Program of Studies
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Program: Automotive Technology Description: Automotive Technology is a program designed to prepare students for entry-level positions in the automotive industry. Upon successful completion of this program, students will have received training in several different skill categories necessary to maintain and repair today’s automobiles. Students receive advanced training in the following five Automotive Service Excellence (ASE) areas: Brakes, Steering & Suspension, Alignment, Manual Transmissions & Transaxles, and Electrical Systems. The latest high-tech equipment is used by students both in classroom instruction and auto lab experience. Over half of total program time is spent working on vehicles. Cars are increasingly sophisticated, therefore, our text and exams are geared toward 13th and 14th year levels of education. Problem-solving, reading repair manuals, and computer literacy and application will all be utilized in mastering management and shop skills. Industry Certification: Vermont Auto Dealers Association (VADA) Post-Secondary Advanced Standing/Dual Enrollment: 1. Central Maine Community College: 5 Transcript credits. 2. NH Technical College at Laconia: 5 Transcript credits 3. NH Technical College at Berlin: Transcript credits vary Other agreements being pursued through Project Running Start with NH Employment Forecast
National and State Trends: Automotive service technicians and mechanics NATIONAL TRENDS * Occupation Employment 2002 Automotive service technicians and mechanics STATE TRENDS * Occupation Employment 2000 Automotive service technicians and mechanics 2,650 2010 2,870 Percent change 8 Average annual job openings (due to growth and net replacement) 80 818,200 2012 919,400 Percent change 12 Average annual job openings (due to growth and net replacement) 31,890
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Program: Business Management and Administration Description: The Business Administration program covers the organizational functions of businesses and prepares first year students to contribute to and take leading positions in business and society. The program helps students comprehend the underlying business principles and develop an ability to think critically and solve problems. Skills in communications and mathematics are reinforced as the student uses the appropriate business technology to perform business applications. Through entrepreneurship education, students gain a clearer picture of the many steps and processes involved in developing and operating a small business. In addition to simulations, projects, and teamwork, FBLA leadership activities, meetings, conferences, and competitions provide opportunities for application of instructional competencies. Graduates of the Business Administration program can earn college level credit to Vermont Technical College and the Vermont State Colleges. This program offers advanced level instruction to build transferable skills for college and the workforce. The instruction is designed to enhance the student’s ability to work in teams, work independently, apply time management skills, utilize critical thinking and problem solving skills, and improve math and writing abilities. Industry Certification: Microsoft Office User Specialist (MOUS) Post Secondary Advanced Standing/Dual Enrollment 1. Vermont Technical College: Up to 11 transcript credits after test. 2. Champlain College: Advanced placement testing 3. Community College of Vermont: a. CIS-1041 Microcomputer Applications - 3 credits b. BUS-1020 Office Procedures – 3 Credits c. ACC-1001 Office Accounting – 3 Credits
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Employment Forecast:
National and State Trends: Office clerks, general NATIONAL TRENDS * Occupation Employment 2002 Office clerks, general STATE TRENDS * Occupation Employment 2000 Office clerks, general 7,400 2010 7,590 Percent change 3 Average annual job openings (due to growth and net replacement) 160 2,991,100 2012 3,300,700 Percent change 10 Average annual job openings (due to growth and net replacement) 97,210
*Note: The data for the State Trends and the National Trends tables are not directly comparable. The employment projections period for the State Trends table
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Program: Construction Technology Description: The Construction Technology curriculum provides students with training in all phases of residential construction. Students participate in the construction of a full modular house. Students receive instruction in the safe and proper operation of tools and power equipment, reading construction plans and specifications, and the application of math skills. They also receive practical experience in structural framing techniques, window installation, siding, and roofing. These skills are utilized as the student progresses through the shell construction of a single-family residence, floor framing, wall framing, roof framing and roofing. During the second semester students complete construction of the residence, which includes siding, doors, windows, insulation, drywall, interior trim, mechanical system (plumbing) and electrical systems? Estimating and scheduling skills are refined and practiced. An introduction to commercial construction methods and materials completes the experience. Industry Certification: AGC Post Secondary Advanced Standing/Dual Enrollment: 1. Advanced employment placement in construction field with Vermont Chamber of Commerce Employment Forecast:
Trends (Projections): Construction Laborers Location Employment 2002 Vermont Burlington, Vt MSA 1,628 495 2012 1,769 542 Annual % change (compounded) 0.8% 0.9% Annual job openings (due to growth and net replacements) 36 12
Source: Vermont Labor Market Information, U.S. Bureau of Labor Statistics, Employment Projections, released May 2004.
