Posts Tagged ‘North Carolina’

This Week in CTE

Saturday, August 1st, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

WEBINAR OF THE WEEK

This week, Advance CTE hosted a webinar providing a preview of the 2020 elections at both the national and state level and discussed how the results of the elections may impact policy overall, and specifically CTE-related policy. Panelists also discussed what state CTE leaders can do now to prepare for the elections in November. View the recording of the webinar and register for the next one: CTE’s Role in the Future of Work and our Economic Recovery.

SCHOLARSHIP AWARD OF THE WEEK

GRANT AWARD OF THE WEEK

The Rethink K-12 Education Models Grant will support states’ initiatives in creating innovative ways for learners to continue education in ways that meet their individual needs. States receiving the grant award include: Georgia, Iowa, Louisiana, Maine, North Carolina, New York, Rhode Island, South Carolina, South Dakota, Tennessee and Texas. The awards range from $6 million to $20 million. View the press release here.

CTE PROGRAM OF THE WEEK

One local CTE program in Michigan has added a new teacher academy for their learners, which will begin this fall! With the help of a grant award from the Michigan Department of Education, Alpena Public Schools are looking to recruit their own educators for the future of their district. Read more in this article published by The Alpena News.

TOOLKIT OF THE WEEK

To assist state leaders in developing and expanding equitable youth apprenticeship programs, the National Alliance for Partnerships in Equity (NAPE) and the Partnership to Advance Youth Apprenticeship (PAYA) has developed a new toolkit, Equity in Youth Apprenticeship Programs

This toolkit strives to increase access and opportunities for high school students as they begin to transition into the workforce or a postsecondary institution. Read more here

RESOURCE OF THE WEEK

Advance CTE in partnership with The National Center for Learning Disabilities (NCLD) has published a new resource as part of the Making Good on the Promise series, which outlines the five steps state CTE leaders can take to ensure secondary and postsecondary students with disabilities have access to and the supports needed to thrive in high-quality CTE programs. 

View the resource in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in Advance CTE Resources, Resources, Webinars
Tags: , , , , , , , , , , ,

This Week in CTE

Friday, July 3rd, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

State CTE Director of the Week

Welcome Craig Statucki to Advance CTE! In his new role as State CTE Director, Craig is excited to lean on his experience building relationships between state and local CTE stakeholders to lead Nevada through change. Read more about Craig on our blog

CTE Completers of the Week

The Southern Regional Education Board (SREB) recognized eight North Carolina CTE high school graduates as Advanced Career (AC) STEM Pathway completers or scholars. The AC program of study has prepared these graduates for college and career opportunities in a high-demand STEM field critical to the nation’s economy. You can learn more about the qualifications these learners met to be recognized here.

Learners were recognized at their school’s graduation ceremony and received the distinguished SREB Advanced Career STEM Pathway Academy certificate of completion, AC Scholar recognition and graduation chords specially made for this unique honor.

Video Competition of the Week

JFF hosted the Horizons Virtual Conference a few weeks ago and announced the winner of their  “Why I Apprentice” national youth apprenticeship video competition. Congratulations Brenden Rohland of Wisconsin! View his video submission here.

“Why I Apprentice” is a national video series that celebrates the stories of youth apprentices. A compilation of all the video submissions from youth apprentices across the United States can be viewed here.

Legislative Update of the Week

U.S. Secretary of Education Betsy DeVos announced this week the approval of the final wave of Strengthening Career and Technical Education for the 21st Century Act (Perkins V) state plans by the Department of Education. In this wave, we celebrate the approval of the following states and territories: Alaska, Connecticut, New Jersey, New Mexico, North Carolina, West Virginia and Puerto Rico. View all approved Perkins V state plans and resources here.

Resource of the Week

Enrollment in CTE programs has remained stagnant over the last decade while demand soars for skilled employees in today’s global economy. If we are to prepare all learners for success in the careers of their choice, more parents and students need to understand all that CTE has to offer them.

Advance CTE, with support from the Siemens Foundation, commissioned focus groups and a national survey to explore the attitudes of parents and students currently involved in CTE, as well as prospective CTE parents and students, to better understand the promise and opportunity of CTE.  View the results here.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in Uncategorized
Tags: , , , , , , , , , ,

Middle Grades CTE: Career and Technical Student Organizations

Tuesday, June 9th, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this fifth entry in the blog series, we will examine the core programmatic element of experiential learning, which includes career and technical student organizations (CTSOs).

