In an increasingly complex global economy, all students must be equipped with intellectual, technical, and social skills, so that they are prepared to compete and contribute meaningfully to their community. For most, this will mean completing some postsecondary education or training; for all, it will mean learning about themselves and the world of work.

Career and Technical Education (CTE) provides a pathway for students beginning in the middle grades, then progressing through secondary and post-secondary.  In the state of Utah, CTE is organized into 13 major industry sectors or career clusters:

1. Agriculture, Food & Natural Resources
2. Architecture & Construction
3. Arts, Audio/Visual (A/V) Technology & Communications
4. Business, Finance & Marketing
5. Computer Science & Information Technology
6. Education & Training
7. Engineering & Technology
8. Health Science
9. Hospitality & Tourism
10. Human Services
11. Law, Public Safety, Corrections & Security
12. Manufacturing
13. Transportation, Distribution & Logistics
    
    

These career clusters are further specified into career pathways. A career pathway is a sequence of courses that provides students with an opportunity to acquire a durable skill set and experience necessary to be prepared for a variety of career options.  Pathways are designed to support an individual’s success as they begin navigating the economic and workforce demands.

For more detailed information on each of the aforementioned career clusters, please review the Utah State Board of Education’s (USBE) pathway document here.

Our mission for the Park City School District (PCSD) Career and Technical Education (CTE) program is to cultivate the potential in all students by integrating rigorous instruction with relevant experiences that empower, guide, and inspire them beyond our education system. We will connect the academic, employability and technical skills that prepare our students for the challenges of post-secondary education and a globally competitive workforce.

 By participating in a CTE course and/or pathway, students:

• Experience a more personalized and relevant education;
• Acquire real-world knowledge and skills;
• Encounter opportunities for concurrent enrollment (college) credit;
• Prepare for high-wage, high-skill, and emerging in-demand career;
• Explore opportunities to earn industry recognized credentials;
• Become aware of multiple pathways to college and/or career;
• Potentially save time and money towards postsecondary training;
• Obtain skills today that will be used tomorrow;
• Maximize opportunities.

Utah CTE At-A-Glance

Park City CTE At-A-Glance

Industry and labor market trends often drive courses, as well as the strands and standards developed for those courses.  To learn more about the industry and labor market trends within the state of Utah, click here.

 Additional courses and/or programs supported by CTE include:

CCA is a course designed to increase awareness among our 7th graders of the college and career pathways through simulations and project-based experiences. The CCA course explores high school, college, and career options based on individual student interests, abilities, and skills. Students will investigate high-skill and/or in-demand jobs that exist within the Utah labor market while developing transportable skills.  To learn more about the course, you may review the strands and standards here.

CTSO's were established with the commitment to making a positive difference in the lives of young people.  CTE integrates student leadership elements, which complements student participation in these courses and programs. 

Here in Park City, students have the opportunity to join the following CTSOs:

 Educators Rising

Future Business Leaders of America (FBLA)

Future Healthcare Professionals (HOSA)

Family, Career and Community Leaders of America (FCCLA)

Technology Student Association (TSA)

WBL provides students with the opportunity to learn a variety of skills by expanding the walls of classroom learning to include community partners through internships.  By narrowing the gap between theory and practice, WBL provides a meaningful and relevant experience for students.

A member of the national CAPS Network, and supported by Park City Education Foundation,

the Park City Center for Advanced Professional Studies (PCCAPS) is an elective for Park City

School District 11th and 12th graders. The student experience is guided by the principles of Project-

Based Learning (PBL), a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. In combination with fundamental knowledge, PBL models facilitate growth in collaboration, problem-solving, self-management, effective

communication, perseverance, and good work habits. PCCAPS provides a supportive

environment where students self-discover how real-world teams function to produce solutions

and deliverables. Volunteer mentors from a wide range of professions serve to support program

goals by offering project feedback throughout the semester. For more information about PCCAPS, feel free to visit our website.

Strand Assessment, the strands, and standards for each assessment form the basis of all questions included in each test. Each test item is linked to a single strand and standard used for scoring, reporting, and program improvement purposes. Teachers may choose to designate a higher weight to certain strands through the use of additional questions tied to that strand.

Performance Assessment is a required component of the Skill Certificate Program and is developed for each assessment. In order to receive a certificate, students must achieve an 80% on the written test and achieve a level of moderately to highly skilled on all performance skills included in the performance. Like the strand assessment, each element within the performance assessment is tied to a strand and standard from the course.

Performance on this portion of the assessment will be completed in class and evaluated by the teacher. These performance assessments may be completed and evaluated at any time during the course. Students may be encouraged to repeat the performance skills until they perform at the required moderately to highly skilled levels.

When a performance skill has been achieved at the minimum 80% level (moderately to highly skilled), it is documented by the teacher. All performance skills must be completed and evaluated prior to the test.