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Program: Culinary Arts Description: The purpose of the Culinary Arts Program is to train students for employment opportunities in hotel, restaurant, cafeteria and other institutional food service operations. There is extensive daily hands-on learning in the lab, but also 5 to 8 hours of classroom instruction each week. Students are closely involved in the operation of the Epicurean Room Restaurant on campus and are required to participate in offpremise and on-premise catering experiences. Co-ops in the hospitality field may be recommended for students who have mastered required competencies. Field trips to and guest speakers from food purveyors, culinary schools, and numerous food service operations will enhance the student’s exposure to the food industry. Students will learn safety, sanitation, food preparation, cooking methods, and operations of a working restaurant. Students will enhance their skill in upper-level work such as classical pastries, garde manger, buffet catering, ice carving, cake decoration, sugar work, menu and nutrition planning, cost accounting, butchering, and use of natural foods. Students will be required to complete a cookbook or special interest project of their own design. Industry Certification: ProStart Advanced Standing/Dual Enrollment 1. New England Culinary Institute: Placement testing, advanced standing, scholarships, waived fees. 2. Johnson State College: Up to 9 transcript credits. 3. New England Culinary Institute Program Employment Forecast:
Trends (Projections): Combined Food Preparation and Serving Workers, Including Fast Food Location Employment 2002 Vermont Burlington, Vt MSA 3,441 1,301 2012 4,136 1,646 Annual % change (compounded) 1.9% 2.4% Annual job openings (due to growth and net replacements) 219 91
Source: Vermont Labor Market Information, U.S. Bureau of Labor Statistics, Employment Projections, released May 2004.
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Program: Forestry and Land Management Description: Forestry and Land Management technology is an offering that will be conducted through the Center as a satellite program in Hardwick. At this site the program is concentrating on forestry. This program provides students with introductory and basic training in areas of forest products, natural resource management, wood production, value added wood products, and the technologies associated with these applications. Student field experiences will be conducted with forestland at Hazen, Lamoille Union, other forest areas, and at wood manufacturing facilities. Traditional sugaring operations will be conducted at Hazen with field experiences at advanced commercial operation. A feature of this program will be training experiences provided through the Yankee Safety Network, LEAP (Loggers Education to Advance Professionalism), Urban Forestry and the Vermont Forestry Foundation. Some of the topics included in the program are tree identification, forest ecology, forest pest and diseases, forest measurement, safe timber harvesting practices, and techniques of reforestation. Study trips, active demonstrations, career exploration experience as well as participation in Vermont State Natural Resource events and competitions will occur throughout the year. Industry Certification: Professional Loggers Program, Game of Logging, Tractor Driving Certification Post Secondary Advanced Standing/Dual Enrollment Exploring options at this time. Employment Forecast:
National and State Trends: Forest and conservation workers NATIONAL TRENDS * Occupation Employment 2002 Forest and conservation workers STATE TRENDS * Occupation Employment 2000 Forest and conservation workers 130 2010 140 Percent change 2 Average annual job openings (due to growth and net replacement) 10 14,100 2012 14,700 Percent change 5 Average annual job openings (due to growth and net replacement) 410
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Program: Architectural Engineering Technology Description: This program is a project-oriented program in which students are challenged to develop skills in problem solving, design, and critical thinking. Students specialize in their choice of Computer Aided Drafting and Design (CADD) systems, Computer Technology, troubleshooting and network administration. Students work with mechanical, architectural, and technical illustration, graphic design, and desktop publishing software. Students will be responsible for researching the technical aspects of a project and give a professional presentation to classmates and members of the community. Evaluation is based on the quality and completeness of work as well as their basic understanding of design and communications. Students will have ongoing opportunities to use their skills in relevant real life situations, including assisting other programs, troubleshooting and maintaining the Center’s computer system, and servicing computers in area schools. Industry Certification: Cisco Post Secondary Advanced Standing/Dual Enrollment 1. Community College of Vermont. Up to 16 Cisco transcript credits, advanced standing 2. Vermont Technical College: a. ARC 1021 Architectural Drafting CAD 2 - Credits Employment Forecast:
National and State Trends: Computer support specialists NATIONAL TRENDS * Occupation Employment 2002 Computer support specialists STATE TRENDS * Occupation Employment 2000 Computer support specialists 1,040 2010 1,700 Percent change 64 Average annual job openings (due to growth and net replacement) 70 506,900 2012 660,300 Percent change 30 Average annual job openings (due to growth and net replacement) 21,580
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Program: Health and Human Services Description: Careers in the Health & Human Services are among the fastest growing areas of employment today. Students who successfully complete this program meet the entrylevel requirements for a number of careers in the health services and human services fields. Beginning students generally divide into two major categories; Medical and Early Childhood Education. The Medical group commonly sub-divides into nurse’s aide trainees, veterinary/animal hospital assistants, medical assistants, massage therapists, and rehabilitation assistants. The Early Childhood Education group concentrates on development, education of infant to school-age groups, and the business opportunities in the child care industry. All students cover health skills including infection control, nutrition, vital signs, first response emergency medical care, and human services skills including life span development, family crises, stress management. When licensing or certification is available, students will complete the required studies and practical experience necessary to meet licensing exam requirements. The nursing students are a good example of this process, each sitting for their state-licensing exam as part of the program. Classroom training takes place at the technical center. Clinical experiences take place at various locations throughout Lamoille and Caledonia county communities. Taking advantage of state regulations allowing internships in the dental assistant and cosmetology fields, two new segments of the Health & Human Services Program are being designed. Students interested in dental assistance will divide their educational experience between the classroom and dental office “on the job” training. The cosmetology specialty follows the same pattern meeting the required 2000 hours necessary before qualifying for the licensing exam. Cosmetology students will join the massage and human services students for the business-planning segment of the program. The career pathways of our Health & Human Services Program have expanded over the years to address the individual needs of the Lamoille Valley students. In spite of the expansion, the original foundation has not changed. All the career specialties/pathways are rooted in the Health Careers (Occupations) core competencies and tasks. To meet a specialty’s needs for specific tasks not common to all the specialties, we have developed a system where we bring in an independent contractors to assist the Health Career (HC) Instructor though the over all responsibility remains with the HC Instructor. There are always exceptions to rules and the cosmetology apprentices is one. We do not have a cosmetology program, but we do enroll students in the HC program who are involved in a cosmetology apprenticeship. Once again, these students are required to complete the HC core competencies. We supply a cosmetologist to run a lab one morning a week as a support to the sponsoring cosmetologists. We employ the apprentice method for two students who want to specialize in the Dental Assistant 10
profession. The HC core will be tipped in a dental direction and the hands on skills will be provided by the sponsoring dentists. Using this methods sited here and in the proceeding paragraph allows for more career pathway options. The Human Services was added to the title of this program and the career options were approved when we experienced our first Vermont State inspection in 1985. The term human services was selected to illustrate the program being all-inclusive and distinguishing it from programs that at the time were centered on childcare. Every specialty addressed has common criteria, which are covered in the HC core competencies and tasks. Industry Certification: LNA, First Responder, Health Provider CPR, Employment Forecast:
National and State Trends: Licensed practical and licensed vocational nurses NATIONAL TRENDS * Occupation Employment 2002 Licensed practical and licensed vocational nurses STATE TRENDS * Occupation Employment 2000 Licensed practical and licensed vocational nurses 1,130 2010 1,440 Percent change 28 Average annual job openings (due to growth and net replacement) 60 701,900 2012 843,700 Percent change 20 Average annual job openings (due to growth and net replacement) 29,480
