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Technical Education Consortium (NASDCTEc)

Excellence in Action: Henderson County High School

May 14th, 2015

In April, we awarded our 2015 Excellence in Action Awards to nine programs of study from across the country in secondary and postsecondary education. These programs of study were selected based on their uniquely inventive and effective approaches to stimulating student learning, offering extensive work-based learning experiences, maintaining strong partnerships with industry and community organizations, and preparing students for postsecondary and career success. We will feature a monthly blog post highlighting each award winner.

The Early Childhood Education (ECE) program at Henderson County High School (HCHS) in cte-careercluster-banner-humanservicesHenderson, Kentucky began in 1970 and has expanded dramatically in the past 10 years to address the complex social and economic issues that individuals, families and communities currently face. By the time students graduate, they have the opportunity to earn multiple certifications and up to nine college credits, and have gained a year of internship experience in a preschool classroom, truly preparing them for their next step be it postsecondary education or the workplace.

PREPARING STUDENTS FOR COLLEGE AND CAREERS

A key component to the ECE program of study is the delivery of state-required and nationally-recognized HCHScredentials. These credentials are vital in a child care career and are a stepping stone for students who plan to pursue the ECE pathway post-graduation. ECE offers up to five certifications and educator Emily Johnston was the first Family Consumer Science teacher in Kentucky to obtain the Early Care and Education Trainer’s Credential so that she could teach and award the certification to her students without having to hire additional staff.

Through a partnership with Henderson Community College, students receive articulated credit upon completion of the third course in the program of study, which is equivalent to the first course in the college sequence. And, students who earn a CDA credential receive nine college credits at any institution in the Kentucky Community Technical College System in the field of ECE.

As part of their third (articulated) course – Child Development Services II – students are also expected to complete 180 hours of work-based learning and a capstone project.

MEANINGFUL PARTNERSHIPS

The ECE program has built an incredible array of highly engaged partners at the local and state levels. Employers like the Little Stars Child Care, Thelma B. Johnson Early Learning Center and Riverview School provide work-based learning opportunities in the community. From its inception, the Thelma B. Johnson Early Learning Center was designed to incorporate the ECE program at Henderson County High School, where students take a nine-week training course and work in the preschool classroom to gain daily, hands-on experience.

Little Colonels Daycare, located at HCHS, offers students in grades 9-11 hands-on experience one day per week. This gives students the opportunity to learn how children develop from ages 0-3 and gain workplace readiness skills to prepare them for their senior year, off-site work-based learning requirement.

IMG_0191Additionally, HCHS has a strong relationship with the University of Kentucky Quality Enhancement Initiative, which provides higher educational opportunities for students post-graduation and funding for the Commonwealth Child Care Credential (CCCC) and the CDA for students who stay in the ECE field.

Through stellar partnerships and a commitment to providing students with opportunities to participate in work-based learning experiences, 100 percent of students graduated high school, 18 percent earned an industry-recognized credential and 68 percent enrolled in postsecondary education. Additionally, lead teacher in the program, Emily Johnston, was recently named Teacher of the Year in Henderson County, Kentucky.

All awardees were honored at the 2015 NASDCTEc Spring Meeting in Washington, D.C. Learn more about Henderson County High School’s Early Childhood Education program here.

Katie Fitzgerald, Communications Associate

CTE: The Choice for All Students

May 7th, 2015

HeadshotFriends of CTE guest blogger is Dr. Vince Bertram is president and CEO of Project Lead The Way and the New York Times bestselling author of “One Nation Under-Taught: Solving America’s Science, Technology, Engineering & Math Crisis.”

In three and a half years as CEO of Project Lead The Way (PLTW), I’ve visited all 50 states and Washington, D.C., been in hundreds of schools, and talked with thousands of teachers and students. People often ask me whether PLTW is or should be considered a CTE program. My response is simple—all education should be Career and Technical Education (CTE).

I recently participated in a gathering of our nation’s education leaders focused on college and career readiness. By the conclusion of the meeting, we realized the real focus should be on career readiness. After all, students take many different pathways en route to their careers, but a successful career is the end goal. As a result, we must focus on career readiness for all students.

