A successful Careers and Technology program depends not only on the skills and commitment of its instructors, the quality of its equipment, and the quality and relevance of its course offerings: it requires an overarching vision of all of the interrelated parts that support students as they choose and prepare for individual career paths. The following are programs, organizations, tools, and approaches that are making success within the reach of all MCS students.

Work-Based Learning

         Created by the State Board of Education and Department of Labor and Workforce Development, Work-Based Learning (WBL) activities are part of a structured system, open to all students at the high school level. The activities allow students to apply classroom theories and explore career options at the work site, as well as connect classroom learning to work.

         Work-based learning is not a class: it is a method of instruction that enhances a related class in which a student is enrolled. Credit earned in work-based learning is through the regular class in which the student is enrolled at the same time as the WBL experience. The credit is recorded as an additional credit in that class. The WBL experience does not replace the regular class instruction time. Only juniors or seniors (16 years or older) may utilize the WBL method for credit. Special education students need to be at least 16 years of age to participate in WBL for credit, but the Individual Education Plan (IEP) team will determine the appropriate grade level.

Work-Based Learning coordinators are educators who are trained and endorsed to coordinate school-based and work-based experiences for students.

Dual Enrollment      

Under the Tennessee Dual Enrollment Grant Program, proceeds from the Tennessee state lottery can be awarded to high school students who are also enrolled in college courses at eligible postsecondary institutions for which they will receive college credit. This program provides opportunities for these students to begin working toward a college degree, while still pursuing a high school diploma, and encourages post-secondary education and the acceleration of postsecondary attainment.

Contextual Academics

Contextual Academics refers to a particular category of courses that teach academic content along with related workplace applications. The Contextual Academics courses integrate theoretical concepts with practical, relevant applications. The courses have been aligned with state standards and are appropriate for students bound for advanced education or work. Credits towards high school graduation may be earned through these classes. Teachers must be certified and complete relevant state training. The courses were not designed to be remedial but to place academic concepts within the context of workplace situations as a means of enhancing student understanding of these concepts. The intention of these courses is to help students see uses of the academic concepts that they learn, answering the age-old question, “Why do I have to learn this?”

¨      Biology for Technology: This course presents biology concepts in the context of major life issues – work, home, society and the environment.  About 40% of instructional time is spent in activities that allow students to have experiences in laboratory and field situations. 

¨      English IV, Communication for Life: This course is designed to help vocational-technical students identify and strengthen various types of communication skills necessary in the workplace.  As an alternative to the traditional senior English courses, English IV, Communication for Life, appeals to a variety of learning styles and incorporates the standards of writing, reading, viewing/representing, and speaking/listening with a rigorous hands-on, workplace-oriented approach. Students are called upon to use research, technical reading, and presentation skills among other English skills.

¨      Principles of Technology I & II:  This course includes 14 units of instruction.  Each unit deals with one principle as it applies to the four energy systems – mechanical, fluid, thermal and electrical – that make up both simple and complex technological devices and equipment.

¨      Technical Math: The focus is on occupationally specific applications that help students understand the relevance of mathematical concepts in the workplace and everyday life.  This course promotes active learning and many opportunities for students to work with their peers in cooperative learning groups.

¨      Technical Algebra: The goal of this course is to assist the student in understanding the interrelationships among algebraic topics, career applications and cooperative problem solving and instruct them in the use of calculators, computers and occupational equipment. 

¨      Technical Geometry:  Technical Geometry incorporates the same core geometric concepts required in a standard geometry course but includes additional topics that focus on career and technical applications.

Kuder Career Planning System

         Memphis City Schools Careers and Technology students can also access the Kuder Career Planning System, now published by National Career Assessment Services, Inc. Kuder is an innovative, Internet-based system combining research-based interest, skills, and work values assessments with portfolio development, comprehensive educational and occupational exploration resources, and administrative database management. The program is offered at no cost to students in participating Tennessee high schools. Students in Careers in Technology can benefit from its organizational and informational components, which include:

•   An internet-based system combining interest, skills, and work values assessments

•   An educational planner

•   A guidance system for portfolio and resume development

•   Educational and occupational exploration resources, and administrative database management