Southland Career & Technical Education Center

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Reshaping Lives
Through Enhanced Education

Partners

WHAT PARTNERS SUPPORT THE PROJECT?

This ambitious project would be successful and supported through the efforts of The Collective and other institutions and entities including:
  • The Collective high school districts’ educational communities
  • Private and public sector employers
  • Unions
  • Two- and four-year educational institutions

THE SCTEC WORKING GROUP

In addition to The Collective members listed previously, the following support members include:
  • WatersEdge Consulting & Training, Curriculum Development, Geneva, IL
  • Rempe-Sharpe & Associates, Consulting Engineers, Geneva, IL
  • Übl Design Group, Architecture, Interior Design, and Planning Studio, Bismarck, ND
  • The Career Preparation Net @ Prairie Education for Employment System, Prairie State College and other Illinois Education for Employment System Directors

WHAT WOULD BE THE SCTEC OPERATING MODEL?

The operating model of the institution is based on three existing models of career centers around the world: The Illinois Model, the MET Model, and the International Model. The best of each of these models have been gleaned to provide the proposed Southland Career & Technology Educational Center with the best operating model. Specifics for discussion include the following:
  • The SCTEC would be administered by a board of control comprised of representatives of each of The Collective school districts.
  • Interested students would apply for admission to the SCTEC. This application process would involve each student as well as his or her parents/guardians. Admission criteria would be developed.
  • Program offerings would be based on current Labor Market Information as to the probable demand and employability of graduating students with specific occupational hard and soft-technical skills.
  • Accuracy of each program’s curriculum would be reviewed periodically by an advisory committee consisting of incumbent workers in that occupation.
  • Each instructor would be expected to work in that particular occupation during each school year.
  • Student participation in an internship with a local employer or other entity.
  • Instructors would be recruited via a world-wide search for those with technical skills, pedagogical experience, and personality. They would be responsible for teaching the hard technical skills and the soft and technical skills.
  • Each student would attend the school for most of their school day. Core academic high school courses, such as math, English, social studies, and science, would be offered in the facility. Students would be bussed to and from their home schools.
  • Core academic courses would be tailored to mesh with and enhance each student’s career goals and learnings.
  • Students would be expected to participate in the Career-Technical Student Organization (CTSO) or club for that particular occupation.
  • Students would be expected to compete in occupational skill events.
  • Students would be expected to participate as a youth member in an appropriate trade or craft organization.
  • Successful learning would be rewarded with appropriate license, credential, diploma, certificate, and other means of certifying occupational skill mastery.
  • Each student would be provided with extensive career counseling prior to applying and throughout the training process.
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