached on the blueprint articulated in the Career and Education Development Standards Review Steering Committee Blueprint) were sent an email asking each of them to reply and indicate his or her degree of support of the Blueprint (fully support, can live with it, or do not support). One of the Steering Committee members indicated full support on May 22, 2019, and the other Steering Committee member indicated full support on May 30, 2019.
• On June 4, 2019, the Maine DOE reviewed and approved the Steering Committee's recommended blueprint for the Career and Education Development standards review.

Michelle Anderson

In her role as President of Junior Achievement of Maine (JA), Michelle oversees all Junior Achievement of Maine's statewide operation, including strategic vision, fundraising, partnership development, and mission expansion. Michelle has been with the organization for over 8 years, starting her career as an intern upon college graduation from the University of Maine and being immediately inspired by JA's mission of inspiring and preparing young people to own their economic success. Michelle is passionate about helping young people make smart education and career decisions through experiential, hands-on learning and mentorship.

Wendy Ault

A Maine native, Wendy is a graduate of Bates College in Lewiston, Maine. She has worked as a reproductive health teacher and the Assistant Director of Admissions at Westbrook College (now the University of New England) in Portland, Maine. Wendy served as University of Maine at Farmington's Associate Director of Admissions for seventeen years. For eight years of her time at UM, she ran and was elected to the Maine House of Representatives, representing part of Kennebec County from 1988 through 1996. She served all eight years as a member of the Joint Standing Committee on Education and Cultural Affairs, serving as its House Chair during her last term. In September 1999, Wendy became President of the non-profit Maine Educational Loan Marketing Corporation. When MELMAC was sold to a for-profit corporation in January 2001, the proceeds from that sale created the MELMAC Education Foundation. Since 2001 Wendy has been the Executive Director of the MELMAC Education Foundation.

Steve Bell

Steve taught US History and Government and coached in various Maine schools after graduating from the University of Maine with a Bachelor of Science Degree in Education. While teaching, he earned a Master's Degree in Educational Leadership from his alma mater and began his administrative career at Dexter Regional High School. Steve has remained at Dexter Regional High School and is currently in his 20th year with 13 of those years serving as principal. He has served on many MPA (Maine Principal's Association) committees and currently serves on the Interscholastic Management Committee. In the summer, as a side pursuit, Steve serves as a Security Supervisor for Production Services in the area backstage, running the meet and greets for all the artists performing at the Bangor Waterfront.

Paulette Bonneau

Paulette Bonneau has been working in public education for 29 years. She has extensive experience working with at-risk students and families. Currently, she is the Director of the Biddeford Regional Center of Technology and Biddeford Adult Education. Both roles enable her to create opportunities for student success bridging education and workforce development. Prior to her current position, she was a building administrator at the elementary level.

Betsy Brady

Betsy has been teaching Family and Consumer Science for 25 years at both the middle school and high school levels. Her teaching philosophy is grounded in connecting with students on a personal level to teach the whole student how to best facilitate balancing the needs of family, work, and community. Betsy models her own dedication to family, teaching, and community service. As she teaches, Betsy shares the challenges a small business owner may experience from her family's small engine and power equipment business. Betsy's community service includes serving as the Chair for school graduation activities and serving as the secretary and public relations coordinator for seven local snowmobile clubs.

Beth Carlton

Beth is the Student Services Coordinator at Mid-Maine Technical Center in Waterville, Maine. In this role, she supports the 400 students who attend MMTC each year through personal, academic, and career counseling. As part of her role, Beth expanded the internship program at MMTC so that over 80 students a year have the opportunity to intern in local businesses and programs. In addition, she established a student-to-student mentoring program, connecting middle school students to high school Career and Technical Education (CTE) students to expose the benefits of CTE to students at a younger age. Beth has been a certified professional school counselor for 14 years.

Ed Cervone

Ed is the executive director of Educate Maine, a business-led education advocacy organization. Educate Maine's mission is to ensure that Maine people are prepared to succeed in education and career pursuits and that they have the opportunity to reach their highest educational potential. Ed has worked in Maine's public policy arena for nearly two decades covering issues of economic security and human capital development. Prior to Educate Maine, Ed worked at the Maine Center for Economic Policy and the Maine Development Foundation.

Brenda Dalbeck

Brenda is currently in her 33rd year at Hall-Dale HS. For 28 of those years, she taught English, history, theatre, AP Lit and Dual Enrollment English classes. Her passion for getting students to think about their future pathways and goals led her to her current position as the College and Career Counselor, overseeing the academic needs of all students in grades 6-12. In addition to a B.A. in Theatre from USM and an M.A. from UMO in Lib St/Theatre, she recently completed UCLA's College Counseling program. She also serves on the advisory board for Reach Higher Maine and the Capital Area Technical Center.

Jarod Farn-Guillette

Jarod is the junior high science teacher at Indian Township School at Peter Dana Point. He has a Masters in landscape architecture with undergraduate studies in chemistry, biochemistry and urban design. In addition to working at Indian Township he is also the landscape architect and designer for the Southwest New Brunswick Service Commission in Saint Stephen, NB, Canada.