It makes sense, then, that CTE should be at the center of career preparation—not a separate program for some students, but an education for all students. CTE programs help students explore careers and develop valuable skills—skills that are relevant, in high demand, and lead to high-wage careers.

Staying relevant

With career and technical education, we must ensure that the programs we offer are relevant to the job market and teach applicable skills across all sectors. Career readiness is not necessarily about a specific career, but rather a skillset that leads to opportunities. Through hands-on, activity-, project-, and problem-based learning, students—as early as elementary school—will develop critical thinking, problem solving, and collaboration skills. As students progress through grades K-12, they can explore career paths, be mentored, and develop strong technical skills.

It’s about skills

CTE programs and educators are doing some of most important work in our economy. There is a growing realization across the United States— from governors to federal policymakers, and from local educators to the business community—that CTE is essential for our students, states, and nation. It is also becoming clear that education is not just about earning four-year college degrees, many that lead to underemployment and massive student loan debt. Rather, education must be about developing skills—skills that lead to the greatest career opportunities.

Moving forward, we must impress upon decision-makers the critical nature of this work. In the last several decades, CTE has suffered from a stigma that it is “the other choice.” Today, we find ourselves with 4 million unfilled jobs, over 8 million people who are unemployed, and millions more underemployed because they lack appropriate skills. To solve this crisis, and to ensure the United States remains a strong and prosperous nation, we must rethink the way we view education. Career and Technical Education is not just for some students, it’s for all students.

The Friends of CTE Guest Blog Series provides advocates an opportunity to articulate their support for Career Technical Education. Want to provide your perspective on and experience with CTE as it relates to policy, the economy and education? Contact [email protected] 

This Week in CTE

May 1st, 2015

TWEET OF THE WEEK
@AsiaSocietyPGL Australian Education Gives All Students Skills for the Workplace http://asi.as/5cLEDS  #CTEblog-thumbnail-thiswek @CTEWorks thanks for the post!
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ARTICLE OF THE WEEK
Baldwin: Technical Education can Boost our Workforce
Senator Tammy Baldwin makes the case why Career Technical Education (CTE) is a high priority for her work in the U.S. Senate.
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RESOURCE OF THE WEEK
Learn more about President Obama’s Upskill Initiative providing workers with the education and skills they need to be successful in the workplace through the White House report and fact sheet.

NASDCTEc RESOURCE OF THE WEEK
Looking for an introduction to CTE? Visit our CTE Videos page to brush up on your CTE knowledge.
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 Katie Fitzgerald, Communications Associate

This Week in CTE

April 24th, 2015

TWEET OF THE WEEK
@VP By the end of the decade, we need: ✓ 1.3 million IT jobs ✓ 600,000 nurses ✓ 100,000 high skilled manufacturing jobs https://www.whitehouse.gov/the-press-blog-thumbnail-thiswekoffice/2015/04/24/fact-sheet-administration-announces-new-commitments-support-president–0 …
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GRAPHIC OF THE WEEK
The Bloomberg Recruiter Report: Job Skills Companies Want But Can’t Get
Bloomberg surveyed corporations to find out what skills are missing from recent MBA graduates. Though the survey is focused on this demographic, this chart provides insight into what businesses are looking for in their employees.
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REPORT OF THE WEEK
Employer Perspectives on Competency-Based Education
Employers weigh in on how competency-based education (CBE) impacts hiring. A survey of 500 hiring managers found that there is very little awareness around CBE and how hiring credential-bearing graduates may benefit them and their organization.
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RESOURCE OF THE WEEK
Lifelong Learning Skills for College and Career Readiness: Considerations for education policy
The College & Career Readiness & Success Center (CCRS) developed an annotated bibliography of the research into lifelong learning skills, the skills needed to master a subject and translate knowledge into action. From the bibliography, CCRS Center developed a brief summarizing the policy considerations for including lifelong learning skills in educational objectives.
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Katie Fitzgerald, Communications Associate

Spring Meeting Recap: Career Pathways Systems and Performance Based Funding

April 24th, 2015

During NASDCTEc’s Spring Meeting in Washington, D.C., attendees had the opportunity to participate in a variety of concurrent workshops. Below we have highlighted two workshops, one focused on advancing CTE in Career Pathway and another on Performance Based Funding systems. 

