Perkins, PIMS, Pathways, and Peers
“I am new to Perkins.” “I don’t understand how PIMS works.” “How do we track students who have left high school or college if they don’t answer surveys?”
A recent series of virtual office hours hosted by the STEM Equity Initiative (for BCTE) for secondary and post-secondary schools currently on ANY improvement list has provided an opportunity for both sharing information and gathering it. Here are just a few ideas I learned:
COVID had a huge impact on schools and students (and still does) resulting in some schools finding themselves on an improvement list that had never been on one. That has meant the schools took some time to review a program or area (such as certifications) they had not looked at in a while. Reviewing was helpful, as some needed areas needed a fresh look.
Every school has unique challenges and effective practices. Within the office hour, schools spoke about their successful practices (which they had not realized was successful or a problem for others) to help others on the call.
The most effective practices are provided through peer-to-peer ideas and support.
Everyone struggles with PIMS (Pennsylvania Information Management System), the statewide longitudinal data system for the collection and reporting of unit-level educational data. It takes time and learning. The state does offer support. Peer mentoring from someone in a school who has a lot of experience using it is also very helpful. Identifying peer mentors willing to be available for questions might be a great way to improve school data gathering and entering for PIMS.
Peers are also helpful for newbies to Perkins. One community of practitioners have a “support group” that meets monthly to discuss their challenges and ideas for overcoming the challenges. Mix in some humor, mutual support, and shared frustrations and you have a recipe for continued growth in learning, friendships, and program success.
Community stakeholders are essential to success. Make friends with businesses, nonprofits, middle school educators, counselors, and college faculty. Just providing education about CTE programs may not be enough. Working with students and parents from K-gray requires a community that works collaboratively, particularly in small, rural communities.
Track students through your educators (not just your surveys). Get their post-graduation information before they leave so they can come back as mentors or role models and keep you posted on where they go!
There are so many great ideas out there, and educators are happy to share what they do well. As we think about moving from a deficit model of education to an asset model, let us all (including me) start by digging out all those great ideas that are sleepily benefitting students within our great schools and programs that are yet unknown! That means we need to hear from you! Send your ideas to me (cmorrell@stemequityinitiative) and consider writing the next blog!