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CTE Month Special: What Do the State of the States Mean for CTE?

February 12th, 2014

Over the last month, governors around the country have gone before their state legislatures and constituents to deliver a state of the state address. A great number of this year’s state of the state addresses included proposals to expand CTE, career-readiness and expanded choices in postsecondary education. Below is the first installment of our special CTE Month roundup of state of the states as they impact CTE.

In Alabama Governor Robert Bentley announced his support for the plans laid by the Governor’s Career Ready Task Force, emphasizing the need for business and industry leaders to contribute to the conversation about what constitutes career-readiness. He advocated expanding Alabama’s dual enrollment programs and providing for more career coaches.

Governor Sean Parnell of Alaska also endorsed CTE, including proposals to expand dual enrollment programs and more CTE pathways. He commended CTE as a strategy to raise graduation rates, noting that in the Northwest Arctic Borough, introducing CTE programs led to an 11 percent increase in graduation rates.

Delaware Governor Jack Markell proposed an expansive strategy to expand CTE, beginning with a two-year comprehensive manufacturing CTE program for juniors and seniors that focuses on engineering and would lead to nationally recognized manufacturing certificates. Linked to that program, he also announced his desire to promote public-private partnerships to offer students real-world experience as part of a career-ready curriculum, and partnerships between schools and private industry to identify the programs that will best serve graduates as they enter the workforce. He touted Delaware’s JobLink program, a database designed to help employers search for jobseekers by their skills. Like Governors Bentley and Parnell, Markell also pushed for expanded dual-enrollment programs for secondary students, enabling them to earn post-secondary credit over the course of their studies.

Neil Abercrombie, Governor of Hawaii, touted his state’s investment in STEM initiatives, singling out the Thirty Meter Telescope, which features a STEM training partnership with the Institute for Astronomy’s Akamai Workforce Initiative to train postsecondary students in STEM and robotics.

Kentucky Governor Steve Beshear lauded the state’s progress in CTE. He cited “…a new model of secondary career and technical education to make it more accessible to students at an earlier age, more rigorous academically and better aligned with both postsecondary requirements and employer needs…We are fitting the pieces together to create a seamless, cradle-to-career education system that is better preparing our students for this complex world.”

North Carolina Governor Pat McCrory outlined the importance of ensuring that secondary and postsecondary pathways for success include all types of postsecondary credential—certificates, associates degrees and professional certification—as well as four-year degrees. Governor McRory also conveyed his support for helping private sector professionals transition into teaching, opening the door for experts in technical fields to begin careers as CTE teachers.

In his State of the State Address, Governor Earl Ray Tomblin of West Virginia expressed his belief that CTE can be a critical tool for students who wish to pursue STEM at the postsecondary level. He cited West Virginia’s work to bring math and language arts teachers into career and technical schools, thereby minimizing the need to bus students to and from CTE and comprehensive schools. Governor Tomblin also highlighted the Advanced Careers Program (ACP), pointing out five CTE sites that have instituted career courses as a result of the ACP program, and stated that the program would help 32 sites to implement high quality CTE programs by 2016.

These governors proposed action to unlock CTE’s potential to help students, improve workforce quality and boost economic development. Be sure to visit the links above for the full text of each governor’s address. Don’t see your state? Keep an eye on the CTE Blog for part two of our state of the states roundup!

- Evan Williamson, Communications Associate

Calling all Presenters for Achieving Excellence in Career Technical Education: The National Career Clusters Institute

January 16th, 2014

CTE_Logo_RGBCalling all Presenters!

The Call for Presentations is NOW OPEN for Achieving Excellence in Career Technical Education: The National Career Clusters Institute.

We are looking for sessions that feature high-quality programs of study, with proven track records of success; offer strategies for successful collaboration, implementation and innovation at the classroom, district or system level; and/or provide opportunities for participants to engage in interactive and hands-on learning activities.

