ERIC ED444004: Health Services Career Cluster ITAC for Career-Focused Education. Integrated Technical & Academic Competencies.

94 Pages·1999·1.7 MB·English

by  ERIC

DOCUMENT RESUME
CE 080 573
ED 444 004
Health Services Career Cluster ITAC for Career-Focused
TITLE
Education. Integrated Technical & Academic Competencies.'
Ohio State Univ., Columbus. Vocational Instructional
INSTITUTION
Materials Lab.
Ohio State Dept. of Education, Columbus. Div. of
SPONS AGENCY
Career-Technical and Adult Education.
1999-00-00
PUB DATE
93p.; For other ITAC documents, see CE 080 570-577.
NOTE
Publications, Center on Education and Training for
AVAILABLE FROM
Employment, 1900 Kenny Road, Columbus, OH 43210-1090, Tel:
800-848-4815, ext. 24277, Fax: [phone], Web site:
http://www.cete.org/products (ITAC Cluster-HLTH, $20).
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC04 Plus Postage.
EDRS PRICE
Academic Education; *Allied Health Occupations Education;
DESCRIPTORS
Behavioral Objectives; Career Development; *Career
Education; Career Planning; Communication Skills;
Competence; *Competency Based Education; Core Curriculum;
Critical Thinking; Education Work Relationship; Employment
Qualifications; Evaluation Criteria; *Health Occupations;
Integrated Curriculum; Job Skills; Learning Activities;
Money Management; Occupational Clusters; Partnerships in
Education; Performance Factors; Problem Solving; Relevance
(Education); School Business Relationship; Secondary
Education; Skill Development; Skilled Occupations;
*Statewide Planning; Student Evaluation; Systems Approach;
Teaching Guides; Technical Education; Technical Occupations;
Thinking Skills; Time Management; Transfer of Training;
*Vocational Education; Wellness; Work Attitudes
Contextualized Instruction; *Ohio; Work Keys (ACT)
IDENTIFIERS
ABSTRACT
Designed for Ohio educators responsible for planning
programs to prepare high school students for careers in health services, this
document presents an overview of Ohio's Integrated Technical and Academic
Competencies (ITAC) system of career-focused education and specific
information about the health services ITAC career cluster. The first half of
the document, which introduces the ITAC system's underlying principles and
(1) descriptions of the three types
elements, contains the following items:
of integrated competencies (core, career cluster, and specialization) forming
(3) an explanation of the
(2) guidelines for using ITAC;
the ITAC model;
components of the 51 core ITAC; and (4) a table detailing the academic
connections in the core ITAC. The second half of the document, which focuses
on the health services career cluster ITAC, is divided into six sections,
each of which focuses on one of the following strands deemed essential for
all careers: solving problems and thinking skillfully; communicating
effectively; applying technology; working responsibly; planning and managing
a career; and managing resources. Each section contains the following items:
expectation; competencies; sample scenario; sample guiding questions;
connections to core ITAC competencies; connections to academic models; and
connections to Ohio's proficiency tests and ACT Work Keys.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN RANTED BY
C.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
/This
document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
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The Health Services Career Cluster includes entry-level,
technical and professional careers within the health services
industry. Service, research, education and manufacturing
areas of the health services industry are included in this
career cluster. Many career opportunities exist within
medicine, dentistry, nursing, radiology, optometry, nutrition,
biotechnology, physical therapy, occupational therapy,
rehabilitation, and prevention and wellness.
Sam* career options within this duster induclle-
O family practitioner
O ophthalmic technician
O surgical technician
O medical technologist
O nutritionist
O nurse practitioner
O respiratory therapist
orthodonist
O ultrasound technician
O chiropractor
O renal dialysis technician
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Contents
PAGE
3
Career-Focused Education
4
Components of the ITAC System
5
How to Use ITACs
6
Components of Core ITAC
9
Strand 1: Solving Problems and Thinking Skillfully
15
Strand 2: Communicating Effectively
Strand 3: Applying Technology
21
25
Strand 4: Working Responsibly
29
Strand 5: Planning and Managing a Career
35
Strand 6: Managing Resources
41
Academic Connections in Core
ITAC
..
