NEW JERSEY S GREEN PROGRAM OF STUDY: SUSTAINABLE DESIGN, CONSTRUCTION AND ENERGY

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1 NEW JERSEY S GREEN PROGRAM OF STUDY: SUSTAINABLE DESIGN, CONSTRUCTION AND ENERGY Career Clusters Institute - June 2010

2 New Jersey s Process Who, What, How and Why New Jersey is Developing a Green Program of Study

3 Process: Why? 1. Green Collar Careers Advisory Committee already in place 2. Goal was a green CTE model program a first for NJ 3. Technical Assistance Academy offered more focus and resources The project is supported under the National Research Center for Career and Technical Education, PR/Award No.VO51A administered by the Office of Vocational and Adult Education, U.S. Department of Education.

4 Process: Who? Off-shoot of Green Collar advisory committee State officials Secondary CTE Community college Industry

5 Process: How? Build on existing Green Energy Academy model

6 Process: How? Consider labor demand data and projections Link to existing college programs Leverage existing infrastructure Leverage other workforce projects TA Academy in DC was essential to achieving consensus

7 Process: What? NJ did not have an identified area of focus Industry partners representing energy, building trades, and architecture All three areas map to architecture and construction career cluster Academic and technical foundations similar

8 New Jersey s Three Pathways Sustainable Design, Construction and Energy

9 Sustainable Design, Construction and Energy Three pathways with broad applicability to the workforce: Architecture/design Green construction Energy efficiency

10 Sustainable Architecture & Design Careers in Architecture Engineering Design CAD/Drafting Land-use planning Public policy Key industry partner: Green Building Council

11 Green Construction Careers in: Residential/commercial construction Project management Energy efficiency Trade specialties Building safety and inspection Key industry partner: NJ Building Trades Council

12 Energy Efficiency Careers as: Utility managers Energy auditors/raters Engineers Meter installation and technicians Energy installation, repair & maintenance technicians IT/Computer specialists Key industry partner: PSE&G

13 Foundational Competencies For All Pathways Green Skills & Cross-Industry Knowledge Workplace Competencies & 21 st Century Skills Academic Competencies Personal Effectiveness

14 Industry and Job-Specific Content Industry-focused content for each of the 3 pathways: design, construction, and energy Non-duplicated sequence of courses/content delivered in: Grades Collegiate study Apprenticeship Leads to industry certifications

15 Sustainable Design Green Construction Energy Efficiency Job requirements Job requirements Job requirements Occupational Skills Occupational Skills Occupational Skills Occupational Knowledge: Architect Engineer Designer Design/Building Industry Knowledge Occupational Knowledge: Trades Project manager Contractor Construction Industry Knowledge Occupational Knowledge: Utility technician Engineer Energy auditor Energy Industry Knowledge Green Skills & Cross-Industry Knowledge Workplace Competencies & 21 st Century Skills Academic Competencies Personal Effectiveness

16 Next Steps

17 Immediate Next Steps Advisory groups for each pathways Involve more industry partners Involve more college and school reps Define specific competencies for each pathway Identify linkages to college programs Create unduplicated course sequence

18 Immediate Next Steps Develop foundational course for grades 9-10 Course outlines under development Create initial curricula this summer Involve academic and CTE teachers Build on existing models for green energy and building trades

19 Next Steps: Long-range Seek statewide articulation with community colleges Expand use of NJ PLACE to link apprentices to college Colleges add green content to architecture, engineering, energy, and trade programs

20 Next Steps: Implementation Professional development for academic and CTE teachers Marketing and communication to increase interest Phase into grades 9 and 10 Continued development of upper level content

21 Challenges and Opportunities

22 Key Challenges Implementation in comprehensive high schools Implementation in shared-time vocational schools Partnerships with four-year universities State budget crisis and tight spending caps

23 Opportunities Increased interest in CTE and STEM Reduced need for college remediation and employer-sponsored basic skills Dual credit will reduce cost and time-to-degree

24 More Opportunities Model program can leverage state and district resources Statewide program approval Increased understanding of program of study Raise profile of CTE in New Jersey

25 More Information Contacts: Marie Barry, Director of CTE, NJ Department of Ed Brian McAndrew, NJ Council of County Vocational- Technical Schools John Steiner, Salem County College (856)