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Table of Contents
Instructional Frameworks provide the competencies students need to access high-wage high-demand careers. Educators use the framework to build curriculum for their program to ensure students develop the skills they need for their future.
Instructional frameworks are made up of standards and industry recognized credentials. The standards serve as the competencies students obtain by completion of Career Technical Chapter 74 program. Each program has additional resources, such as the curriculum resource, that help educators in implementing the framework. The framework ensures that the key needs of industries are identified and prioritized in program design. Students who complete Career Technical programs earn credentials that make them both employable and ready for higher education. Essential industry and safety credentials are identified for each program area as an external validation of the skills students need to enter the industry. Educators and administrators may also identify supplemental or specialized credentials that students may earn in the program.
Each framework includes a blend of six strands, including:
Framework development begins with a "backward design" process of reviewing a labor market analysis, job postings, and employer input to gather actionable intelligence. Input from educators and employers are sought throughout the process, culminating in employer focus group summits and educator summits. After publishing updated frameworks, continuous feedback is gathered through the Instructional Hub and role-alike educator meetings.
Massachusetts' economic growth requires a highly skilled and ready workforce. By working hand-in-hand with industry, our state's educators are at the forefront of building the current and future workforce that we need.
Massachusetts currently recognizes 44 program areas in 11 Career clusters.
New Instructional Frameworks are identified through labor market analysis. Frameworks with Emerging Demand are piloted in limited districts. The following framework is currently being piloted:
The following frameworks are available for use by programs already designated for these areas. Existing programs will continue to operate in alignment with individual Comprehensive Local Needs Assessments. Many of the skills students learn in these programs are currently available in other, closely related CTE frameworks aligned to high-value (in-demand, growing, high wage) workforce opportunities. Several schools offering these programs have already begun integrating these skills into related program and learning experiences. Additional programs in these areas are not being considered at this time:
Detailed labor market analysis reveals declining opportunities for students in these career areas. However, the skills students learn in these programs are currently available in other, closely-related CTE frameworks that are aligned to high-value (in-demand, growing, high wage) workforce opportunities and, as many schools offering these programs have already begun, may be integrated into related program and learning experiences.
If you would like to offer public comment on one of these program areas, please fill out and submit the comment form .
This list may be updated as labor market demand is evaluated for additional career clusters.