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0111111.ft
Science
Foreign
Language
Social
Math
The Arts
Arts
Language
Studies
45
Core ITAC Acknowledgments
47
Health Services Career Cluster Title Page
48
Components of Career Cluster ITACs
Health Services Career Cluster ITAC Document
Strand 1: Solving Problems and Thinking Skillfully
51
59
Strand 2: Communicating Effectively
65
Strand 3: Applying Technology
Strand 4: Working Responsibly
71
77
Strand 5: Planning and Managing a Career
*"
83
Strand 6: Managing Resources
0,1v,
88
Health Services Career Cluster ITAC Acknowledgments
4
5
ITAC
Integrated Technical & Academic Competencies
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Career-Focused Education
Career-Focused Education combines high-level
academics and technical skills with a real-life
context for learning that maximizes students'
present and future academic and career success.
Career-focused education strengthens
proficiency test success
integrated instruction
partnerships between education
and business & industry
aquisition of transferable career skills
_ntegrated 'ethnical &
Academic Competencies
for Career-Focused Education
Ohio Department of Education
Division of Career-Technical and Adult Education
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© 1999 by the Vocational Instructional Materials Laboratory
Vocational Instructional Materials Laboratory
Center on Education and Training for Employment 0 The Ohio State University
1900 Kenny Road 0 Columbus, Ohio 43210
1-800-8484815 0 wwwcete.org/products
6
ITAC
Integrated Technical & Academic Competencies
O O G o C e O O O C o o o O o o O o C o O O o O o
O O o o o o O o O o o o o o o o o o o O O o o0 0
o O O C O o c
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O O
0
Components of the ITAC
System
Integrated Technical and Academic Competencies (ITAC) documents
consist of competencies that integrate
academic, technical, and employability knowledge, skills, and attitudes.
ITACs are presented in resource
documents that include the expectations, competencies, scenarios, and
academic connections. ITACs are
developed through
review and synthesis of national academic, employability, and occupational
standards;
review by teachersboth vocational and academic;
validation by business and industry representatives; and
direct links to Ohio's competency-based education (CBE) models, proficiency
test learning outcomes,
and ACT Work Keys® System.
ITAC Model
Three types of ITACs form this model:
Core ITAC
Consists of 51 competencies
organized into six strands essential for all
careers and sample work-related scenarios.
Core ITAC represents what individuals need
to know and be able to do to be successful in
further education, in a career, and in life.
Career Cluster ITAC
Consists of the
foundational competencies common to
Career
related occupations or industries and sample
I
Success
1,
work-related scenarios. The six Career Cluster
ITACs provide a broad foundation for entry-
level, technical, and professional
careers.
Specialization ITAC
Consists of compe-
tencies and sample scenarios critical to
success in a specific industry or occupation
within a career cluster. Currently, 55
Occupational Competency Analysis Profiles
(OCAPs) represent the Specialization
Competencies. As OCAPs are revised, they
will become Specialization ITACs.
The ITAC system builds on and expands the Occupational
Competency Analysis Profile (OCAP) system,
which was designed primarily for occupation-specific vocational
programs. The ITAC system provides a
broader range of competencies, integrates academic knowledge
and skills with technical content, and
provides sample scenarios to illustrate work-related
both
context. This system is a resource for
academic
and technical teachers as they plan
programs and instruction.
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ITAC
Integrated Technical & Academic Competencies
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0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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How to Use ITACs
for planning programs.
Integrated Technical and Academic Competencies (ITAC) documents are resources
academic content and are organized into
The competencies of the ITAC system integrate technical and
specialization. The types are
three types, moving from broad to specificcore, career cluster, and
competencies. Career Cluster
interrelated building blocks for program design. Core provides the broad
application of both the related Career
incorporates use of Core competencies. Specialization incorporates
the overall educational system as
Cluster and Core competencies. These ITAC types can be integrated into
follows:
students.
