skip to main content
Menu
Return to Doing What Matters for Jobs and the Economy home page

« back to eShowcase

SHARE!
Practices with Promise Workforce Outcomes eShowcase

Learn how »

Practices with Promise Success Story

Submitted By: Steve Wright, ICT-Digital Media Sector Team

IT Technician Pathway developed for statewide use

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: Apprenticeship, Counselors/Supporting Staff to Student, External Certification Seekers, Faculty/Teachers, First-time Students, Low Unit Certificate Students
  • Sector(s): Information & Communication Technologies (ICT)/Digital Media
  • Momentum Point(s) & Leading Indicators : LI 1, LI 2, LI 3, LI 5 (click here for description)
  • Regions Involved: East Bay, Greater Sacramento, Los Angeles, San Diego/Imperial, South Central Coast
  • Colleges Involved: College of Alameda, College of the Canyons, College of the Redwoods, Cuyamaca College, Folsom Lake College, LA Mission College, Long Beach City College, Moorpark College, Ohlone College, San Diego City College, Santa Barbara City College, Sierra College
  • Other Organizations: Nicole Sherman, ICT Team Community Manager and Scott Young, LTS, contribute significantly to the success of the branded pathways

The Challenge

In a sector with several thousand certificates and programs with little apparent consistency, there is a great need to simplify the decision making for students who would otherwise leave college in less than a year, out of confusion or mismatch of their needs and the academic structure. Specific criteria for branded pathways help ensure that colleges can easily offer them using existing curriculum, and that students will be prepared for real, available IT-related jobs available in California in less than one year.

The Solution

Based upon the success of the Business Information Worker branded pathway (71 Colleges have adopted in the last year) we researched job specific criteria for an IT branded pathways that colleges can easily offer using existing curriculum, and that students will be prepared for real, available IT-related jobs available in California in less than one year.

The recently launched IT Technician Pathway (ITTP) is the product of more than two years of research and discussion with industry experts. Leadership from IBM, Cisco, CompTIA, Microsoft, and other established IT companies participated in the vetting process of this self-starter career pathway that matches stackable credentials with recognized industry certifications.

Outcomes

The ITTP features three progressive stages which prepare students for employment in Computer Retail and Sales, then Help Desk/User Support, followed by work as an IT Technician. The pathway also incorporates peer engagement opportunities and resources for finding employment on its information rich, student-oriented website. In an effort to alleviate some of the financial burden that comes with obtaining IT certifications, the ICT-Digital Media sector invested in and introduced the Xvoucher platform to colleges statewide.

The pathways has been endorsed by major IT entities and employers.

The Data

In three months, 13 colleges are have adopted all or portions of the ITTP. Colleges interested in learning more can access the COE Information Technology Technician Pathway Labor Market Analysis Report on the ITTP website. Our goal is 80% CCC participation by fall 2016.

Working with placement agencies we will begin proactive employer engagement for student this spring.

Supporting Information

IT Technician Pathway website


« back to eShowcase

Close

Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception

 

Close Window


Understand why regional collaboration is more important than ever.