MVTPC presently offers programs of study from 15 Ohio career fields for high school students. Each program consists of academic and technical curriculum that is delivered the junior and senior year of high school. Tech Prep curriculum is designed to lead to a college degree in the technical program of choice. Click on career fields listed to the left for detailed information on individual Sinclair degree programs and certificates.

Please note: These POS templates are meant to be a guide for administrators who wish to complete new and renewal CTE-26 applications for the ODE and to provide general program of study guidance for prospective Sinclair students. The templates do not provide department approved course sequences for students to follow. That is, the courses may be presented out of order. It is best for students to consult with an academic advisor in order to plan a semester by semester course schedule in order to meet the requirements for their certificates and degree programs.


The design for Tech Prep curriculum begins at the state level with workplace professionals and educators teaming up to determine what technical and academic skills are necessary at the high school and the college level. These competency profiles form the core of courses of study that emphasize hands-on technical skills instruction and contextual academics. Students may earn college credit for college level work they complete in high school.

Each Tech Prep program goes through a number of stages of development prior to becoming a program:

  1. First it is determined at the local level that there is a need for a program. Such factors as the labor market, business capacity, and if the jobs are "high tech" are taken into consideration.
  2. Second, a futuring panel made up of business and industry professionals convene and determines the competencies that will be delivered.
  3. A Career Technical Education Standards (CTE) is developed by business and industry and educators. Business and industry representatives determine what competencies are essential or nonessential, educators level those competencies by grade, and then both groups come together to refine the document.
  4. The document is reviewed by local employers and educators in a local validation.
  5. A course of study is developed for the high school based on the Career Technical Education Standards (CTE).
  6. Lastly, instructional teams come together to determine classroom activities and needed professional development.