CTSOs benefit middle grades students by engaging them in learning about themselves, their community and potential careers. These co-curricular organizations provide learners with opportunities to learn about and demonstrate technical and leadership skills, participate in hands-on activities through competitive events and support their schools and communities through service activities.

State and districts around the country are harnessing CTSOs to help middle school students explore careers and their occupational identities. North Carolina, which already offers widespread CTSO opportunities in the middle grades, is revising its approach to middle grades CTE. CTSOs will be one of four key components in a new middle grades CTE framework, which will be supported by 15-hour modules for CTE instructors that address career exploration, essential employability skills, basic concepts and nomenclature, and the integration of CTSO activities within programs. In addition, the state has hired a staff person to focus on middle grades CTE. North Carolina further prioritizes CTSOs in a number of ways, including a section of the Perkins V comprehensive local needs assessment dedicated to evaluating CTSO access and quality at both middle and high school levels.

South Carolina is growing its CTSO participation in middle school. SC HOSA has a middle grades division and an annual middle school conference, including competitive events in medical terminology, health education and health career display. So far, only a handful of middle schools are competing, but these middle schools chapters are engaged and active. For instance, the York Middle School HOSA chapter began in 2016. In addition to competitive events, this chapter has volunteered at a long-term care center, participated in a mock HOSA Bowl with high school peers and connected with HOSA alumni.

Colorado FCCLA opened up opportunities to middle school students in 2011, and Kelly Gauck of Holmes Middle School jumped at the chance to incorporate FCCLA into the family and consumer sciences program. After what she describes as a huge learning curve, all three competitors from the school who attended national competitions in 2013 won gold medals. The chapter has also been very active in its community, making blankets for a local children’s hospital, holding food drives and donating games, toys, food, toiletries and more to those in need. Gauck has been recognized for her work with the national FCCLA Spirit of Advising Award.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

For additional resources relevant to middle grades CTSOs, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
Tags: , , , , ,

Middle Grades CTE: Career Advisement

Tuesday, May 26th, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this third entry in the blog series, we will examine promising state and local practices to support career advisement for middle grade learners.

Career advisement is an integral part of any middle grades CTE program and one that will require states and districts to ensure there is capacity – in terms of time, resources, knowledge and tools – among both teachers and counselors to support each and every learner. Yet, according to research from Advance CTE, career advisement strategies remain somewhat limited at the middle grades level, with 51 percent of states funding or providing professional development, 47 percent developing and adopting statewide career advising and development standards, and 31 percent of states funding full-time or part-time positions focused on career advising and development for the middle grades. However, some states and local districts have picked up the mantle to support career advisement for all middle grades students.

Starting as a pilot in high-need, hard-to-reach communities in 2010, the Arkansas College and Career Coach program has gained legislative support over the years and been expanded to reach tens of thousands of students across the state. Through the program, coaches provide support for 7th-12th grade students as they plan and prepare for life after high school. Coaches are each stationed at a partnering institution of higher education, an education service cooperative, or a non-profit organization, and are responsible for providing services and supports to students.

Wisconsin’s Academic and Career Planning (ACP) process goes beyond requiring students to simply complete an individualized learning plan (ILP) but rather helps schools and school counselors leverage the ILPs to start conversations with students about their future career possibilities. ACP begins with helping students in grade 6 explore their interests and strengths and then guides them through career exploration and planning, with regular check-ins throughout middle and high school to recalculate plans as needed. The ACP integrates CTE coursework, work-based learning and credentials. Districts have been given flexibility in how they implement ACP, but DPI provides regular guidance and training, as well as numerous support materials.