MORE DETAILS
  • Where: Point Hilton Tapatio Cliffs, Phoenix, AZ
  • When: June 16-18, 2014
  • Registration is slated to go live mid-February.
  • Watch for details on our website at www.careertech.org.
Proposal Deadlines
Proposals will be accepted through February 21, 2014. Speakers will be notified of status early March, 2014.
Submit your proposal now!
Ramona Schescke, Member Services Manager

Friends of CTE Blog Series: Career Technical Education’s Role in Achieving Talent Sustainability

November 7th, 2013

Jorge Perez is senior vice president of Manpower North America, overseeing ManpowerGroup’s staffing business in the United States and Canada. Perez, recently named one of the 100 most influential leaders in the staffing industry by Staffing Industry Analysts, is an expert in workforce trends and is passionate about equal employment opportunities.

Jorge Perez, senior vice president of Manpower North America

Jorge Perez, senior vice president of Manpower North America

Historically, the world’s focus around sustainability has been on environment and natural resources. But in a time of unprecedented unemployment, combined with critical talent shortages, there is also a great need and opportunity for the world to shift its focus to talent as a critical resource for sustainability. At Manpower, this is at the core of what we do – connecting people to jobs to improve a person’s employability, which also builds communities, countries and the lives of individuals.

Part of talent sustainability is equipping people with the tools, opportunities and training they need to achieve their goals. For many years, we have been telling our young people that the training they need to achieve their goals is only in the form of a four-year degree. Unfortunately, we’ve been doing our young people a disservice with this advice. As a result, many young professionals are graduating from college with astronomical student loan debt and diminished career prospects due to the high unemployment still lingering from the recession.

It’s Time for a Mindset Shift
According to ManpowerGroup’s 2013 Talent Shortage Survey, 39 percent of U.S. employers are having difficulty finding staff with the right skills. In the same survey, employers report that the most difficult jobs to fill are skilled trades positions. Drivers, technicians and mechanics also make the list. There is at least one thing each of these positions has in common – all require technical or vocational training, not a four-year college degree. Knowing the skills that are in demand, why are we guiding the vast majority of students toward a university education?

There needs to be a collective mindset shift in how society views Career Technical Education (CTE). We have to acknowledge that the four-year university experience is not for everyone, and we’ve made the mistake of steering too many kids in that direction in the past. There was a perception that the jobs accessible to students who did not go the four-year college route, like manufacturing jobs, were dirty and dangerous. That’s an outdated idea, and we need to bring honor back to manufacturing and the skilled trades. Parents, teachers, guidance counselors and students themselves need to understand what it’s really like to work in a modern manufacturing environment – it’s clean, it’s high tech, there is upward mobility. It’s very rewarding – personally, professionally and monetarily – for those who choose this path.

Getting back to CTE – it is a critical component of the educational system. We need CTE because it prepares students for both college and career readiness. CTE is focused on preparing students for their career path of choice, with the understanding that most careers require some postsecondary education and training. Right now, this country needs students to be made aware of the demand for careers that call for skilled training as plumbers, welders, carpenters, machinists and the like. Students need to know that these career paths offer employment security at a time when job security is no longer a guarantee. It’s time to reinvent the image of technical training and associated technical careers so we can move toward talent sustainability.

The Friends of CTE Guest Blog Series provides advocates – from business and industry to researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected]

Massachusetts Puts Plan into Action in use of CTE: Learning that works for Massachusetts Logo

October 4th, 2013

Career Technical Education (CTE) is helping our nation address key challenges – from workforce development to student achievement, from economic vitality to global competitiveness. CTE programs in high schools and post-secondary institutions are leading change, transforming expectations and making a difference. When states use the CTE: Learning that works for America® logos customized for their state, They are affirming their commitment to the CTE brand promise and the five vision principles that guide CTE. This blog will share the Massachusetts logo story.

Massachusetts had a thoughtful plan in promoting their state logo. A task force was formed, comprised of administrators and teachers. They held a 2-hour long meeting, discussing the purpose of the logo, why it is important to CTE programs, and ways the logo can be used. They crafted a major marketing plan to share use of the logo throughout the state. The group decided that the purpose of the logo is to use it as a recruitment tool – to tell students that they should feel good about being part of CTE because it is a source of pride and sense of belonging. The task force formed a message that was part of the branding and went out to share.

