Increase and accelerate the adoption of career-connected learning among school district leaders, helping young people boldly pursue hopeful, equitable, and prosperous futures
Narrative
LandscapeMapping the Narrative Landscape
When CEI audited media about career-connected learning (CCL) was often framed as mostly for students not succeeding on a conventional path, and mostly in relation to higher ed, not high school.
When CEI audited media about career-connected learning (CCL) was often framed as mostly for students not succeeding on a conventional path, and mostly in relation to higher ed, not high school.
Educators
MindsetUnderstanding Audience Mindset
Gathering perspectives from administrators, counselors, and work-based learning coordinators, CEI learned these audiences understand how transformational career-connected learning can be, but also believe that CCL works best for only a portion of high school students.
Gathering perspectives from administrators, counselors, and work-based learning coordinators, CEI learned these audiences understand how transformational career-connected learning can be, but also believe that CCL works best for only a portion of high school students.
PersuasionTesting Persuasive Messages
CEI surveyed district leaders participating in their Rural Coaction cohort and interviewed superintendents across many contexts. The message “CCL for all students” resonated for those with firsthand experience implementing CCL programs.
CEI surveyed district leaders participating in their Rural Coaction cohort and interviewed superintendents across many contexts. The message “CCL for all students” resonated for those with firsthand experience implementing CCL programs.
ActionPutting Messaging Into Action
CEI hypothesized that they could accelerate the adoption of existing state funds for CCL by spreading the message that all students and thereby all districts can benefit from career-connected learning. CEI trained 20 individuals (superintendents and teachers) to become CCL ambassadors, equipping them to persuade professional peers outside their cohort.
CEI hypothesized that they could accelerate the adoption of existing state funds for CCL by spreading the message that all students and thereby all districts can benefit from career-connected learning. CEI trained 20 individuals (superintendents and teachers) to become CCL ambassadors, equipping them to persuade professional peers outside their cohort.
Creating
ChangeCreating Change
Having learned that their message has traction, and knowing now how to motivate educators to frame it effectively, CEI will continue working to further the insights that emerged through the Pathways Narrative research.
Having learned that their message has traction, and knowing now how to motivate educators to frame it effectively, CEI will continue working to further the insights that emerged through the Pathways Narrative research.
Creating ChangeCreating Change
Having learned that their message has traction, and knowing now how to motivate educators to frame it effectively, CEI will continue working to further the insights that emerged through the Pathways Narrative research.
Having learned that their message has traction, and knowing now how to motivate educators to frame it effectively, CEI will continue working to further the insights that emerged through the Pathways Narrative research.
Mindset
What is the audience's mindset?
Key Takeaway
Gathering perspectives from administrators, counselors, and work-based learning coordinators, CEI learned these audiences understand how transformational career-connected learning can be, but also believe that CCL works best for only a portion of high school students.
Insights
- Audiences see Career-Connected Learning (CCL) as having the potential to transform young people’s lives.
- Audiences describe the impact/resulting success of CCL more broadly than traditional academic measures/outputs of high school graduation
- Leaders display implicit bias around the race, income, and family dynamics of a student which affects the view of “who” is “traditional” and “non-traditional."
- When audiences are more proximal to student experiences, they are better able to see the value of CCL.
- Some audiences see CCL as providing greater relevance to the school system and disrupting the status quo.
- Among these audiences CCL is connected to ideas around exploration, empowerment, trying something out, preparation, change and orienting oneself to the future.
- The term Career Pathways feels – narrow and has a more content-specific connotation – from exploration to preparation for something specific.
For Example:
Audiences describe the impact/resulting success of CCL more broadly than traditional academic measures/outputs of high school graduation
For Example:
Among these audiences CCL is connected to ideas around exploration, empowerment, trying something out, preparation, change and orienting oneself to the future.
Persuasion
What messages are most persuasive to the target audience?
Key Takeaway
CEI surveyed district leaders participating in their Rural Coaction cohort and interviewed superintendents across many contexts. The message “CCL for all students” resonated for those with firsthand experience implementing CCL programs.
Narrative Framework
Connection
We know that high school is an important part of growing up for all young people. It’s a place where young people can figure out who they are, what they’re good at, and where they belong. In those teenage years, learning happens everywhere– in the classroom, in work and extracurriculars, through social activities, and in everyday life. High schools and learning environments should be places where all students can build the real-world skills, knowledge, and relationships they will need to choose and succeed in a path after high school graduation.
We know that high school is an important part of growing up for all young people. It’s a place where young people can figure out who they are, what they’re good at, and where they belong. In those teenage years, learning happens everywhere– in the classroom, in work and extracurriculars, through social activities, and in everyday life. High schools and learning environments should be places where all students can build the real-world skills, knowledge, and relationships they will need to choose and succeed in a path after high school graduation.
We know that high school is an important part of growing up for all young people. It’s a place where young people figure out who they are, what they’re good at, and where they belong. In those teenage years, learning happens everywhere– in the classroom, in work and extracurriculars, through social activities, and in everyday life. High schools and learning environments should be places where all students can build the real-world skills, knowledge, and relationships they need to choose and succeed in a path after graduation.
