Posts Tagged ‘Oklahoma’

Welcome Brent Haken State CTE Director of Oklahoma CareerTech

Monday, May 1st, 2023

As a lifelong educator, Brent Haken, who began his role as the new State CTE Director of Oklahoma CareerTech in January 2023, has a deeply rooted passion for Career Technical Education (CTE).

“I come from a CTE family,” Brent explains, noting that his grandfather was an industrial arts instructor, his wife began her career in event planning and restaurant administration, and they showed livestock growing up in the FFA program.

Brent began his career as an agricultural educator, teaching for eight years. He then transitioned into school administration roles, serving as an elementary school assistant principal, high school principal and superintendent. It was in the superintendent role that he reconnected with the administration of CTE programs, which eventually led to being offered the State CTE Director role.

In Oklahoma, CareerTech is a separate state agency that oversees the Carl D. Perkins Career and Technical Education Act (Perkins) and the state’s robust investment in CTE that includes 29 technology center districts, 395 comprehensive school district with CTE programs, and 15 locations for 42 Skills Centers programs that deliver programs for incarcerated learners. Brent’s top priorities for this role are twofold: to increase awareness of CTE among learners and families, and to increase CTE’s presence at the state policymaking table. “My platform for this job is providing people – from young children to adults – an opportunity for a better life,” he explained.

He is excited about the increasing interest among families for more educational options that can lead to a career and believes the state has a major role in educating families about opportunities through CTE. Brent also takes seriously the role in educating and “selling the CTE story” to policymakers given that there is 25 percent turnover of state legislative members each year. Central to meeting Brent’s goal of keeping CTE at the forefront is ensuring CTE operates as a truly connected system of adult education centers, technical centers, and comprehensive high schools that collaborate and learn from each other.

At the programmatic level, Brent looks forward to securing and maintaining resources to fulfill the state’s CTE mission for learners to its full potential. This includes improving program alignment and fostering collaborative innovation with the Oklahoma State Department of Education and Oklahoma State Regents for Higher Education. 

When Brent is not at his day job, he is at home at his family farm raising and caring for cattle with his wife and three children. Fun fact: in addition to being handy on the land, he also knows how to sew, having learned from his mother and grandmother!

Please join us in welcoming Brent to his new role, and to Advance CTE!

Stacy Whitehouse, Communications Manager

By Jodi Langellotti in Uncategorized
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Spotlight on CTE Month: Celebrating the creative ways states engaged with stakeholders

Tuesday, March 7th, 2023

February’s Career Technical Education (CTE) Month celebrations illustrated CTE’s continued spotlight in both federal and state communications and policymaking. This post recaps some of the inspiring activities from across the nation elevating both the value of CTE and the learners it serves.

Spotlight on CTE in the Nation’s Capital

CTE Month started strong this year with a major policy speech by U.S. Secretary of Education Miguel Cardona, during which he highlighted the importance of Career Technical Education (CTE): “We must challenge our myopic view that emphasizing the importance of career pathways is about limiting students, or the view that its four-year-college or bust. Advancing career pathways in high schools is about more options for students, not less. What it does is prepare them for the careers of today with options, and in some cases, their employer will pay for their future education. If we do this well, our graduates will be able to compete on a global stage. It’s my intention to Raise the Bar so we can lead the world in advanced career and technical education.” 

Just two weeks later, First Lady Jill Biden’s guests for the State of the Union (SOTU) address included Kate Foley– a 10th-grade computer-integrated manufacturing student who the First Lady had met last year during a visit to CTE programs in Rolling Meadows High School. In addition, Rep. Glusenkamp Perez (D-WA) brought Cory Toppa, a construction, engineering design, and manufacturing teacher at Kalama High School and the director of CTE for the Kalama school district. 

During the SOTU, President Biden highlighted how the intersection of education and workforce development is integral to America’s ability to compete within the wider global economy. The President mentioned career-focused education saying, in part, “Let’s finish the job, and connect students to career opportunities starting in high school, provide access to two years of community college, the best career training in America, in addition to being a pathway to a four-year degree. Let’s offer every American a path to a good career, whether they go to college or not.” 