The task force members went to professional development meetings (such as the Association of Vocational Administrative instructors; MAVA) and disseminated information various ways: clip_image001MABlog

  • They showed the CTE video CTE: Making the Difference
  • At the Connecting for Success conference, they had a breakout session to promote use of the logo.
  • Gave out flyers, providing valuable context (the ‘why’ we want to use the logo)
  • Talked to people to get them excited about using the logo
  • Showed people how to sign on to use the logo – had a booth at the Connecting for Success conference; in the photo at right, task force members Lisa Weinstein(seated in blue) and Marnie Jain (seated in pink) assisted Maura Russell
  • They had a laptop handy and signed up people on the spot online. People who signed up got a button
  • A group email went out announcing posters showing how to use the logo, what it means to the state
  • Email correspondence a great dissemination tool
  • The marketing group really studied the user guide to make sure they were using the logo correctly and were able to share use guidelines with others

How the logos are being used in the state:

  • emails
  • brochures
  • e-billboard

The group shared other example of use:

  • when schools go to offsite construction areas,  the logo could be on the sides of the van, promoting the logo as they drive around town
  • On the state website

The ‘next steps’ plan is to reach out to all districts and ask ‘how do you access the logo?’ and ‘how are you using it’ – the marketing team will provide ways to use the logo creatively. They are also going to promote ‘kid art’ – CTELogoP_MA_RGBart design that incorporates the logo, showing learning in action. Here are two design examples of the logos available.

 

CTELogoV_MA_RGB

 

Special thanks to Lisa Weinstein and Marnie Jain, who contributed the steps they followed in implementing the state-wide dissemination plan.

Learn more about the CTE: Learning that works for America® logos for your state!

Ramona Schescke, Member Services Manager

Friends of CTE Blog Series: CMT Goes Back to School

August 7th, 2013

Lucia Folk is the Senior Director of Public Affairs for CMT (Country Music Television), a cable television network distributed in 92 million homes across the country.

Lucia Folk, Senior Director of Public Affairs for CMT (Country Music Television)

Lucia Folk, Senior Director of Public Affairs for CMT (Country Music Television)

I’m lucky enough to have my dream job, which is utilizing CMT’s media platforms—television, radio, digital, etc.—to encourage our viewers to give back in their communities. So when our parent company, Viacom, partnered with the Bill & Melinda Gates Foundation a few years ago to launch the Get Schooled Foundation with the goal of empowering young people to take charge of their education, I was excited to have a role in helping CMT support that mission.

In 2010, Metropolitan Nashville Public Schools (MNPS) redesigned all 12 of its zoned high schools into smaller learning communities, enabling students to learn through the lens of a career or academic theme. CMT immediately saw the connection between this new initiative and our parent company’s ongoing mission, and we were one of the first business partners to step forward and offer our support. The Academies of Nashville* is an innovative approach to school redesign which engages the business community to help drive change in our public schools. We partnered with McGavock High School’s Academy of Digital Design & Communication, and over the past three years this relationship has been transformational, not only for the school, but also for our employees.

In the business world, we’ve heard for years that “our schools are failing and we need your help.” The only ways we knew to help were to throw money at the problem or do occasional volunteering that may impact small numbers of children. The Academies model provides a way for business partners to work alongside those on the frontlines educating our youth—our teachers and our school administrators—to make systemic change in our public schools. Business partners support the Academies by providing knowledge, support and experiential learning opportunities for our students, teachers and administrators.

You in the Career Technical Education (CTE) world have been connecting with businesses for years. In fact, the second principle of the CTE Vision is to actively partner with employers to design and provide high-quality, dynamic programs. You know the power of connecting education and industry. The Academies model is an especially innovative example because it utilizes business engagement at all levels, from working one on one at the grassroots level with individual Academies, all the way up to working alongside administrators in the school district.

At the school level, the Academies encourage and, frankly, require connectivity between what you teach in your CTE classes to the curriculum in the academic subjects. This is achieved through common planning among all disciplines, reinforced by business partnerships relevant to each Academy’s pathways. At the district level, business partners belong to partnership councils, which bring together employers in similar fields to ensure that what is being taught in the Academies directly relates to workforce needs. This partnership and shared accountability at all levels makes the Academies of Nashville unique, especially because this structure has been implemented “wall-to-wall” in all of our zoned high schools, providing every student access to these opportunities.