Since 2012, five states have worked with the U.S. Department of Education’s Office of Career, Technical, and Adult Education to integrate CTE programs of study with state and local career pathways systems.

During a breakout session, CTE leaders from Kansas, Minnesota and Colorado discussed their wide-ranging efforts that include employer engagement initiatives, a transformational state pathways project and a toolkit for industry-recognized credentials.

In 2013, the U.S. Department of Transportation added funding to the Career Pathways initiative specifically to support transportation-related career pathways. As part of this work, the Transportation Learning Center launched a large data project to examine the current and future workforce needs across six transportation sectors.

Age is one of the greatest liabilities for the industry, with 49 being the average age for a new mechanic hire. Through retirements and attrition, it’s estimated that 4.2 million jobs will be open between 2012 and 2022. When accounting for industry growth, the Center estimates that one new transportation worker will need to be hired every minute over the next 10 years to fill industry demand.


During a concurrent session led by Steve Klein and Laura Rasmussen Foster of RTI International and the National Center on Innovation in Career Technical Education, presenters discussed opportunities and challenges to performance-based funding (PBF) systems.

This session drew on findings from the recent report, State Strategies for Financing CTE, which was discussed in detail on this co-hosted webinar, but was moderated as an open forum, with state leaders engaging in an candid discussion on what was working and what barriers stood in the way in supporting PBF.

For example, Texas shared details on their incentive grant program, which uses Carl D. Perkins Career and Technical Education Act (Perkins) funds to encourage higher enrollment in CTE programs, particularly in rural communities. Districts meeting a certain threshold of their Perkins performance indicators are eligible for a sliding amount of incentive funds. Kansas shared early successes of its (state-funded) district incentive grants for students earning state-approved industry-recognized credentials.

Some of the major takeaways shared include:

  • Be clear about the goals and intent when designing PBF (“If you pay for it, you will get more of it”),
  • A little money can go a long way in changing behavior,
  • PBF systems will only work if they are based on quality indicators, which rely on valid and reliable data, and
  • Be sure to build support among policymakers and practitioners early and often to make PBF happen.

Post written by Andrea Zimmermann, State Policy Associate and Kate Blosveren, Associate Executive Director 

Spring Meeting Recap: Ohio’s Unified State Plan and Vermont’s Comprehensive Economic Development Strategy

April 23rd, 2015

During NASDCTEc’s Spring Meeting in Washington, D.C., attendees had the opportunity to participate in a variety of concurrent workshops. Below we have highlighted two workshops, one focused on how states can develop a Unified State Plan, with Ohio as a premier example while another discussed how Vermont integrated Career Technical Education (CTE) in their state’s Comprehensive Economic Development Strategy (CEDS).

With the passage of the Workforce Innovation and Opportunity Act (WIOA), there is a lot of discussion about cross-program and systems collaboration. The state of Ohio is a well ahead of the game. At the behest of Governor Kasich, the state has been engaged in a collaborative planning process among state agencies with the goal of creating and submitting a unified state plan under the Workforce Investment Act (WIA) that would fulfill planning requirements for the state’s three largest workforce programs – WIA, Adult Basic and Literacy Education and the Carl D. Perkins Career and Technical Education Act (Perkins).

The vision for the collaboration was to make sure Ohio had a literate and prepared workforce by ensuring Ohioans had the knowledge, skills and abilities to fill the top in-demand jobs in the state. This meant a shift in thinking away from planning driven by institutions or the delivery system and instead a focus on students and career pathways. The state also developed a Workforce Success Measures data dashboard and common metrics focused on outcomes (employment, increased skills, increased wages and value to employers) to help guide the work.

Some lessons learned:

  • Leadership must be committed: This is crucial. Leadership needs to be engaged at the highest levels and be committed to a shared vision. In Ohio, the Governor set the vision and tasked agency leadership with the specific goal of developing the unified plan.
  • Be patient: Change is difficult and often feared. This sort of shift takes time and building of trust. In Ohio this was accomplished through a lot of outreach, meetings, learning, and stakeholder/public input.
  • Be Open to Learning: A lot of learning happened as the agencies shared through what they do, who they serve, etc. With the shared commitment and focus on student success, an openness to see the potential of new partnerships and ways to serve Ohioans emerged.