National and State Trends: Child care workers NATIONAL TRENDS * Occupation Employment 2002 Child care workers STATE TRENDS * Occupation Employment 2000 Child care workers 5,020 2010 5,590 Percent change 11 Average annual job openings (due to growth and net replacement) 230 1,211,100 2012 1,352,700 Percent change 12 Average annual job openings (due to growth and net replacement) 47,140
Post Secondary Advanced Standing/Dual Enrollment 1. Champlain College. Advanced placement testing 2. Community College of Vermont. a. AHS-1205 Medical Terminology 3 - credits b. Bio-1140 Human Biology 3 - credits
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Program: Small Engines & Welding
Description: Students will learn through in-theory and hands-on training the principles of large and small industrial equipment applications. Areas covered will include welding, 2 & 4-cycle engines, heavy equipment, gasoline and diesel engines, maintenance and repair. Students will also be taught the maintenance and operation of hydraulic and pneumatic systems. Safety, proper tool use, leadership, and interpersonal skills are inter-woven throughout the course. Students will have the opportunity to learn the basic skills necessary for entry-level employment in a variety of construction and industrial mechanics fields. Industry Certification: National Center for Construction Education and Research (NCEER) Advanced Standing/Dual Enrollment Exploring options at this time Employment Forecast:
National and State Trends: Welding, soldering, and brazing machine setters, operators, and tenders NATIONAL TRENDS * Occupation Employment 2002 Welding, soldering, and brazing machine setters, operators, and tenders STATE TRENDS * Occupation Employment 2000 Welding, soldering, and brazing machine setters, operators, and tenders 160 2010 180 Percent change 15 Average annual job openings (due to growth and net replacement) 10 61,200 2012 61,700 Percent change 1 Average annual job openings (due to growth and net replacement) 1,780
National and State Trends: Outdoor power equipment and other small engine mechanics NATIONAL TRENDS * Occupation Employment 2002 Outdoor power equipment and other small engine mechanics STATE TRENDS * Occupation Employment 2000 2010 Percent change Average annual job openings (due to growth and net replacement) 30,200 2012 35,900 Percent change 19 Average annual job openings (due to growth and net replacement) 1,320
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Occupation
Employment 2000 2010 200
Percent change N/A
Average annual job openings (due to growth and net replacement) 10
Outdoor power equipment and other small engine mechanics
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*Note: The data for the State Trends and the National Trends tables are not directly comparable. The employment projections period for the State Trends table is 2000-2010, while the period for the National Trends table is 2002-2012. Source: Bureau of Labor Statistics, Office of Employment Projections; Vermont Department of Employment and Training, Labor Market Information
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Program: Hospitality and Tourism Description: The hospitality and tourism industry is one of the country’s fastest-growing industries. The lodging Management Program takes advantage of these opportunities, helping high school juniors and seniors take their first real steps toward promising careers. Work experiences at sites such as the Stoweflake Resort and Spa, Trapp Family Lodge and The Stowe Mountain Resort are combined with a practical curriculum that imparts real-world business skills and hotel management concepts. Topics covered in the program include an overview of lodging management, front office and housekeeping management, leadership skills, marketing and sales, and food and beverage service. The Hospitality & Tourism Program uses the curriculum designed by the American Hotel & Lodging Educational Institute. The school store is used as a work stimulation to provide the opportunity to run a small business. The students experience the challenge of ordering inventory, scheduling personnel, dealing with customers, maintaining accurate records and figuring profit and loss. Along with the internships and school store experience students are members of DECA (An Association of Marketing Students). This association gives the students an opportunity to travel meet new people, and win many college scholarships. Students who take both Lodging Management Program Year I and II national exams and also participate in the internship program will receive 4 college credits from Johnson & Wales University and Johnson State College. Students receive two LMP industry certifications from the American Hotel and Motel Association. Students taking this program may also earn the ServSafe certificate, which is the industry’s leading food safety training and certification program. Industry Certification: ProStart Advanced Standing/Dual Enrollment Johnson State College. Up to 9 credits, program admission
