Together Everyone Accomplishes More!
A recent survey by the Hart Research Associates found expanding access to career and technical education (CTE) programs was the top education policy priority of 1,200 parents in major U.S. cities including Los Angeles, San Diego and San Francisco. According to the study, parents favor a broad investment agenda for public schools, with particular emphasis on expanding access to CTE programs, reducing class size, supporting struggling neighborhood schools, including art and music in curriculums, and providing health and nutrition services.
Another report issued this month by the Aspin Institute provides strong consensus and evidence of the importance of integrating social, emotional, and academic dimensions of learning to improve student outcomes. CTE teachers can embed social and emotional learning in their instruction by integrating the Standards for Career Ready Practice found in the California CTE Model Curriculum Standards. These practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. High schools teachers that affiliate with the Future Business of America should consider integrating the Business Achievement Awards school leadership development program into their classroom.
As early as elementary school, students can begin to develop social emotional skills through programs such as The Leader in Me (TLIM) program. TLIM program focus on the following “leadership” skills:
• Problem Solving
• Initiative and Self-Direction
• Cross-Cultural Skills
Recent research by the Center for Education Reform noted: “The types of leadership skills identified as effective include private leadership development in skills such as goal setting, personal planning, organization, and student motivated learning; as well as group collaboration, empathic listening, public speaking, and classroom and/or school-wide leadership.”