North Carolina supports career development coordinators (CDC) across the state. Randolph County Schools has a full-time CDC at each high school who also serves that high school’s feeder middle schools. CDCs function as the point person for career development across institutions and collaborate with school counselors, teachers, dropout prevention specialists and career coaches provided by the local community college. The Randolph County CDCs support middle school CTE courses and course selection, work-based learning experiences, career exploration events, career and academic planning, and a career exploration and management course for ninth graders.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

For additional resources relevant to career advisement in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
Tags: , , ,

The Global Imperative for CTE Programs at Community and Technical Colleges

Monday, January 13th, 2020

Learners today are no longer preparing solely for careers in their communities, states or even country, but rather within the global economy. At the same time, when individuals enter the workforce, they increasingly are called upon to engage with a diverse set of colleagues, work with international supply chains, hold multiple perspectives and develop products and services for a more diverse and culturally conscious group of consumers.

Within this context, it is clear there is a greater need to ensure all learners are entering the workforce global competent and prepared for the ever-changing world. Yet global competency is not often an explicit focus of Career Technical Education (CTE) programs.

To elevate this critical issue, Advance CTE partnered with Asia Society, Longview Foundation, American Association of Community Colleges (AACC) and the Association of Career & Technical Education (ACTE) on Preparing Tomorrow’s Workforce: The Global Learning Imperative for Career and Technical Education Programs at Community and Technical Colleges. This paper builds on the foundation from a paper released in 2015, which focused on how global competency can and should be integrated into secondary CTE programs of study, and explores the role postsecondary institutions can play in advancing global competency.

This paper provides data and evidence on why and how community and technical colleges can lean in on “internationalizing” their programs and embed global competency in curriculum and instruction, along with specific examples from leading institutions like Ivy Technical Community College of Indiana, Central Piedmont Community College in North Carolina and University of North Carolina at Chapel Hill.   The examples in this paper aim to support community and technical colleges and their faculty as they work to integrate global competence into existing CTE courses and advance their missions of graduating career-ready learners.

In the coming months, Asia Society will work to create new tools and resources to assist postsecondary CTE faculty in integrating global issues and perspectives into their courses. If you are interested in participating in this project, please contact Heather Singmaster, Director of CTE, Center for Global Education, Asia Society: hsingmaster@asiasociety.org. To view current tools and resources for middle and high school educators, click here.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Publications, Research, Resources
Tags: , ,

States Passed 146 Policies to Support CTE in 2018

Tuesday, January 29th, 2019

2018 was a significant year for Career Technical Education (CTE) at the federal and state levels. On July 31, 2018, the President signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law, which reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The reauthorization of Perkins signaled a federal commitment to and a recognition of the promise and value of high-quality CTE. Additionally, at the state level 42 states and Washington, D.C., passed a total of 146 policy actions related to CTE and career readiness, reflecting a commitment from state leaders to advance CTE.

Today, Advance CTE and Association for Career and Technical Education (ACTE) released the sixth annual Year in Review: State Policies Impacting CTE report, examining 2018 state legislative activity, including legislation, executive orders, board of education actions, budget provisions and ballot initiatives. To develop the report, Advance CTE and ACTE reviewed state activity, catalogued all finalized state action and coded activity based on the policy area of focus. For 2018, the top policy areas of focus include:

In total, 30 states enacted policy in 2018 that impacted CTE funding, making funding the most popular policy category for the sixth year in a row. A number of states directed funding toward the needs of underrepresented, low-income or otherwise disadvantaged populations, including California, Iowa, Maryland, Michigan, Missouri, New Jersey and North Carolina. Washington established a scholarship program to support foster and homeless youth entering postsecondary education or pursuing an apprenticeship, among other policies that supported access and equity, and New York is funding 15 early college high school programs aligned with in-demand industries in communities with low rates of graduation or postsecondary transition.

While roughly one hundred fewer policies were passed in 2018 than in 2017, this past year’s policies still reflect a commitment from state leaders to advance CTE. A decrease in the number of CTE policies passed compared to previous years should not be misinterpreted as an indication that CTE is not a priority for states. In fact, at least 16 governors identified modernizing CTE as a priority for their states during their 2018 State of State Addresses.

As states continue to pass CTE related policies, it is important to focus on the quality of the implementation of the policies and not only the quantity. To view the previous years’ Year in Review reports click here. Advance CTE and ACTE will be joined by a state leader to discuss these policies in more depth on February 14 at 2 p.m. EST – to register for the webinar click here.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Resources, Publications, Resources
Tags: , , , , , , , , , , , , , ,

Welcome Trey Michael, North Carolina’s New State CTE Director!