CMT is starting year four of our partnership and although we still have much work to do, McGavock has made tremendous progress since 2010: They have seen a 10 percent increase in the graduation rate; doubled the number of students who attend from outside of their zone; increased the composite ACT score by 5 percent; and made AYP (Adequate Yearly Progress) for three years in a row (which they had not achieved for the 10 years prior to 2010/11).  In addition to quantitative results, the real magic of the Academies structure is that it is community-building at its core. McGavock is our school and we share the challenges and successes with our teachers, administrators, fellow business partners, and most importantly, our students.

One of the proudest moments of my professional career was having the honor of standing on stage alongside our McGavock colleagues at this year’s commencement ceremony to congratulate the first graduating class of the CMT Academy of Digital Design & Communication.  That’s what makes this my dream job: I, as well as my colleagues at CMT, have the privilege of partnering with McGavock to help our students find their dream jobs.

*If you want to learn more about the Academies of Nashville, there is a study visit planned for October 2-4, 2013 .  There will also be another study visit offered in the spring of 2014.  You can also learn more about the model on which the Academies are based at the Ford Partnership of Advanced Studies Next Generation Learning.

 

The Friends of CTE Guest Blog Series provides advocates – from business and industry to researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected].

Report Shows Successful Journey Toward Deeper Learning with Roadtrip Nation

July 10th, 2013

Roadtrip Nation is a non-profit organization that helps students explore pathways they never knew existed, through programs and resources focused on self-discovery. Their approach shows positive results and encouraging outcomes for students, as shared in the research report Journey Toward Deeper Learning: An Evaluation of the Roadtrip Nation Experience in the San Jose PLUS Academies.

rtn-logo

This study was conducted by Educational Policy Improvement Center (EPIC). The results of students participating in the Roadtrip Nation (RTN) study show several benefits to students, and among those include:

  • RTN students ended the school year with a higher average grade point average (GPA) than comparison students and they improved their average GPA by twice the rate of their peers
  • An improvement in the ability to think critically and solve complex problems
  • Increased student communication skills
  • Changes in behaviors, strategies and attitudes enhanced career readiness

According to Dr. Patrick Ainsworth, former State Director of California, “It is an approach that really resonates with high school aged students of all abilities and backgrounds. The schools participating in RTN love the model and are enthusiastic about the changes they see in their students’ attitudes and performance.”

In a keynote presentation and breakout session at the 2011 National Career Clusters® Institute, members of Roadtrip Nation shared the story of their movement – how they support, empower, and encourage individuals who want to define their own roads in life –and also shared stories that related to the Career Technical Education (CTE) vision as outlined in Reflect, Transform, Lead: A New Vision for Career Technical Education.

Ramona Schescke, Member Services Manager

Friends of CTE Blog Series: PG&E Uses Public-Private Partnerships to Address Skilled Candidate Shortage

March 26th, 2013

John R. Simon is Senior Vice President of Human Resources for Pacific Gas and Electric Company, one of the largest combination natural gas and electric utilities in the United States. PG&E has 22,000 employees who serve 15 million people throughout a 70,000-square-mile service area in California.

John R. Simon, Senior Vice President of Human Resources for Pacific Gas and Electric Company

John R. Simon, Senior Vice President of Human Resources for Pacific Gas and Electric Company

Our customers rely on us to provide safe, reliable and affordable gas and electricity across Northern and Central California. Our workforce is the key to making that happen. Unfortunately, our company is faced with two converging workforce issues: 1) a significant number of employees will need to be replaced due to retirement or attrition over the next five years, and 2) we have a shortage of skilled candidates for our skilled craft jobs. Without a qualified pipeline of candidates ready to join the ranks of PG&E, it will be extremely difficult for us to do our job.

A Unique Model

PG&E has taken this matter into our own hands by creating PowerPathway a collaborative workforce development model built upon the public-private partnerships between PG&E, California community colleges and universities, community-based training organizations, the public workforce development system, unions and other industry employers. At the heart of this model is the need to support the development of Career Technical Education (CTE) programs that meet the workforce needs of PG&E and the utilities industry.

CTE’s Role

The National Association of State Directors of Career Technical Education Consortium’s (NASDCTEc) vision for CTE is partially based on the principal that CTE must actively partner with employers to design and provide high-quality, dynamic programs. With the guidance and partnership of business and industry professionals, CTE can help students understand the realities of the workforce and economy while preparing them to be college and career ready.

