Career Vision Focus Protocol - Innovative Education Toolbox Essentials for Current and Future Generations Education and Workforce Development Initiatives

Developing and Implementing, Innovative Concepts and Strategies since 1988, with a Focus of Closing the Education and Workforce Development Gap

Career Vision Focus Protocol -. Innovative Education Toolbox Essentials for Current and Future Generations Education and Workforce Development Initiatives

EXECUTIVE SUMMARY

Approximately thirty years ago, I set out with determination to develop viable ways to ensure that the educational process works effectively for all stakeholders. In my quest to address this issue, I designed and implemented within the Atlanta Public Schools System in Atlanta, Georgia, several highly successful innovative educational concepts specifically created to improve education in America. The first innovative education concept is currently entitled "Why I Need My Education-a Student's Dedication and Commitment to Education Creed." The second innovative education concept was entitled, "Success Formula-Battle Plan Layout," These initiatives received local, state, and national support and publicity. The first innovative educational initiative was implemented in 1989 at Southside Comprehensive High School in Atlanta, Georgia. This initiative was eventually adopted by General Motors Corporation and AutoZone and recognized as a leading state and national model vocational career-technology program for high schools in America. A nationally distributed education magazine, School Shop-Tech Directions, published a three-page article on this model program in the January 1992 edition. One of the greatest outcomes of the success of the first initiative was that it highlighted the need for innovative initiatives at the K-8 or middle school level to better prepare students for success at the high school level.

Career Vision Focus Statistical Database Inclusion and the Shield of Excellence Concepts

In 1999, an opportunity was presented for to me to design and implement an innovative educational model program at the middle school level at Martin Luther King Jr. Middle School in Atlanta, Georgia. Career Prep Success was the name that I decided on to identify this innovative educational initiative. Career Prep Success is a concept designed to establish protocol to expand and implement the power of vision into the education process in order to stimulate the appetite for learning in students. Vision is an extremely powerful force. Career Prep Success utilizes components and concepts specifically designed to provide an early career field vision focus injection into the minds of youth at an early period in the educational process. In order to provide for a solid career vision field focus vision selection foundation, I utilized career fields published by the U.S. Department of Labor in the Occupational Outlook Handbook. I designed, for implementation, a career vision field /path decision commitment that students will stick with for two years at each of three levels. The three career vision field/path decision commitment levels are: preliminary, 7th & 8th grades; intermediate; 9th & 10th grades; and final, 11th & 12th grades. Career field vision selection change options occur every two years. This format provides for early career field vision identification and support of the career field vision focus and stimulates the appetite for learning in students. It provides allowances for flexibility in career field vision /path focus changes based upon growth in experiences and knowledge. It also creates a highly desirable continuous statistical interface platform for business and industry to interact with the students and schools. This early injection of the career vision field focus serves to inoculate young minds against the effects of negative career visions to which our children are exposed through the media and in their communities. This inoculation, when seeded into the minds of children, stimulates the appetite in students for learning, provides a barrier for building a solid foundation for academic achievement, improves attendance, improves test score performance, self-discipline, anti-bullying, and establishes an early desire for career success.

Analysis of elements with power to positively influence the desired outcome potential of educational initiatives indicated that acknowledging, recognizing, publishing, and celebrating of students' career vision field focus selections were at the top of the list. The most powerful platforms were the eighth grade promotional ceremonies and the high school graduation ceremonies. The previously untapped power of this concept is concealed in the ability of the career vision field focus selection of a student to act as a shell. Desirable educational outcomes of building student self-esteem, encouraging school attendance, reducing the dropout rate, improved student discipline, increased academic performance, enhanced affiliation with chosen career field professionals, mentors, and role models can incubate within this shell. Acknowledging, recognizing, publishing, and celebrating the career vision field/path decision of students create an astonishing bond between all stakeholders.

Career Vision Focus-Historical Promotional Ceremony

In 2000, eighth grade promotional ceremonies were implemented at Martin Luther King, Jr. Middle School. Students were presented to the community and world by career vision field focus in the promotional ceremony. The entire ceremony was videoed by a local television station. We had the same format as a college or technical school graduation in our 8th grade promotional ceremony. We also had students who were identified with a Career Prep Success Shield of Excellence. In order to receive the honor of Shield of Excellence, students had to achieve and maintain stringent international performance standards of excellence. These celebrations serve a major purpose to empower students to overcome devastating transition factors experienced by students currently contributing to high student dropout rates. Schools implementing the Career Prep Success Shield of Excellence in promotional or graduation ceremonies will realize superior advantages over schools failing to visualize the potential of this concept. Students transitioning from K-8 or middle school to high school or graduating from high schools implementing this concept will dominate the educational arena and the workplace.

The success of this innovative educational initiative clearly demonstrated that through effective stimulation of the appetite for learning in students, desired outcomes in education can be achieved. Changes to the middle school promotional ceremony and the high school graduation ceremony are of significant importance and a major positive impact on future educational practices. Implementation of Career Prep Success vision-based components, which include the eighth grade promotional and high school graduation formats, will produce forces that will change education as we currently know it.