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Employment Forecast:
National and State Trends: Sales representatives, wholesale and manufacturing, except technical and scientific products NATIONAL TRENDS * Occupation Employment 2002 Sales representatives, wholesale and manufacturing, except technical and scientific products STATE TRENDS * Occupation Employment 2000 Sales representatives, wholesale and manufacturing, except technical and scientific products 3,470 2010 3,600 Percent change 4 Average annual job openings (due to growth and net replacement) 110 1,458,800 2012 1,738,100 Percent change 19 Average annual job openings (due to growth and net replacement) 66,240
*Note: The data for the State Trends and the National Trends tables are not directly comparable. The employment projections period for the State Trends table is 2000-2010, while the period for the National Trends table is 2002-2012. Source: Bureau of Labor Statistics, Office of Employment Projections; Vermont Department of Employment and Training, Labor Market Information
National and State Trends: Lodging managers NATIONAL TRENDS * Occupation Employment 2002 Lodging managers STATE TRENDS * Occupation Employment 2000 Lodging managers 510 2010 560 Percent change 9 Average annual job openings (due to growth and net replacement) 10 68,800 2012 73,300 Percent change 7 Average annual job openings (due to growth and net replacement) 1,590
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Program: Heating and Ventilation, and Air Conditioning
Description: This course offers training in residential and commercial heating, air conditioning, and ventilation systems. The course covers safety, soldering, brazing, piping, electrical circuits, systems installation, troubleshooting, refrigerants, compressors, central air conditioning systems, window air conditioning units, and oil and gas furnaces. An unique feature of this program is the opportunity for the student to earn certification as a CFC technician certified by the Federal Environmental Protection Agency. This is a requirement for working with refrigerants in the United States. Industry Certification: Oil Heat Bronze Technician and EPA certification for safe refrigerant handling. Advanced Standing/Dual Enrollment Exploring options at this time. Employment Forecast:
National and State Trends: Heating, air conditioning, and refrigeration mechanics and installers NATIONAL TRENDS * Occupation Employment 2002 Heating, air conditioning, and refrigeration mechanics and installers STATE TRENDS * Occupation Employment 2000 Heating, air conditioning, and refrigeration mechanics and installers 870 2010 1,010 Percent change 16 Average annual job openings (due to growth and net replacement) 20 248,700 2012 327,700 Percent change 32 Average annual job openings (due to growth and net replacement) 11,210
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Program: Multimedia: Digital and Video Arts
Description: The Multimedia program is a broad based introduction to communicating in a digital world, focusing on careers in visual art and design. Students develop skills in graphic and interactive design, desktop publishing, website design, and digital video production. A variety of media are critically explored, including film and television. Training includes digital imaging, vector based drawing, video editing, animation and more. The program prepares graduates for entry level positions in graphic design and digital production. and for preparatory for college. A digital and paper portfolio is required for successful completion of course. Students receive hands-on training on state of the art MacIntosh computers using a variety of programs including: Adobe’s Creative Suite, Macromedia’s Flash and DreamWeaver and Final Cut Pro video editing software. Industry Certification: Being explored at this time. Students can test Adobe Photo Shop and Adobe Illustrator credential. Advanced Standing/Dual Enrollment Portfolio review for advanced placement at CCV, Lyndon State and Castleton State. Employment Forecast:
National and State Trends: Graphic designers NATIONAL TRENDS * Occupation Employment 2002 Graphic designers STATE TRENDS * Occupation Employment 2000 Graphic designers 690 2010 780 Percent change 12 Average annual job openings (due to growth and net replacement) 20 211,900 2012 258,300 Percent change 22 Average annual job openings (due to growth and net replacement) 7,470
*Note: The data for the State Trends and the National Trends tables are not directly comparable. The employment projections period for the State Trends table is 2000-2010, while the period for the National Trends table is 2002-2012.
