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Plan for the Day Introduction Rationale behind pathway Pathway development Georgia Economy Georgia Center for Innovation Employment Opportunities Nursing trends, shortages Courses in the pathway Standards in each course Teaching resources to include websites Sharing ideas Assessment Ng. rolloutPlan
Linking classroom learning to real- world earning opportunities available in the state will help the state grow its own highly skilled workforce, attract future economic development, and ensure that every student is prepared to build a rewarding future right here in Georgia. Kathy Cox, Georgia Superintendent of Schools
Partners in this mission: Governors Office of Workforce Development State Workforce Investment Board The States colleges and universities The Governors Centers of Innovation The Georgia Department of Labor, and other groups
Georgia Centers of Innovation http://www.georgiainnovation.org/ Purpose of Innovation Centers To encourage new companies to invest and build in the state Agriculture Innovation Center, Tifton Life Science Innovation Center, Augusta http://lifesciences.georgiainnovation.org/about/us Middle Georgia Innovation Center for Aircraft Lifecycle Support, Macon/Warner Robins Information and Technology Innovation Center, Columbus Maritime Logistics Innovation Center, Savannah Manufacturing Excellence Innovation Center, Gainesville
The Commission for a new Georgia - identified six Strategic Industries as critical to Georgias economic well being: Aerospace Agribusiness Energy and Environment Healthcare and Eldercare Life Sciences Logistics and Transportation
Georgia Workforce Trends, an Analysis of Long-term Employment Projections to 2014 Georgia Dept. of Labor – Michael Thurmond, Commissioner Published by Workforce Information & Analysis Division By the year 2014, health services will account for one in every twelve jobs in Georgia. It is projected to increase by almost 100,000 jobs, placing its employment levels at more than 420,000 jobs by 2014.
http://www.salary.com/ http://www.bls.gov/oco/ Industry Validation http://www.nchste.org/national-standards/www.nchste.org/national-standards
Due to an effort to decrease cost, a shift will be seen to physicians offices and nursing and residential care facilities. More than 19,000 new positions will be created in the nursing and residential care facility segment of health services due to the trend toward less expensive home health care and assisted living for the elderly continues
Registered nurses constitute the largest health care occupation, with 2.5 million jobs. About 59 percent of jobs are in hospitals. Registered nurses are projected to generate about 587,000 new jobs over the 2006-16 period, one of the largest numbers among all occupations; overall job opportunities are expected to be excellent, but may vary by employment setting. Occupational Outlook Handbook, 2008-09 Edition
Employment change Employment of registered nurses is expected to grow 23 percent from 2006 to 2016, much faster than the average for all occupations. Growth will be driven by technological advances in patient care, which permit a greater number of health problems to be treated, and by an increasing emphasis on preventive care. In addition, the number of older people, who are much more likely than younger people to need nursing care, is projected to grow rapidly.much faster than the average Occupational Outlook Handbook, 2008-09 Edition
The Honor Society of Nursing, Sigma Theta Tau International recognizes the nursing shortage as a major threat to the future of the world's health care system According to the U.S. Department of Health and Human Services, Georgia will have a projected 48,000 registered nurses by 2020, but the agency projects there will be a demand for 80,000 registered nurses.
Helping students with career choices: (FREE Career Keys at www.GAColege411.org to Career Infowww.GAColege411.org And employment information: State and Regional at Georgia Labor Market Explorer at http://explorer.dol.state.ga.us/ Occupational Supply and Demand at www.occsupplydemand.org This site contains Georgia specific information regarding supply and demand and also identifies nontraditional occupations based on national data for Georgia www.occsupplydemand.org
Career Pathways Career pathways are state-approved career enhancement programs defined as a coherent, articulated sequence of rigorous academic and career related courses usually commencing in the ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate degree and beyond. Career, Technical and Agricultural Education (CTAE) provides all Georgia students with the opportunity to select at least three sequenced electives in a career pathway, along with recommended academic course work, to prepare them to continue their education at any level or enter the world of work.
Diagnostic Services Career Pathway Biotechnology Research and Development Career Pathway Therapeutic Services - Emergency Services Career Pathway Therapeutic Services - Medical Services Career Pathway Healthcare Informatics Career Pathway Therapeutic Services – Nursing Introduction to Healthcare Science Applications of Therapeutic Services Nursing Essentials Nursing Internship Phase IV course – Roll out Spring 2010 – Physical Medicine Program Concentration: Healthcare Science Therapeutic Services Career Pathway (Nursing Ca p p Healthcare Science
Correlation with National Healthcare Standards http://www.georgiastandards.o rg/DMGetDocument.aspx/HS TE.National%20correlation.pd f?p=6CC6799F8C1371F6467 A9E5C0EAB38A74C03D3F74 4CC2E2C04A3FF290482511 0&Type=D
Pathway Selection Selection of a pathway will be based on self- awareness and the investigation of occupations plus related educational levels aligned with the pathway. Most high- demand, high-skilled, high-wage occupations in all concentrations still do require education beyond high school. Implementation of career pathways is a collaborative effort between the local system, the Technical College System of Georgia and the University System of Georgia.
http:// www.georgiastandards.org/career.aspx?PageReq=PhaseI www.georgiastandards.org/career.aspx?PageReq=PhaseI http:// www.georgiactae.org/cs_theraserv_intro.html www.georgiactae.org/cs_theraserv_intro.html Healthcare Standards Georgia CTAE – Curriculum Units http://georgiactae.org/cs_foundations.htmlgeorgiactae.org/cs_foundations.html CTAE Foundation Skills
CNA Georgia Medical Care Foundation – Train the Trainer – Kathie Hoff Nurse Aide Training Program www.ghp.ga.gov (click provider information tab, go to Medicaid Provider Manuals and click on View Full List, scroll down to choose NATP Manual (Nurse Aide Training Manual).www.ghp.ga.gov Post Secondary - Dual Enrollment with articulation - http://www.gadoe.org/ci_cta.aspx?PageReq=CICTASeam http://www.gadoe.org/ci_cta.aspx?PageReq=CICTASeam
Integration of Academics HOSA http://www.hosa.org/index.html http://www.georgiahosa.org/
Assessment should provide feedback or it is not truly assessment. Any assessment should supply the performer – the student – with usable information about how the performance fared, and how performance might be improved. -Grant Wiggins
http :// webquest.sdsu.edu/rubrics/weblessons.htm The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective. Authentic assessment is geared toward assessment methods which correspond as closely as possible to real world experience. It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. Students themselves are involved in the assessment process through both peer and self-assessment. As students become familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a result, their learning becomes more focused and self-directed. Authentic assessment, therefore, blurs the lines between teaching, learning, and assessment.
The advantages of using rubrics in assessment are that they: allow assessment to be more objective and consistent focus the teacher to clarify his/her criteria in specific terms clearly show the student how their work will be evaluated and what is expected promote student awareness of about the criteria to use in assessing peer performance provide useful feedback regarding the effectiveness of the instruction provide benchmarks against which to measure and document progress
Rubrics can be created in a variety of forms and levels of complexity, however, they all contain common features which: focus on measuring a stated objective (performance, behavior, or quality) use a range to rate performance contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met
Thanks to some special people Kathy Hoff – GA Medical Care Foundation Sarah Heath – Program Specialist DOE Phyllis Dumas – Healthcare Science Teacher, Dekalb School System and Therapeutic Services Nursing Curriculum Team Facilitator.