Finally, support for CTE  extended to Capitol Hill, with both the House and Senate passing resolutions supporting CTE that achieved a high water mark for the number of co-sponsors.

Spotlight on CTE in State Capitols and Beyond

Outside of the U.S. House, 25 states and at least 1 U.S. Territory had proclamations designating February as CTE Month, and many state capitols hosted CTE students for showcases and meet and greets.

 

Spotlight on engaging with CTE stakeholders

Many states used CTE Month as an opportunity to connect with learners, families, employers and other stakeholders.

Louisiana hosted a roundtable discussion featuring panelists from K-12, postsecondary and industry professionals at their annual conference. Michigan hosted a Value of CTE virtual conference for employers and Missouri launched their CTE Perceptions Survey to learners, families, educators and business leaders.

 

States used a variety of marketing channels to share stories and promote CTE. Wyoming released a CTEZine published in local newspapers. South Carolina created My CTE Story videos featuring learner stories. North Dakota shared tips for maximizing messaging during CTE Month in their monthly newsletter. Oklahoma created a week’s worth of suggested activities that fostered pride in and self-promotion of local programs during #ILuvOKCTE week.

Through social media posts, many states shared information on the power and purpose of CTE as well as success stories and celebrations of CTE learners.

 

 

While CTE Month is a great opportunity to promote and educate those not familiar with the opportunities within and successes of CTE, our advocacy and education efforts should continue year-round. For information on how you can more effectively communicate CTE, check out the following resources in our Resource Center:

Jodi Langellotti, Communications Associate

By Jodi Langellotti in Uncategorized
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State Policies Impacting Industry Partnerships and Work-based Learning

Thursday, February 10th, 2022

State education agencies, legislators and educators faced significant challenges from the coronavirus pandemic, including adapting to remote and hybrid delivery of hands-on learning, and responding to local and national skilled labor shortages. The number of state-level CTE policies enacted that affect Career Technical Education (CTE) fell to the lowest number in 2020 since Advance CTE and the Association for Career and Technical Education (ACTE) began publishing these annual Year in Review reports.

However, with a new commitment to upskilling and reskilling American learners and a CTE without limits, 41 states enacted 138 policies impacting CTE and career readiness in 2021. Advance CTE and ACTE have witnessed the return of pre-pandemic numbers in state policy actions in 2021 with policies affecting the secondary, postsecondary, adult and/or workforce systems, and including legislation, executive orders, and budget provisions that significantly changed funding.

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Industry Partnerships and Work-based Learning

Policies that address the engagement of industry to drive student learning through work-based learning or other means are categorized by this topic. Twenty-three states enacted 36 policies that addressed industry partnerships and work-based learning. Below are a few state policy actions aligned to industry-recognized credentials:

State Policies Impacting CTE: 2021 Year in Review marks the ninth annual review of CTE and career readiness policies from across the United States conducted by Advance CTE and ACTE. This report does not describe every policy enacted within each state but instead focuses on national policy trends. 

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate 

By admin in Publications
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Braiding Funding in Career Pathways Supports CTE Without Limits

Tuesday, January 25th, 2022

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls on leaders to build a cohesive, flexible and responsive career preparation ecosystem and work across systems to align funding streams and resources. One initiative Advance CTE is supporting to advance this work is the New Skills ready network, a JPMorgan Chase & Co. funded initiative, which draws on cross-sector partnerships in six cities, each composed of state, regional and local partners. This work of building sustainable, equitable career pathways systems at each level requires braiding funding and other resources by combining or leveraging funding streams to share costs for employees, equipment or systems outright between entities. As gaps continue to widen between well-resourced and under-resourced communities and institutions, state and local leaders should identify opportunities for flexible funding streams, target new sources of funding and resources and build upon and leverage partnerships to ensure that funding and resources go to the learners that need them most. 

In support of this effort, Advance CTE recently published Braiding Funding to Support Equitable Career Pathways, which also includes key steps to effectively braiding funds and resources. Here are some examples of promising practices from states, how they align with CTE Without Limits and considerations states can take to implement this type of practice in their own state.