The Ohio unified state plan was submitted to the federal agencies for approval. At the time of the presentation, the plan was pending approval.  The state will likely have to resubmit a plan under WIOA but with the groundwork laid to break down silos and to focus on students and results, Ohio is well-positioned to lead the way!

For more information make sure to check out a copy of Ohio’s presentation, delivered by Steve Gratz, Tony Landis and Bill Bussey.


 

Last summer, after facing a series of economic and natural challenges, Vermont became one of only a handful of states in the country to develop and implement a comprehensive economic development strategy (CEDS). The strategy brought together stakeholders from the state’s education, workforce and economic development communities to develop a cohesive economic development “road map” for the next five years. Much of this planning was supported by funding from the U.S. Department of Commerce’s Economic Development Administration’s (EDA) CEDS program which sought to help businesses prosper in the state while ensuring all student populations— both traditional and nontraditional— were fully served.

So what was notable about this endeavor? Quite a bit according to Vermont CTE Director John Fischer and David Ives, a Sustainability and Planning Coordinator for EDA. The two took an in-depth look at Vermont’s CEDS during a breakout session at the 2015 NASDCTEc Spring meeting which looked at Career Technical Education’s (CTE) role in the plan and ongoing implementation. One message was clear throughout— education and training is a “key ingredient” to economic development and should be incorporated into the wider “workforce ecosystem.” Significantly, Vermont’s CEDS has served as a catalyst for the state to prioritize its CTE investments and has been a strong policy lever for leaders to implement high-quality statewide CTE programs of study.

Be sure to check out the plan and the newly updated CEDS guidelines on the meeting resource page!

Post written by Kimberly Green, Executive Director and Steve Voytek, Government Relations Manager

Endorsements, Electives & More: CTE & State Graduation Requirements

April 22nd, 2015

With Career Technical Education (CTE) in the spotlight and a priority among state leaders across the country, high school graduation requirements are a common leverage point for policies that aim to increase assess to, incentivize participation and recognize success in CTE programs of study.

In 2013 and 2014 alone, 23 different states made adjustments to their high school graduation requirements with some direct impact on Career Technical Education (CTE) course taking or credentials. It should come as no surprise that the requirements look very different from state to state.

NASDCTEc’s newest policy brief, Endorsements, Electives & More: CTE & State Graduation Requirements, explores common approaches to offering or requiring CTE courses and assessments within a statewide set of graduation requirements, offers illustrative examples of state-level policies and elevates implementation issues for consideration.

So what did we find?

  • Eleven states offer separate diplomas or endorsements on existing diplomas that either serve to recognize successful completion of CTE programs and earning of credentials and/or to incentivize more CTE participation, including Florida, Hawaii, Indiana, Louisiana, Mississippi, Nevada, New York, North Carolina, Texas, Virginia and Wisconsin.
  • A number of states, such as Arkansas, Delaware, Kentucky and West Virginia, require a certain number of electives, which are directed to be “career focused” or “aligned with students’ post-high school plans.”
  • A growing group of states are creating ways for CTE assessments, typically industry-recognized credentials, to meet certain exit exam requirements, such as New York, Ohio and Virginia.

Regardless of the approach, some common implementation considerations emerged, such as having processes in place for ensuring equality of rigor and quality across pathways and assessments; providing flexibility to allow students to engage in CTE programs of study without having to give up other areas of interests, such as the arts, foreign languages or other academic courses; ensuring students have the opportunity to take the full range of courses that will prepare them for college and careers; and publicly reporting the percentage of students earning the various endorsements to understand their value.

Read the full report to learn more about state graduation requirements and see how your requirements compare.

Kate Blosveren Kreamer, Associate Executive Director

 

Spring Meeting Recap: Featuring Excellence in the Press

April 16th, 2015

Last week, NASDCTEc held its 2015 Spring Meeting in Washington, D.C. bringing together leaders from across the country in Career Technical Education (CTE). As part of the meeting, NASDCTEc hosted a panel, Featuring Excellence in the Press, highlighting why the media is telling CTE’s story, and to offer insights into how CTE advocates can best and most effectively engage the media in support of CTE.