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Program: Computer Engineering Technology
Description: The latest in digital communications and state of the art applications in the everexpanding world of computer electronics is featured in this new course. This program prepares students in basic electricity, electron theory, direct and alternating current fundamentals, and electronic systems with emphasis on computer/digital interfaces. Laboratory exercises will reinforce all of the theoretical studies of the subject. Students will prepare circuits for audio amplifiers, digital control applications, and radio frequency telecommunications devices. Emphasis will be placed on computer troubleshooting and repair. The use of power supplies, signal generators, and electronic test equipment will be utilized in the course. Industry Certification: MCEP, ISCET, A+ Employment Forecast:
National and State Trends: Electrical and electronics repairers, commercial and industrial equipment NATIONAL TRENDS * Occupation Employment 2002 Electrical and electronics repairers, commercial and industrial equipment STATE TRENDS * Occupation Employment 2000 Electrical and electronics repairers, commercial and industrial equipment 130 2010 130 Percent change 0 Average annual job openings (due to growth and net replacement) 15 85,000 2012 93,800 Percent change 10 Average annual job openings (due to growth and net replacement) 2,750
*Note: The data for the State Trends and the National Trends tables are not directly comparable. The employment projections period for the State Trends table is 2000-2010, while the period for the National Trends table is 2002-2012. Source: Bureau of Labor Statistics, Office of Employment Projections; Vermont Department of Employment and Training, Labor Market Information
Post Secondary Advanced Standing/Dual Enrollment Advanced standing at Vermont Technical College. Electrician Apprenticeship program for State of Vermont
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Program: Pre-Technology
Description: The Pre-Technology program at the Green Mountain Technology and Career Center began in 2003. It is a program designed for tenth graders who must be nominated by a guidance counselor or staff member. This unique program provides a challenging environment for students with varied learning styles. The Pre-Tech schedule begins at 8:20 and ends at 1:28. During this time, students will cover various subject areas. The exploratory program will allow students to attend all programs offered at the GMTCC for a specified time, usually around 8 days. Six credits (1 English, 1 Science, 1 Math, 1 Social Studies, 1.5 Technology Education, .5 Physical Education) will be earned by students who successfully complete the Pre-Tech program. Cooperation and flexibility are crucial, for Pre-Tech students will be working with many different students and teachers throughout the day. At the conclusion of the program, successful Pre-Tech students may be recommended to enter a GMTCC program for 11th grade. Students may also choose to return to their sending schools. Enrollment is limited to no more than twenty students.
The responsibilities of the student
1. The student is a hard worker despite struggling in the traditional classroom. 2. The student works well with other students and teachers. 3. The student puts forth his / her best effort.
The responsibilities of the caring adult (parents, family, guardian)
1. The caring adult needs to support the Pre-Tech program and its goals. 2. The caring adult needs to attend the initial interview. 3. The caring adult needs to attend a minimum of four events, held throughout the year, to support the progress of the student.
The responsibilities of the school counselor
1. Provide a transcript of the student’s grades through the last marking period. 2. Provide a written recommendation from the home high school stating the specifics on why the student should be enrolled in the Pre-Tech program. 3. Provide a written personal recommendation from an adult who knows the student well. A relative is acceptable. 4. Provide the student’s attendance record through the last marking period. 19
Included in this packet are the following
1. The Admission Policy for Pre-Tech (page 2) 2. The Application for Pre-Tech (page 3) If interested, students should speak to their high school counselors about being nominated for the Pre-Tech program. If a completed application is submitted by the deadline, students will be interviewed by the Pre-Tech teachers. A decision regarding acceptance will be sent to the applicants and the guidance counselors. We look forward to meeting the prospective students, and look forward to another great year. Thanks for your interest in the program.
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