In the case of PG&E’s PowerPathway, candidates participate in a 240-hour utilities-industry CTE program. Coursework for the training program includes basic gas and electricity, safety, physical conditioning, math, reading and other employability subjects vital to workplace success. Upon successful completion of the program, graduates receive a certificate of completion from the community college and PG&E’s PowerPathway. These certificates demonstrate that the graduate is a work-ready and competitive candidate for employment within the energy and utilities sector. Note: Some community colleges also offer credit for successful completion of the program.

Successes – The Numbers

PowerPathway started in 2008, graduating about 75 students the first year. Fast forward five years, and we’ll be graduating more than 250 students in 2013. Not only are we scaling our programs, we are consistently placing PowerPathway graduates into industry positions. As of the first quarter of 2012, 71 percent of graduates have been hired into industry positions, a majority with PG&E. The top five jobs in which students have found employment at PG&E are utility worker, apprentice electrician, gas service rep, materials handler and nuclear security guard.

Seventy percent of those hired from the PowerPathway candidate pool progress into apprenticeships or higher job classifications within one year of hire. The rate of retention after six months is also significantly higher for those who have graduated from PowerPathway – 98 percent versus 88 percent for the same skilled craft classifications. In addition, nearly 90 percent of PG&E supervisors who have hired PowerPathway graduates said they were either satisfied or very satisfied with their performance.

A Win-Win for All 

By collaborating with CTE and local partners in the community, PG&E has been able to grow a more qualified and career-ready pool of candidates to join our workforce. In addition, building a strong internal brand for PowerPathway programs as a trusted source of quality candidates has been a huge component of sustainability and scalability for our programs. PG&E is a strong proponent of investing in its future workforce, and we’ve found a model that works. You can learn more about PowerPathway at www.pge.com/powerpathway. We encourage all companies to consider leveraging the power of public-private partnerships to advance CTE and strengthen their future pipeline of talent.

 

The Friends of CTE Guest Blog Series provides advocates – from business and industry, researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected].

Use of the CTE: Learning that works for Florida Logo Surges

December 17th, 2012


Thanks to State Director Rod Duckworth, third-party usage of the CTE: Learning that works for America™ logos experienced a burst of interest and many CTE Directors in Florida are now signed on to use the logo in their programs.

During their fall 2012 CTE Directors Meeting, Mr. Duckworth (pictured) was presenting, and used the CTE: Learning that works for America™ logos embedded in his Power Point. When he shared with the group that the new CTE: Learning that works for America™ logos were available through the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), this created much excitement about having a way to promote Career Technical Education (CTE) and tie this initiative to jobs in Florida. Mr. Duckworth explained that the logo and associated resources can be used to assist in talking about CTE.

Florida requires third-party approval to enable use of the state logo images. Mr. Duckworth’s office sent out instructions to the CTE Director group, which included completion of the User Agreement, enabling the approval process.

What is the User Agreement? For access to digital artwork for the CTE brand, advocates must first complete and submit the CTE Brand User’s Agreement. Consistent usage and vigilant stewardship of the CTE brand are critical to effectively establish the brand. By signing the user’s agreement—and by using the CTE brand in the ways outlined in the CTE User’s Guidelines—applicants are helping to create awareness and recognition for CTE that enhances its leadership position among key target audiences.

Learn more:
• CTE: Learning that works for America Initiative
Resources available
• Third-party User Agreement application

Find out how your state approves third-party usage of the CTE: Learning that works for America logos, and discover a great way to promote CTE by calling our office at 301-588-9630.

Ramona Schescke, Member Services Manager

Friends of CTE Blog: CTE, Quality Workforce are Needed for Stronger American Businesses

December 5th, 2012

Roy Schroer is Assistant Vice-President of Human Resources at Union Pacific Railroad, North America’s premier railroad franchise, covering 23 states across the western two-thirds of the United States.

Roy Schroer, Assistant Vice-President of Human Resources, Union Pacific Railroad

Strengthening the Labor Pool

One of America’s most successful and iconic companies, Union Pacific Railroad delivers the goods families and businesses use daily.  Celebrating our 150th anniversary in 2012, we recognize that one of the most vital elements to our success is a quality workforce. The foundation of our workforce has been our ability to recruit top-tier students when they complete their education.