Nicole Hatch

Nicole has worked as a school counselor for the past nine years. She works at Thomaston Grammar School, a building that houses grades K-5. Since graduate school, she has been an active member of the Maine School Counselor Association (MSCA) and is currently serving as President. As President of MSCA, Nicole promotes and advocates for all Maine school counselors and has had the privilege of collaborating with other school counselors across the country at the American School Counselor Association's Delegate Assembly. In 2017, Nicole served on the American School Counselor Association's Conference Committee and helped plan a professional development event for the 3,000+ school counselors.

Susan Hackett Johnson

Susan Hackett Johnson is the Expanded Learning Opportunities Coordinator at Traip Academy in Kittery where she works with community members and businesses to create rigorous, personalized learning experiences that connect students to their passions, communities and future. She is an experienced educator with a demonstrated history of leading successful school change programs that focus on redesigning the high school experience so that students are at the center of their learning. Building public will and understanding of why school redesign is important and developing the resources to make those changes happen is her passion!

Brian Langley

Brian has a unique combination of experience that combines nearly three decades in public education as a CTE instructor and administrator, combined with over three decades in the private sector as an owner of a small business with 35 employees. For the past 10 years, Brian has served in the legislature, serving on the Education and Cultural Affairs committee for 8 years and serving as its chair for 6 years. He understands the intersection of the private sector with the business sector and policymaking.

Sandra MacArthur

Sandy is the Director of Educational Outreach at the University of Maine Farmington. She has 10 years of teaching experience at the K-12 level and 11 years of service in administrative capacities. Her administration experience includes serving as a Director of Special Services and as Superintendent of Schools in Union 113 and MSAD 59. She is the former Executive Director of the Maine Superintendents Association.

Kevin B. Michaud

As a Jobs for Maine Graduates (JMG) Pathway Navigator, Kevin supports youth as they transition into adulthood through partnerships with education providers and employers to create pathways that lead to post-secondary credentials and meaningful careers. JMG partners with Maine's public middle and high schools, community colleges and the university system to help students reach their fullest potential. Serving more than 9,000 students in communities throughout all of Maine's 16 counties, JMG has received recognition as the "Best Program in the Nation" for exceeding national outcome standards for 23 consecutive years by Jobs for America's Grads. Kevin's previous experience includes 35 years in Maine public schools as a teacher, coach, department chair, athletic director and principal and includes providing education and career services to homeless youth while employed as a career navigator at Good Will-Hinckley.

Shelly Mogul

Shelly entered the teaching profession upon graduating from the University of Maine at Farmington. After one year of teaching in Sanford, she returned to her alma mater, Edward Little High School in Auburn, to teach science. She is now in her 26th year in education and her 11th year serving in the position of Curriculum Director for the Auburn School Department. In her role as Director of Curriculum, Shelly is responsible for curriculum, instruction, and assessment for PreK-12. In addition, she's been very involved with the district's work toward their vision of personalized, proficiency-based education. She currently is the co-chair of the Maine Cohort for Customized Learning (MCCL) and the President of the Maine Curriculum Leaders Association (MCLA). She has a strong belief in the value of multiple pathways and the importance of students experiencing college and careers while in high school.

Benjamin Sirois

Benjamin is the Superintendent of Schools at Maine School Administrative District No. 27 in Fort Kent and also serves as the Executive Director for the Valley Unified Regional Service Center, which is comprised of MSAD 27, MSAD 33 (Frenchville, St. Agatha), and the Madawaska School Department. Ben has been in public education for the past 18 years, working as an elementary educator for 11 years, in building administration for 4 years, and in district administration for 3 years. Presently, the Valley Unified Regional Service Center has been placed on the approved construction list for Maine's comprehensive 9-16 learning facility, where the regional facility will serve the students from all three SAUs, focusing on integrated CTE, early college, and career-focused education pathways for learners.

Janet Sortor, Ed.D.

Janet is the Chief Academic Officer for the Maine Community College System, a leadership position she has held since 2015. Prior to joining the System, she served as the Vice President and Dean of Academic Affairs at Southern Maine Community College in South Portland. Since joining the System, she has worked to increase access and student success, ensuring that Maine has a workforce with the advanced education and training necessary to meet the needs of the 21st-century economy. She has built strong collaborative relationships with the UMS and K-12 who together are working to raise aspirations, provide opportunity, and address the barriers that keep students from achieving their educational goals and participating in our rapidly changing economy. Dr. Sortor has worked in higher education for over 30 years beginning her career in Boston, MA, where she served a variety of leadership roles at Bunker Hill Community College. Dr. Sortor holds a doctorate in higher education administration from the University of Massachusetts, a master's degree from Boston University, and a bachelor's degree from Eastern Michigan University. She served as a Vista Volunteer in Kansas City, Kansas, prior to graduate school.

Yvonne Thomas

As the Community Development Officer – Education Specialist at the Island Institute, Yvonne works closely with island and coastal schools and education organizations. She works collaboratively to develop projects, support teacher professional development and strengthen networks to address the educational challenges and opportunities these schools face and help build a strong Maine workforce. Prior to joining the Island Institute staff, Yvonne was the school counselor for the Vinalhaven School for 13 years and also has served as school counselor for the island schools on North Haven and Matinicus.

• Drummond, Brenda and Stone-Sterling, Libby – (PDF)
• Michaud, Lynne – (PDF)
• Rhoads, Kyle – (PDF)
• Laughlin, Linda – (PDF)
• McGinley, Heidi – (PDF)