Tuesday, May 15th, 2018

Trey Michael has a philosophy that he takes with him wherever he goes – to help the people around him grow.

As the new State CTE Director for North Carolina, Michael is charged with leading the state’s Career Technical Education (CTE) system, and he plans to use that philosophy to help grow the state’s future workforce.

“I want every student to be as prepared as possible to make intelligent and guided decisions about a career path for their life as soon as possible, and then support them with tools and resources to help them begin to go down that path,” Michael said.

The philosophy is one that he stumbled upon early in his career while in the financial services industry in the mid-90s, where there was no structured training program for new staff. He began informally trying to help build the knowledge and skills of the new associates, and unknowingly, set himself on a path that would soon lead him to return to graduate school and pursue a degree in marketing education at North Carolina State University.

After graduating, he took a job teaching middle school business and marketing classes and soon took on additional responsibilities coaching soccer and track. For Michael, coaching was also another opportunity to recruit students into his CTE classes. As he says, once a marketer, always a marketer.

Michael’s energy and passion helped him then move on to help open a new high school outside of Raleigh, and then to the state Department of Public Instruction in 2001 to help strengthen curriculum, instruction and standards for marketing education across the state. Over the 15 years that followed, Michael managed myriad responsibilities within the department, serving most recently as a section chief.

In his new role, Michael said he is looking forward to strengthening middle and high school CTE programming with a focus on key industries in the state including computer science, health care, construction trades, and information technology.

“We have a skills gap and have fallen behind as a country competitively, and the only way we fix that is by thinking really hard about how we prepare elementary, middle and high school students to be more competitive in the workforce,” Michael said.

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

By Andrea Zimmermann in Advance CTE State Director
Tags:

Iowa, Oregon, North Carolina Expand Career Readiness, CTE Efforts

Thursday, March 15th, 2018

At the beginning of this year, governors delivered their State of the State addresses and highlighted the 2018 policy priorities for their states. Many of this year’s State of the State addresses underscored the importance of workforce development and Career Technical Education (CTE). According to the Education Commission of the States (ECS), 23 governors encouraged expanding workforce development efforts, 19 governors mentioned the need to improve postsecondary affordability, and 16 governors identified modernizing CTE as a priority. Unsurprisingly, as the 2018 legislative session moves forward, governors have recognized and announced new initiatives that highlight the importance of job readiness and CTE.

In Iowa, Gov. Kim Reynolds recognized the recent launch of the Work-based Opportunity Regional Referral Consortium (WORRC), a partnership with the Iowa Community Colleges and the Iowa Association of Business and Industry (ABI) to expand and improve work-based learning in the state. The 15 Iowa Community Colleges and more than 1,500 member companies represented by the ABI will partner together to increase the number of work-related learning opportunities, such as internships and apprenticeships, available to learners. According to ABI, the partnership aims to:

In addition to addressing the demand for highly skilled workers, the WORRC will collaborate with Gov. Reynold’s Future Ready Iowa initiative, which focuses on building Iowa’s talent pipeline, to implement workforce recommendations from the governor’s initiative.

Oregon’s Gov. Kate Brown launched the Future Ready Oregon initiative, which aims to address the “skills gap” in Oregon and provide jobs and skills training to adults and students. Currently, middle skill jobs, which require some post-secondary education and training, account for 50 percent of Oregon’s job market, but only 45 percent of workers in Oregon are qualified for those jobs. This governor’s initiative recognizes that CTE can address this “skills gap,” and involves dedicating $300 million to CTE classes in the 2019-2021 state budgets, expanding existing apprenticeship opportunities, and introducing legislation that will help mid-career construction professionals start their own business. The initiative also places a significant emphasis on equity and access, calling for an investment in rural areas, communities of color, and Oregon’s nine Native American tribes, an increase in affordable housing supply in rural Oregon, and for hands-on learning to be available in every school district in Oregon.

In North Carolina, Gov. Roy Cooper recently announced NC Job Ready, a job readiness initiative that aims to equip North Carolinians with the skills, employer guidance, and economic opportunities necessary to secure high wage, high demand careers. This governor’s initiative consists of three core elements: skills and education attainment, employer leadership, and local innovation. Governor Cooper’s calls for improved skills and education attainment in North Carolina comes after a recent report ranked the state’s public schools 40th in the nation, a worse ranking than the year before. NC Job Ready aims to make North Carolina a top ten educated state and focuses on increasing public awareness about job growth in local areas and training programs that can provide North Carolinians with the skills for high-demand jobs. The initiative draws on North Carolina’s already existing 27 Certified Career Pathways to increase the accessibility of job training.

