The framework contains 10 supporting elements* that are viewed by CTE practitioners as instrumental for creating and implementing high quality, comprehensive programs of study.
Strong programs of study result from coordination across state, local, and stakeholder agencies. Development of POS includes analysis of current labor market information to determine which POS will truly result in high demand jobs, input from stakeholders that is genuine and sustained, and funds dedicated to both initial development of POS as well as sustenance through curriculum development and business and education input. Legislation and policies at the state and local level should mandate, support, and encourage such practices. Federal, state, and local legislation or administrative policies promote POS development and implementation.
Effective legislation and policies should:
Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.
Collaborative partnerships should:
Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.
Effective professional development should:
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 systems should:
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:
Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.
Well-developed course sequences should:
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:
Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.
Comprehensive guidance counseling and academic advisement systems:
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:
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 skills assessments:
The matrix below illustrates the relationship between the programs of study (POS) requirements and the framework supporting elements. An individual supporting element may not be exclusive to a Perkins requirement. For example, professional development may be needed, and desired, to support several of the POS requirements.
|Perkins POS Requirements||POS Framework Supporting Elements|
|Incorporate and align secondary and secondary education elements||
|Include academic and CTE content in a coordinated, non-duplicative progression of courses||
|Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits||
|Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree||
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