The Core ITAC could be used to design learning experiences for all
be used to
The Career Cluster ITACsin combination with Core ITACcould
essential
guide courses or experiences in which students explore and develop
competencies within one of the following career clusters:
Arts & Communication
Business & Management
Environmental & Agricultural Systems
Health Services
Human Resources/Services
Industrial & Engineering Systems
Specialization ITACsin combination with Core ITAC and Cluster ITACscould
technical skill
be used for those programs, courses, and experiences with specific
development.
knowledge, skills, and attitudes needed
As a curricular and instructional planning tool, ITACs identify the
documents foster the development of
to help students prepare for academic and career success. ITAC
relationships between broad-based
interdisciplinary projects and learning experiences by illustrating the
Educators can use the components of the ITACs in a number of ways
career skills and academic content.
for classroom instruction:
instruction.
Competencies can be reviewed and relevant competencies selected for
skills can
Connections that need to be made between competencies and academic
be identified.
Scenarios can be used as a basis for learning experiences.
Components of Core ITAC
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Expectation
a statement of desired workplace
behaviors and their importance in the world of work.
Competencies
observable and measurable knowledge,
skills, and attitudes essential to achievement of the
expectation.
Strand 4 Working Responsibly
Core ITAC
Working Responsibly-Strand 4
Expectation
Core IRC
Work organizations value employees who possess the ability to work with diverse
groups of people and who are able to lead others toward the achievement of
common goals. Individuals must demonstrate a positive work ethicexhibiting
honesty, initiative, and dependability. In addition, they should understand the
importance of ethical conduct and the role of ethics in professional organizations
and work environments.
Competencies
4.1
Demonstrate leadership
4.5
Comply with the confidentiality
requirements of workplace policies
4.2
Contribute to teamwork
and procedures
4.3
Choose ethical courses of action in
4.6
Apply appropriate strategies for deal-
all work assignments and personal
ing with the differences
interactions
associated with diversity (e.g.,
Demonstrate the work ethic
racial, ethnic. gender, educational,
personality. social, and age)
Scenario
You are the director of human resources for a chain of retail stores. Lately there have been
several incidents in which employees have treated customers rudely or unfairly because
of the customers racial or ethnic background. You have been asked to provide training
for employees that will encourage an appreciation of diversity, positive relations with
customers, and an understanding of the legal and economic implications of inappropriate
behavior. Present the training plan to your company's management team for their approval.
Gelding Questions
What are the benefits of multicultural diversity? What can business organizations
do to support an appreciation of diversity?
What are the contributions of various ethnic groups to businesses, communities,
and society?
What are the legal, social, and economic consequences of prejudicial or
Each strand in Core ITAC has an
discriminatory actions for individuals, businesses, and communities?
What laws prohibit discriminatory actions? In what contest were these laws
introduction page which identifies
enacted?
the strand (in words and by icon).
Sample Scenario
a real-life workplace situation
requiring learners to apply the knowledge and skills
reflected in the strand competencies.
Solving Problems
Communicating
Applying
and Thinking
Effectively
Technology
Sample Guiding Questions
Skillfully
targeted questions
to use in focusing learners' attention on knowledge
and skills covered in the scenario.
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Working
Planning and
Managing
Responsibly
Managing a Career
Resources
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ITAC
Integrated Technical & Academic Competencies
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Integrated Technical &Academic Cornpetendes -RAC
Academic Models
Core ITAC
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Percent o Model Relating to Core ITAC
Competencies
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4.2.4
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and opinions
4 . 2 . 5
Evaluate the team's efforts
Choose ethical courses of action in all work assignments
4.4
and personal interactions
Connections to Academic Models
the percentage of objectives from Ohio's
Establish a personal code of ethics
4.3.1
Ensure that personal code of ethics is consistent with the professional code of ethics of the
4.3.2
Competency-Based Education Models, grades
chosen profession
Identify strategies that strengthen desirable character traits (including honesty, integrity.
,?,;
PreK-12, that relate to and/or reinforce the
compassion, empathy, justice)
s6d.
Identify consequences of unethical conduct
competencies in the given strand. Each
Recognize conflict between personal/professional ethics and the ethics of others
''j
4.3.5
Demonstrate awareness of legal responsibilities (e.g., copyright laws, harassment, equity)
4.3.6
academic area is represented by an icon.
Identify strategies for responding to the unethical actions of individuals and organizations
4.3.7
Pages following the overview list each competency
with its key indicators. Key indicators describe
significant elements of competency performance.
Social Studies
Mathematics
The Arts
Science
Foreign
Language Arts
Language
07
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