NC Job Ready recognizes that obtaining a quality education is just one part of the equation to ensuring success for North Carolinians. The initiative focuses on the importance of employer-led job training programs and utilizing the partnerships among workforce and economic development agencies to advance career-readiness. The initiative also will support innovation and replication funds so that local leaders may pilot new ideas for local workforce development, which if successful can be replicated in other parts of the state.

These recent governors’ actions are just some examples of governors’ plans to leverage existing and new programs and partnerships in their states to promote CTE and workforce development.

Brianna McCain, Policy Associate

By Brianna McCain in Public Policy
Tags: , , , , ,

Illinois Tackles Career Readiness with New Education Bill; Meanwhile North Carolina Creates Credential Incentive Program

Tuesday, August 23rd, 2016

With Half of Illinois Community College Students Required to Take Remedial Courses, New Law Aims to Improve College and Career Readiness in the State

IL Graduation RatesLast month Governor Bruce Rauner of Illinois signed the Postsecondary and Workforce Readiness Act into law, cementing a cross-sector effort to transform the educational system in Illinois and better prepare students for college and careers. According to Advance Illinois, an education nonprofit, half of high school students enrolling in community colleges in Illinois are required to take remedial education during their first year. The law aims to reduce the remedial education rates in the state and prepare students for future careers through four major strategies:

The law will be implemented over the course of several years. The competency-based education pilot program will be launched during the 2018-19 school year;  the pathways endorsement program will be launched in the 2019-20 school year; and transitional mathematics courses will also be available statewide by 2019-20. 

North Carolina to Offer Teacher Bonuses for Industry-Recognized Credentials in New Pilot Program

When North Carolina passed its budget for fiscal year 2016-17 last month, it launched a new pilot program to encourage student learning in high-demand industries. The program — which will start immediately, using data from the 2015-16 school year — will reward Career Technical Education (CTE) teachers with up to $50 for each student who goes on to obtain an industry-recognized credential.

The size of the reward will depend on the academic rigor and employment value of the earned credential. Academic rigor will be evaluated based on the instructional hours, work experience and postsecondary credit that are associated with the credential. The second value criteria, employment value, will consider the entry wage, growth rate and job opportunities for the occupational category.

Before the pilot program sunsets in June 2018, the State Board will report back to the legislature on the amount of awards provided, the number of industry credentials earned, and the effects of the program on teacher performance and retention.


Austin Estes, Policy Associate

By Austin Estes in News, Public Policy
Tags: , , , , , , , ,

CTE Research Review

Wednesday, October 29th, 2014

Research Image_6.2013As talk of data increasingly dominates education and employment conversations across the country, 37 states are working to track the employment outcomes of participants in education and workforce programs, according to a new report from the Workforce Data Quality Campaign (WDQC).

WDQC promotes a 13-point state blueprint for inclusive, aligned and market-relevant education and workforce data systems that identifies key features of high-quality data infrastructure to provide useful information for policymakers, educators, employers and more. NASDCTEc is a WDQC partner.

The report surveyed 40 states and the District of Columbia about their progress implementing the 13 indicators including:

The results found a majority of states had achieved or were progressing toward establishing cross-agency councils to oversee statewide data collection, capturing employment outcomes such as graduates’ employment status and cross-state data sharing, and creating scorecards for students and workers. More than half of states, however, reported not having starting initiatives related to industry-recognized credentials such as increasing the range of credentials being counted or developing a process for industry validation of credentials.

WDQC highlighted several standout states such as Utah, Maryland, Florida, North Carolina and Maine. Be sure to check out the report for many more outstanding state examples.

WDQC will host a webinar on Thursday, Nov. 6, to discuss the report and highlight the work being done to connect and use workforce data in Utah and Indiana.

In Case You Missed It:

Check out new research from Burning Glass, Education Development Center and more!

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Public Policy, Research, Webinars
Tags: , , , , , , , ,

 

Series

Archives

1