The panel began stressing how the CTE conversation has shifted over the years including rebranding from the more traditional vocational education programming. Along with the shift in moving from ‘vocational education’ to ‘career technical education,’ panelists noted a focus on the concept of college and career readiness and showing students early in schooling how their education is relevant to careers they can have in the future. In addition, speakers saw a noted shift in CTE’s inclusion of career-ready and employability skills as integral to today’s CTE.

Emily Hanford, Education Corresponded at American RadioWorks and correspondent and producer of Ready to Work highlighted how her year working on the documentary greatly influenced her perspective on CTE. “CTE is really exciting and refreshing,” said Hanford. “I came away from filming this documentary with a sense of envy. No one had challenged me to see what I wanted to do.”

Panelists also offered up tips to the audience on how to best tell their CTE story. Emily Ann Brown, K-12 Education Policy Reporter at Education Daily stressed the importance of introducing high-quality data, along with providing access to a variety of stakeholders when pitching a story to the press. Caralee Adams, Contributing Writer at Education Week emphasized showing the press that your story is backed up by local and national trends, but also showing how those trends translate into real-life successes by including the voice of teachers, administrators and students. Hanford, on the other hand, suggested a missing voice in the CTE narrative is alumni of CTE reflecting on how their education successfully prepared them for their career.

Check on a wide array of materials and resources shared by the speakers on our Spring meeting resource page.

Katie Fitzgerald, Communications Associate 

Finding Clarity in Career Readiness through Partnerships

April 6th, 2015

Kimberly Green, NASDCTEc Executive Director, recently wrote a blog post for Pearson on how Career Technical Education (CTE) impacts college and career readiness. Read an excerpt of the blog post below.

The phrase college and career readiness is used constantly, along with an assumption that there is a common understanding of what this term means or aspires to achieve for students, employers and our nation. Yet, when you start to unpack the term, what becomes crystal clear is that there is no clarity.  While there is some agreement that college readiness means preparation for credit-bearing, college-level coursework without the need for remediation, such agreement doesn’t exist when defining career readiness. And it all gets even less clear if you ask people to explain college and career readiness as one term, not two.

Having worked as an advocate for Career Technical Education (CTE) for more than 20 years I know that for the CTE community, college and career readiness isn’t a new term or initiative – it’s what CTE is and has been all about. High-quality CTE has always prepared students with the academic, technical and employability skills and knowledge to succeed not only in one’s first job, but for the lifetime of a career.  College isn’t the goal. College of any form – two-year, four-year, apprenticeship, etc. – is a pathway to a career– a career that aligns to an individual’s skills, talents and aspirations; a career that can support one’s family and fuel one’s passion; a career that drives our nation’s economy and ensures our country’s global competitiveness.

Read the rest of this blog post here.

STEMSuccess for Women: Empowering Educators to Recruit and Retain More Women in STEM

April 6th, 2015

We are excited to invite you to an upcoming virtual conference,STEMSuccess for Womewomeninstemn: Empowering Educators to Recruit and Retain More Women in STEM, where you’ll learn from leaders across the country who are engaging more women in the STEM fields.  One example: Professor Barbara DuFrain of Del Mar College who was able to increase female enrollment in her intro to computer programming classes by 62 percent, and improve overall retention by 45 percent.

Some of the other case studies you will hear over the course of the 12 sessions from April 13 – April 16 include…

  • How one department chairperson was able to increase female enrollment in her college’s STEM programs by 95 percent;
  • How a professor improved retention of female engineering students by 42 percent in one semester in only 12 teaching contact hours; and
  • How another professor increased the number of women who declared a computer science major from 11 percent to 46 percent by changing the introductory computer science course.

This free event is completely online, and you can participate via phone or computer. STEMSuccess for Women is hosted by Donna Milgram, Executive Director of the Institute for Women in Trades, Technology and Science

Learn more about this National Science Foundation funded virtual event here.

Katie Fitzgerald, Communications Associate

 

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