This resource is the fourth policy brief in the Strengthening Career Pathways series. For more resources on funding and high-quality career pathways, please visit the Learning that Works Resource Center

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Advance CTE Resources, Resources
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Exploring Area Technical Centers: Elevating ATCs in a National Economic Recovery

Wednesday, March 10th, 2021

The transformative workforce changes resulting from the COVID-19 (coronavirus) pandemic have made it more urgent than ever for states to have a comprehensive strategy for reskilling and upskilling that unites stakeholders across education, workforce development and economic development. Advance CTE has been vocal that investment in secondary and postsecondary Career Technical Education (CTE) is critical to a national recovery strategy. 

ATC Positioning in the Workforce Development System 

The COVID-19 pandemic has disrupted many things in our way of life, including the education or training path most Americans will pursue to return to work. A typical economic recovery would have millions of Americans flocking to traditional higher education programs but instead, in this post-pandemic economic recovery, the majority of Americans say they will seek non-degree and skill-based education and training programs to reskill or upskill their way back to a good job.

Area technical centers (ATCs) should be part of this solution – helping more Americans secure non-degree credentials of value. Our national analysis found that in the states where ATCs serve an adult population, these institutions provide short-term credentials and programs below the level of an associate’s degree, and  are uniquely positioned to be nimble and responsive to changing workforce needs. Further, these institutions are accessible, by design serving a region, and low-cost, with few or no barriers to admission for adult learners and affordable tuition rates as low as $2.00 per seat hour. ATCs can and should be better leveraged to serve those who have been disproportionately impacted by job losses associated with the pandemic, particularly Black and Latinx workers, workers with a high school education or less, and female workers.  

Leveraging Federal Funding 

Funding matters, and in states that have leveraged federal funds, we see ATCs being key players in meeting the state’s short- and long-term workforce priorities.  

For example, all of Ohio’s Ohio technical colleges (OTCs) and selected programs in Delaware’s ATCs are eligible training providers under the Workforce Innovation and Opportunity Act. Many ATCs are eligible for federal financial aid under Title IV of the Higher Education Act, including institutions in Florida, Ohio and Utah most commonly accredited by the Council on Occupational Education.

Some states have utilized 2020 federal stimulus funding to reinforce their ATCs as valuable institutions in an economic recovery. Delaware leveraged $10 million of its federal Coronavirus Aid, Relief, and Economic Security (CARES) Act economic relief funding to support its Forward Delaware initiative, a set of rapid training and credentialing programs focused on in-demand occupations and skills in the state. Florida’s governor designated Governor’s Emergency Education Relief Fund (GEER) funds provided through the CARES Act to award grants to its ATCs, known as technical colleges, to establish or enhance rapid credentialing programs that lead to a short-term certificate or industry-recognized certification as part of its statewide Get There campaign. 

Utilizing ATCs in Statewide Workforce Training Programs 

ATCs have strong connections to their local communities and employers by design and often offer customized training programs to meet those needs. 

To recover from the devastation of the coronavirus will require persistence, creativity and leveraging all public assets to ensure a full and equitable economic recovery. States should be learning from one another – what worked and what didn’t  – and leveraging their public assets, including ATCs to every learner with the opportunity to access a career pathway that leads to sustained, living-wage employment in an in-demand field. 

To find the ATCs in your state and to access the full report and additional resources, please visit www.areatechnicalcenters.org . To read other posts in this series, please check out our Medium post that breaks down the major findings, and our blog post on leveraging ATCs to advance state postsecondary attainment goals. 

By Stacy Whitehouse in COVID-19 and CTE
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Exploring Area Technical Centers: Best Practices for Aligning ATCs to Advance Postsecondary Attainment Goals

Tuesday, February 23rd, 2021

Advance CTE’s recent report on area technical centers (ATCs), Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, revealed that ATCs have a notable footprint in credential and non-degree programs for postsecondary learners and an active role in contributing to state postsecondary attainment goals. However, the extent of their impact varies across states and territories and is strongly influenced by policymaker awareness and systems alignment.  