Problem
While some high school students in Colorado have opportunities to explore a wide range of interests, learn from mistakes, gain hands-on experiences, and begin to make plans for their future. Others are stuck in high schools that focus on the wrong things, like test scores, memorization, and one-size-fits-all curricula.
While some high school students in Colorado have opportunities to explore a wide range of interests, learn from mistakes, gain hands-on experiences, and begin to make plans for their future. Others are stuck in high schools that focus on the wrong things, like test scores, memorization, and one-size-fits-all curricula. One-size-fits-all approaches to classrooms and curriculum leave too many students struggling to find meaning in their education and envision their lives after high school. All students will struggle to find relevance in some part of their high school experience. But many are not equipped to make choices and don’t know the range of options available to them. Too many students aren’t able to explore; so their understanding of options remains limited. That means many students are making high-stakes decisions for their lives after graduation without enough information.
One-size-fits-all approaches to classrooms and curriculum leave too many students struggling to find meaning in their education and envision their lives after high school. All students will struggle to find relevance in some part of their high school experience. But many are not equipped to make choices and don’t know the range of options available to them. Too many students aren’t able to explore; so their understanding of options remains limited. That means many students are making high-stakes decisions for their lives after graduation without enough information.
Solution
Career-connected learning such as internships, concurrent enrollment, and industry certifications allow each student to connect what they learn in the classroom with the world around them and ultimately pursue a path through high school that better matches their interests and needs. When high schools adopt career-connected learning, all students have an opportunity to engage in real-world learning opportunities that allow them to explore their interests, talents, and passions. These programs help students grow their confidence, practice decision-making, and gain critical thinking skills necessary to successfully navigate whatever path they choose after graduating from high school.
Career-connected learning such as internships, concurrent enrollment, and industry certifications allow each student to connect what they learn in the classroom with the world around them and ultimately pursue a path through high school that better matches feels relevant to their interests and needs. These programs help students grow their confidence, practice decision-making, and gain critical thinking skills necessary to successfully navigate whatever path they choose. These programs bring relevance and meaning into the high school experience which translates into better meeting the needs of all students and increasing graduation rates.
Career-connected learning such as internships, concurrent enrollment, and industry certifications allow each student to connect what they learn in the classroom with the world around them and ultimately pursue a path through high school that feels relevant to their interests and needs. These programs help students grow their confidence, practice decision-making, and gain critical thinking skills necessary to successfully navigate whatever path they choose. These programs bring relevance and meaning into the high school experience which translates into better meeting the needs of all students and increasing graduation rates.
Vision
Young people graduate from high school with a plan for what they want to do next and have the information, resources, and confidence to take steps toward their goals. Young people’s experiences in high school set them on a course toward fulfilling and purposeful work, stability, and happiness.
When high schools adopt career-connected learning, all students have an opportunity to engage in real-world learning opportunities that allow them to explore their interests, talents, and passions. These programs help students grow their confidence, practice decision-making, and gain critical thinking skills necessary to successfully navigate whatever path they choose after graduating from high school. Young people graduate from high school with a plan for what they want to do next and have the information, resources, and confidence to take steps toward their goals. Young people’s experiences in high school set them on a course toward fulfilling and purposeful work, stability, and happiness.
When high schools adopt career-connected learning, all students have an opportunity to engage in real-world learning opportunities that allow them to explore their interests, talents, and passions. Young people graduate from high school with a plan for what they want to do next and have the information, resources, and confidence to take steps toward their goals. Young people’s experiences in high school set them on a course toward fulfilling and purposeful work, stability, and happiness.
Insights
- District leaders easily see the value of incorporating career-connected learning options for students
- Challenges to CCL adoption lie in difficulties hiring and retaining staff.
- Educators are motivated by stories that demonstrate positive outcomes for students
- "CCL for all Students" resonates with educators with first-hand experience with CC
- Outcomes for CCL are often in conflict with state and federal standards.
For Example:
CCL for all Students" resonates with educators with first-hand experience with CCL
For Example:
Educators are motivated by stories that demonstrate positive outcomes for students
Action
How were the messages put into action?
Key Takeaway
CEI hypothesized that they could accelerate the adoption of existing state funds for CCL by spreading the message that all students and thereby all districts can benefit from career-connected learning. CEI trained 20 individuals (superintendents and teachers) to become CCL ambassadors, equipping them to persuade professional peers outside their cohort.
Impact
CEI provided message training to Superintendents and Senior District Leaders participating in Rural Coaction Cohort so that they can become more effective ambassadors of Career Connected Learning. Participants in the training reported an increased willingness to act as Ambassadors for career-connected learning. In the short term, CEI plans to train other implementation leaders on insights specific to our Pathways Narrative research and more broadly regarding narrative change work to identify resonate and potential applications in our work and in the field.
Insights
- As a result of the training more than half of participants indicate an increased willingness and confidence to act as an ambassador for career-connected learning among other school district peers
- Discussion is identified as the preferred/most effective training approach by district and school leaders
For Example:
Participants most commonly indicate moderate willingness and confidence to act as an ambassador for career-connected learning among other school district peers
Participants in the messenger training report increased knowledge of, preparedness to communicate about, and/or willingness to act as an ambassador for career-connected learning.
After the training participants report an increased understanding of who benefits from career-connected learning