Career Prep Success vision based components were designed to create a structure to transmit the kinds of outcomes that we desire in order to support student success and strengthen families. The power of vision identifies a doorway to achieve the outcomes that we desire for all students through education. It is inside of that doorway of education that I designed the Career Prep Success concept. Career Prep Success, based upon career vision field focus, was designed to be one of the most powerful forces of change in education in this millennium. This concept was built and soundly based upon the power of Vision.

Several innovative concepts developed and implemented as components of Career Prep Success at Martin Luther King Jr. Middle School are:

Career Vision Field Focus Platforms - Promotional and Graduation Ceremonies
Career Vision Focus Guidance and Counseling Research Assignment
The Shield of Excellence
Career Vision Field/Path Selection Concept
Career Vision Field Webbing - Not Tracking
Career /Occupation Field Shield Implementation
Career Vision Field / Path Accountability
Performance Standards Assessment

During six years of program development and implementation at Martin Luther King Jr. Middle School, the Career Prep Success innovative education concept currently renamed Career Vision focus Protocol, exceeded all expectations. In fact, during the years of implementation at M. L. King Jr. Middle School, the continuous manner in which expectations were exceeded by students provided no indication of limitations of student performance potential. This program, in its design and implementation phases, has never received negative commentary in oral, written, or visual media formats. The level of success achieved in this innovative initiative was a direct result of strong support from community partners, parents, students, educators, the Georgia State Department of Education Vocational Career-Technology Department, the media, business, and industry. With their support this program spread to local, state and national notoriety. As the creator and designer of the concept, I was afforded a standing yearly invitation from the Georgia State Department of Education Vocational-Career Technology Education Division as a presenter at the State Tech Prep Conferences.

Career Prep Success draws upon some of the strongest foundations of success utilized in business, government, and education. It has demonstrated the potential to be one of the nation's most powerful educational concepts. Expanded implementation of this initiative will enhance our ability to close the education gap with other nations. The time has come in the 2013-2014 school year to fully implement career vision field focus protocol and expand this concept. When fully implemented on all local, state, and national levels, it will be one of the major forces of change in education in America. In order to maximize opportunities for success in education and in the world of work, "it is the Career Field that provides the success shield." A Student Should Never Leave School Without it.

Closing The Education and Unemployment Gap

Closing the Education and Unemployment Gap: Inclusion of a Written Statistical Database of the Career Vision Field Focus Selections of Students Corrects a Flaw in the Structural Process Sequence Flow in Middle and High School Career Education and Workforce Development Programs.

By: Christopher Anderson, Ed.S.

Executive Summary

According to correspondence received from the United States Department of Education, the United States of America is currently ranked number eleven (11) in education among nations in the world. Internet research reveals that currently America is not ranked in the top ten nations in the world in education.

Career Vision Focus Protocol Statistical Database Inclusion- Closing the Education and Unemloyment Gap” -Executive Summary

An initiative to identify factors contributing to the failure to achieve desirable outcomes in education in America included developing solutions through design and implementation of innovative programs over a period exceeding twenty-five years. One of the most powerful elements influencing the downward spiral in education in America is a flaw in what can be described in production and manufacturing environments as the "Structural Process Sequence Flow." The Structural Process Sequence Flow, also identified in this document as (SPSF), is defined as the manner in which the series of actions or steps taken is relating to the way something is built or organized in an action of moving in a steady, continuous stream in order to achieve a particular end.

The identified location of the primary point of impact of this flaw in the Structural Process Sequence Flow occurs is in middle and high school education environments. The fact that education and workforce development initiatives at the secondary education level in America do not include a written statistical database of the career vision field focus selections of students was identified as the specific flaw element. Systemic exclusion of written career vision field focus selections, also identified in this document as (CVFFS) of students, generates a "perfect storm" effect, resulting in failure to achieve desired outcomes in middle and high school career education and workforce development initiatives.

Solution

In the education and work force development process at the secondary education level, the excluded critical element is a written format student's career vision field focus selections statistical database in the SPSF. A solution to this problem in education and workforce development is inclusion of a written format career vision field focus statistical database into the SPSF in middle and high schools environments in the education process.

Historically, across the nation and throughout the world at any moment in time, in schools and homes, millions of adults are engaged in conversations with children and young adults concerning the oral tradition expression, "What do you want to be when you grow up?" In actuality, this conversation establishes an oral career vision focus survey. Existence of this survey expression precedes the education and workforce development processes in America. The oral career vision survey database of information generated in conversations between adults (parents, teachers, administrators, other adults) and children, is not included in any written format among statistical data collected and displayed in the education and workforce development initiatives in our schools. This exclusion of the written statistical database of the career vision field focus selections of students is equivalent to the exclusion of the right to a recorded stakeholder desired career vote in the education process.

