2022 Career Connections Conference

This session will demonstrate how to provide an inservice that will allow CTE and academic instructors to create a cross curricular lesson that can be taught in both the CTE classroom as well as the academic classroom.

We will show how to align standards, using the standards by design tool, explore the challenges and successes of academic and career pathways and what a successful in-service training schedule would look like.
*Shoemaker Leadership Group

An overview of DACC's research and work to grow the capacity of Employability Skills in todays students.

Industry 4.0 is introducing new and exciting technologies as well as more sophisticated system integration into manufacturing processes. Schools need to enhance the way they teach Advanced Manufacturing or risk becoming obsolete to local industry. In this session we will discuss the new skills students need for jobs in modern industrial companies. Manufacturing jobs are out there, but the needs of industry have changed and so the way we teach and what we teach needs to change as well.

Your students are the future of healthcare. Providing your health science students access to an Ohio approved industry-recognized credential gives them access to hands-on experience, increased postsecondary attainment opportunities, and can empower them to enter a high-wage, high-demand profession.  
Learn best practices from Ohio CTE programs that have implemented certifications. Gain insights on how to identify the best certifications for your program, the steps to help your students prepare, and how to create curriculum that aligns with the workforce demands.

Due to the COVID-19 pandemic, the workplace now requires different skill sets. How different are the skills and how can CTE programs respond?

Sharing research on best practices around the state of Ohio on how to best support Perkins V Special Populations. Taking a deeper dive into supporting these populations on the pathways to graduation. We plan to have time for a share out of other best-practices we from participants.

* Shoemaker Leadership Institute

The presentation will provide an overview of how the three career and technical education delivery systems recruit and retain students for their programs. During the presentation we will provide how recruiting efforts are both similar and different amongst the three delivery models and what we were able to learn from each other to bring back to each one of our school districts.
*Shoemaker Leadership Institute Presenation

In 1918, Horace Mann asserted that 80% of career success is due to soft skills over technical or academic skills. 100 years later we are still talking about the soft skills gap. 74% of employers continue to state they cannot find graduates with adequate soft skills. What are we doing about it? This session will define soft skills and show how they are aligned to Ohio's career readiness graduation seal and many social and emotional learning programs. It will also demonstrate how you can assess soft skills through self and peer assessment and develop them through experiential learning. We measure what matters. We know soft skills matter and if we continue to fail to strategically teach and measure them, we will be talking about this gap for the next hundred years.

Career development is an essential component of the high school experience. Secondary students are hungry for real world, relevant opportunities to match their strengths and interests to careers. Janel has spent the past 10 years creating and implementing career development models across three distinct high schools. She will share actionable ideas to prepare you to bring personalized career development to your school.

As both an ODE endorsed Driver Education teacher and a Commercial Driving School Training Manager, I will guide the attendees step by step through the licensure process with the Department of Public Safety. Explain S B 166 regarding Driver Education. The misconceptions surrounding the costs of offering Driver Education will be covered. Attendees will leave ready to offer FREE Driver Education to their students in the Fall of 2022.

Learn how Great Oaks Career Campuses staff created resources that students, families, enrollment specialists, counselors, CT instructors, special education teachers and affiliated school staff can use to explore a career pathway.  During this session, you will learn the steps we followed in creating new resources to assist students in starting their career journey. The goal is for students to start thinking and talking about career options at an earlier age.  We will show how our career exploration activity book and career tech program infosheets can be used to guide student in selecting a career pathway.

The 6C Curriculum Pathway Project: Cooperative Sustainable Partnerships - Child Development
Associate (CDA) Credential Education - Clinical Hours - Certification in Family Childcare -
Career Development - College Readiness

The goal of the project is to develop strong partnerships and an evidence-based strategy and best
practice Child Development Associate (CDA) curriculum that encompass the “6C’s.” The
curriculum will have a variety of career pathway outcomes based on the diversity of students and
include a ten-week pilot project to include 30 hours of the professional development module of
the curriculum. The career entry pathways will include the following:
1. Traditional students currently in an early care education program to obtain the CDA,
providing professional seminar instruction. Professional seminar instruction will include
30 education hours in professionalism covering becoming family childcare certified,
running a business, career development and preparing for postsecondary education.
2. Non-traditional students not currently enrolled in a high school program that are
interested in obtaining a CDA national credential.
3. Non-traditional students interested in obtaining a CDA national credential and interested
in family childcare certification seeking to run their own early care education business.
4. Traditional or non-traditional students who need to obtain the educational hours and
clinical hours to obtain the CDA national credential.
5. Non-traditional students who want to obtain a national credential in early care education
and who want to have a career that may or may not include postsecondary education.
6. Traditional and non-traditional students interested in pursuing a two- or four-year degree.
in early care education, seeking to apply a CDA credential as a college credit option
towards a teaching license.
The collaborative partnerships will include entities actively involved in the project, attending
monthly meetings, evaluating the curriculum development, assisting with access to data and
evaluating final products.

We would like to share about this project as we enter into the 6 month of implementation. This project is funded by the Ohio Deans Compact grant.