want to be an engineer, but they really don’t know the breadth of that conversation. Or, I’m going to be an electrician, and they get into their work and they realize they don’t really want to do this. So, we help them understand the differences before they get beyond us.” ECONOMIC DRIVERS, STUDENT INTERESTS, AND SPECIALIZED PROGRAMS The district faces a complex balancing act: aligning programs with Indiana’s economic development priorities while respecting individual student interests and avoiding the trap of pushing too many teenagers toward temporarily hot job markets. “We take a look at current opportunities while considering future trends and ensure that what is happening in the classroom is aligned with the economic direction of the state of Indiana.”“ Dr. Spray says. The district maintains ongoing conversations with Aspire Johnson County, the Indianapolis Chamber of Commerce, and economic development corporations across Indiana to track emerging workforce needs. Yet Dr. Spray cautions against over-correction.“Right now, there’s a lot of emphasis on career centers, and our kids also have those opportunities to learn about welding and that sort of thing. We’re going to continue to provide those opportunities, but we’re not going to push 50% of our kids toward that particular career field because that may or may not be in demand 20 years down the road.” The construction pathway exemplifies the district’s broad approach. Rather than training students solely as tradespeople, the program encompasses architecture, engineering, project management, and permitting. Students destined for four-year universities work alongside peers heading directly into the workforce. Knight notes the value in helping students eliminate options.“Sometimes it’s as much about figuring out what you don’t want to do as it is about knowing exactly what you want to do when you’re a 16 or 17-year-old kid.” 199 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 PERRY TOWNSHIP SCHOOLS
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