Career Pathways Discussion with Students - An Unexpected Turn
By CRTC Director Steve Rothenberg
The Concord Regional Technical Center (CRTC) has a group of 25 or so students who assist us in running the
Center - we call them our LADs (Leaders Advisors to the Director). The meetings, which have been going on for
about five years, are remarkably candid. We actively seek to hear the good and the bad with regard to our current
operations. We also float out new, innovative ideas, which oftentimes lead to unexpectedly rich and insightful
discussions.
On November 9, we talked about a new form of “career pathways”- an inclusive high school program of studies that
offers high school students a more expansive structure for college and career planning. We looked at examples
from
District 214 (Chicago-area), as well as locally from
Pelham High School (page 12-24).
The driver of the model is a career choice; the elements include:
- Clear set of high school courses associated with that career pathway
- College dual enrollment opportunities offered
- Employment and economic projections
- Descriptions of career opportunities in this pathway
The students found validation in this structure as it mirrored their personal values. Yet they also recognized that
not every high school student is ready to choose a career pathway - so they felt strongly that robust normalized
career data must be made available as a resource for all high school students.
As an example, a young woman in our Cosmetology Program shared a personal story. Last spring she wanted to
take Anatomy and Physiology, which she felt would be beneficial for her career readiness. Sadly, the school official
discouraged her from doing so and she relented. She expressed concern that the official possibly underestimated
her abilities (as a cosmetology student?); she also considered that the official was simply unaware of what it takes
to prepare to be a cosmetologist, and thus unaware of the value of these types of courses toward rounding out her
career-readiness efforts.
This experience is not unique, and what became evident to the LADS group was that this was potentially a social
justice issue. In their vocabulary - a fairness and respect issue. Students pursuing careers should receive the same
quality and richness of counseling services related to college and career planning, as those going the traditional
four year widely accepted college route.
A significant percentage of these students expressed dissatisfaction with the services they receive, and felt
publishing these choices in the Program of Studies would, in the words of one student, embolden students to better
advocate for themselves.
The state of NH is desperate for quality workers in mid-level career jobs statewide. These career jobs generally
require possession of an Industry Recognized Certificate (IRC) and/or associate degree to start. Many, if not most
of these positions, also have clear pathways aligned to bachelor degrees and advanced licenses and/or
certifications (along with greater compensation). Of note, many employers will pay for this additional education as
a benefit of employment as they are eager to hold on to engaged and motivated employees!
Documenting formal structures around career pathways to share with students and parent/guardians is not an
issue of convenience, but of fairness. We owe it to our students to get up to speed so they can pursue the most
productive, strategic, and cost-effective (minimizing debt) method to prepare themselves for future success. This
issue is also essential to the economic survival of our state as we need a quality workforce (
65 by 25 initiative) to
compete in the 21st century economy.
Simply put - our schools need to work to rebalance themselves in order to better serve the college and career
planning needs of all students.
CRTC Tidbit: One of the greatest challenges we have as a CTE Center is getting parents and guardians to think of what they know of as Vocational Centers: Article on CTE from Parenting NH Magazine
Educators Rising NH- TEACHERFEST 2016 #trickorteach
Approximately 350 Teacher Education students and teacher leaders from nine NH CTE centers attended the event. TEACHERFEST 2016 kicked off with a keynote speech by the 2016 NH Teacher of the Year, Ashley Preston. Ashley is a preschool teacher at Parker Varney School in Manchester, NH. Ashley spoke candidly about the challenges and rewards of teaching young children. After the keynote, students spent the rest of the day attending a college fair and professional workshops. The college fair featured nine NH colleges and universities that offer degrees in Education. Thirteen education professionals from throughout NH offered thirty minute workshops on such topics as Occupational Therapy, planning for college success, effective parent communication, STEM education, and connecting with students. Each student participated in three of these engaging workshops over the course of the day. 
Other activities included voting for state officers, a selfie photo booth, a graffiti wall answering the question “What excites you most about becoming an educator?”, and “Education Rocks!” where students Zentangled™ (doodled) designs and words of inspiration on a rock to take home. The event concluded with donated raffle prizes, students sharing their experience attending the National Conference in Boston last June, and the announcement of the first Educators Rising NH state officers. Congratulations to Laura Seymour (CRTC)- President, Jennika Mannesto (CRTC)- Vice President, Megan Coelho (PA)- Recording Secretary, and Emily Aham (PA) and Abigail Beaudoin (PA)- Public Relations Secretaries