Union Pacific hires college graduates who possess the necessary skill sets to quickly become an asset to the company.  The learning curve is limited for graduates who have the fundamental knowledge needed for their respective positions.  However, we are experiencing a shortage of employees skilled in important trades and crafts taught in Career Technical Education (CTE).

Offer earlier opportunities

High school students – or even younger students – need more opportunities to learn the necessary trade skills to become the next generation of diesel mechanics, industrial engineers and electricians.  Today, students complete high school and face one of two choices: go to college or start looking for a job.  But how do we expect someone with a high school education and no workforce experience to compete in the job market?  It is likely that students with just a high school degree or less will only be able to obtain a low-skilled, and thus low-wage position, to support themselves or their families.

Business and industry recognize that CTE can play a critical role in helping to maintain a pipeline of potential employees for businesses across the nation. CTE options are key to preparing our young students to learn skilled trades, gain valuable work experience and discover what path is most suitable for them.  These education options are beneficial to the future employees, help education systems achieve the goal of producing graduates who will be productive citizens, and will ultimately benefit employers as well.

Win-win solutions      

Companies dedicate significant resources to recruiting, hiring and training new employees, however we experience loss when employees do not enjoy their new job or are not adequately prepared; they leave the position and company.  If students had opportunities to learn about various jobs, trades and crafts during their formal education experience, schools could produce employee candidates who have explored their interests and are better prepared to enter the workforce and succeed. Collaboration between schools and businesses to develop quality CTE programs could address such issues.

For example, Union Pacific Railroad works with local schools through our Direction Recruitment Education and Mentoring (DREAM) program in which employees provide students with career, educational and social guidance.  The mentoring program serves as a vehicle to develop students’ self-esteem and confidence in their personal and career ambitions as they explore the business world.

Providing CTE options to students as early as possible will provide a new stream of job candidates who have a much better understanding of their desired career, which makes for happier, more productive and efficient employees, as well as a deeper and stronger workforce for American businesses.

How can you get involved?

The Friends of CTE Guest Blog Series provides advocates – from business and industry, researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Erin Uy, Communications and Marketing Manager at [email protected].

How CTE: Learning that works for North Carolina is making a Difference

August 23rd, 2012

The NASDCTEc office has recently been inundated with requests for use of the CTE: Learning that works for North Carolina logo, so I called Rhonda Welfare, third party approver and asked “What’s going on?” Her explanation follows. Rhonda, Senior Analyst, CTE State and Federal Accountability, NC Department of Public Instruction, is a guest blogger will tell us what North Carolina is doing with the campaign.

North Carolina Career and Technical Education (CTE) has long understood the importance of marketing CTE. We have been involved in marketing activities and have assisted local districts in their marketing efforts for many years. Most recently, a strategic plan developed for North Carolina CTE by business, community, and education stakeholders focused on how marketing the CTE message can make a difference. We didn’t need to convince our locals that marketing is critical. In fact, they push us to do more!

At the state level we began using the new logo shortly after its release in 2011. We used it on everything we released – brochures, meeting handouts, agendas, PowerPoint presentations – and talked it up at every opportunity. As local users expressed interest, we told them to have their CTE Administrator request the logo directly from NASDCTEc to ensure that it was used in ways that reflected the CTE brand message. This summer we sent an e-mail to the administrators at all 115 of our local districts reminding them about the logo and the procedure for obtaining it. The message was timed just as they were developing materials for the fall and it opened the floodgates. About half of our local districts have committed to using the logo, and we anticipate that number will increase as others see it used more widely around the state.

We are happy to have access to an attractive, professional quality CTE logo that conveys a message that is important to us in North Carolina and around the country. Having it available in different formats has been particularly useful. The response from our users and from those who see the logo on our materials has been overwhelmingly positive.

For more information about how you too can grow state usage of the CTE: Learning that works for America state logos like North Carolina is doing, please contact Rhonda Welfare, Senior Analyst, CTE State and Federal Accountability, NC Department of Public Instruction at [email protected] Many states have signed on to use their state logos; in this case State Director Jo Anne Honeycutt opted for North Carolina to review all eligible third party user agreements prior to being given access to their state logos. Rhonda Welfare is the designated person who makes decisions regarding granting access to the state logo.

Does your state have access to the CTE: Learning that works for America state logos?Learn more
Ramona Schescke, Member Services Manager

 

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