There are substantial benefits to be gained for all stakeholders in converting the oral tradition career vision focus survey responses provided by students to a written format. The written CVFFS survey platform stimulates positive behavior modification in students. The career vision field focus selection has a unique ability to absorb and reflect desirable elements of behavior, attendance, discipline, knowledge, skills and character critical to the fulfillment of the career vision field focus selection. It unlocks the inner potential in students to positively address issues of self discipline, attendance, academic performance, knowledge and skills to fulfill the career vision field focus requirements.

Structural Process Sequence Flow Elements Inclusion Is Key to Achieving Desired Outcomes in Middle and High School Career Education Initiatives

By: Christopher Anderson - Ed.S.

Executive summary

Problem:

In America, innovative education initiatives implemented over several generations have not achieved highly successful long term, systemic national impact success in career education and workforce development. The inability of those innovative initiatives to achieve desired levels of systemic implementation success indicated that common factors might be the root cause of failure to achieve desired success. Therefore, I implemented a long term initiative in search of solutions focused on identifying common major contributing factors in the failure to achieve desired outcomes in education in America. In this process, innovative career education initiatives designed and implemented at the middle and high school levels were highly successful. The success achieved in those initiatives stimulated a prolonged quest to identify the elements, components, practices, and process sequence flow that produced the desired outcomes capable of systemic impact implementation.

Analysis of program success elements focused attention specifically on the Structural Process Sequence Flow in the career education and workforce development initiatives. The analysis process applied comparing areas of elementary, secondary, post-secondary education and manufacturing as points of reference. The Structural Process Sequence Flow
was consistent across all areas except for middle and high school career education environments. This analysis indicated that the Structural Process Sequence Flow at the middle and high school levels was inconsistent in design and operational format to those at the post- secondary levels in technical schools, colleges, and universities. The Structural Process Sequence Flow in those areas is also inconsistent with those of manufacturing processes that are accepted and recognized around the world. Two critical Structural Process Sequence Flow elements that are inconsistent between secondary and post-secondary career education initiatives are Career Vision Selection Classification and Career Vision Selection Statistical Data Analysis Format. In situations in which the Structural Process Sequence Flow is out of proper alignment of activities and events, the outcomes tend to result in destruction, disruptive behaviors, and chaos. This Structural Process Sequence Flow flaw is beyond a doubt, a major common contributing factor to the inability to achieve desirable outcomes in career education and workforce development in the education and training processes. A Structural Process Sequence Flow deficiency in career education and workforce development initiatives was identified as a major common factor in the failure to achieve desired outcomes in education in America.

Solution:

Structural Process Sequence Flow is woven into the very fabric of all aspects of life. In order for the desired outcomes to be achieved, events, initiatives, and activities must occur in a structured process sequence which flows in a manner proven to maximize the chances of achieving desirable outcomes that exist in order and harmony. In the Structural Process Sequence Flow all required elements must be present in specific quantities, functioning within specific timing sequences which produce the same repetitive results or outcomes.

Correcting the Structural Process Sequence Flow design flaw is an issue that must be addressed through Structural Process Sequence Flow elements inclusion. Two critical Structural Process Sequence Flow elements that are inconsistent between secondary and post-secondary career education initiatives are Career Vision Selection Classification and Career Vision Selection Statistical Data Analysis Format. At no point in either post-secondary education, training environments, or manufacturing processes are these two critical elements missing from the entire process. On the other hand, in middle and high school career education and workforce development initiatives, the structural process sequence flow has a flawed process pattern and is missing these two critical elements. Structural Process Sequence Flow elements inclusion in the middle and high school environments is the key that unlocks the door to achieving desirable outcomes in career education and workforce development job training. Implementing strategies to enhance Structural Process Sequence Flow in the middle and high school environments, will substantially improve our ability to achieve desirable outcomes in education and workforce development training. Inclusion of Structural Process Sequence Flow elements for all middle and high school career education initiatives has the potential to have a major positive impact on education in America. It also greatly enhances our ability to close the education gap with other nations.

MISSION STATEMENT

Our goal is to enhance the ability to address the career preparation needs of the neglected majority of students and to greatly reduce the education and workforce development gap with other nations; provide an awareness of Structural Process Sequence Flow Inclusion Elements with the potential to have major impact on education and workforce development initiatives in America; to develop and integrate into the educational process, a statistical database of the career vision field focus selections of students; to advance the inclusion into the education and workforce development process, the requirement to conduct a survey every two years, starting in the seventh grade, in all middle and high schools-thus providing a statistical means for stakeholders to embrace the qualities of vision and capitalize on its success-producing characteristics; to enhance students' career vision-to-reality, in order to address and eliminate a "lack of vision for career success" as a major factor which hinders success for large numbers of students while contributing to the failure of schools to achieve desired
outcomes.

VISION STATEMENT

To enhance the opportunity for student success in the education and workforce development processes in a practical and effective manner, through the establishment and inclusion of a Career Vision Field Focus Selection Statistical Database; to identify, publish, maintain and celebrate student's career field focus vision selections in order to unleash the power and force of vision to create commitment and understanding; provide stability, direction, build team unity, support and focus on the present and future success of students.