At the time of our report, forty-five states had set a goal to increase postsecondary attainment. This trend is largely inspired by the work of Lumina Foundation, a national leader in advancing access and outcomes in postsecondary education that set a national goal of equipping at least 60 percent of the working age population with a postsecondary degree or credential by 2025. Expanding access to and providing seamless transitions for learners in their journey to postsecondary attainment is critical to an equitable national economic recovery. 

This post will focus on highlighting several states that offer best practices to elevate the role of ATCs in postsecondary attainment through state oversight, the role of ATCS in statewide postsecondary attainment plans, and statewide systems alignment.

For a broader breakdown of topline messages from this report and implications for states, please read our most recent post on Medium

State Oversight 

One of the report’s key policy recommendations is for states to improve the awareness, accountability, and alignment of ATCs through the restoration or enhancement of state oversight of these institutions. 

Utah and Oklahoma provide strong examples of the benefits of robust state oversight and positioning of ATCs. Utah’s area technical centers, known as technical colleges, were recently elevated and designated as eight of the state’s 16 postsecondary institutions under the Utah System of Higher Education. This positioning was a solution to years of legislative changes that had created two systems of higher education, leading to legal and learner navigation difficulties that limited the potential of ATCs. This new position for ATCs enhances learner equity by providing well-aligned pathways from ATCs to four-year postsecondary institutions and uniform credit transfer policies. 

Oklahoma has a separate state agency, known as CareerTech, that oversees all aspects of their CTE delivery system, including 29 ATCs known as technology centers. In addition to serving as the fiscal agent for the state’s robust allotment of CTE funding, the agency also provides oversight of program quality. CareerTech partners with other state agencies to ensure that the needs of underserved populations, including the Indian Education Board and Tribal Reintegration Program and the Department of Veteran Affairs are met. 

The Role of ATCs in State Postsecondary Attainment Plans

While most states reported that ATCs were not specifically mentioned in postsecondary attainment plans, the vast majority strongly agreed or agreed that their ATCs were active contributors to postsecondary attainment goals. 

Delaware’s ATCs have a significant role in supporting the state’s postsecondary attainment goal through the administration of the state Registered Apprenticeship program. This program constitutes almost 70 percent of the state’s vocational/technical school district postsecondary and adult population and allows ATCs to be strongly connected and responsive to state workforce needs despite predominantly local oversight. 

Florida’s ATCs, known as technical colleges, are strongly tied to the state’s attainment goals. Because Florida’s ATCs are accredited by the Council on Occupational Education, they must maintain a 60 percent learner completion rate and 70 percent licensure exam pass rate, effectively exceeding the state’s postsecondary attainment goal. Technical colleges are the focal point of a statewide Get There campaign that combines program grants colleges with a public relations campaign to promote postsecondary attainment through a short-term credential of value. 

High-quality and timely state-level data collection is key to accurate measurement and evaluation of the impact of ATCs on postsecondary attainment. In Oklahoma, the state’s technology centers contributed over 19,000 industry-recognized credentials with an 88 percent adult learner program completion rate in FY2018. Florida reported over 9,000 earned industry certifications and over 14,400 full program completers through its technical colleges for the 2019-2020 academic year. 

Statewide Systems Alignment

While 27 states reported providing some level of programming at ATCs to postsecondary learners, their responses also indicated that ATCs are often disconnected from the larger postsecondary system. A few states stand out as exemplars in intentional alignment between ATCs and higher education systems. 

Ohio includes its ATCs, known as Ohio technical centers (OTCs), in a statewide articulation and transfer agreement established in 2007 known as Career-Technical Credit Transfer. When combined with Career-Technical Assurance Guides that advise learners through the transfer process, these tools give learners and their credits seamless and equitable pathways from OTCs to other postsecondary institutions. Numerous OTCs have also partnered with regional community colleges to design coursework sequences that span both institutions for improved program quality and alignment. 

Florida’s technical colleges are required to achieve seamless articulation and transfer agreements under state law. Technical and state colleges must create regional career pathway articulation agreements that align a technical college program with a degree program at a state college. Clock hours must also be transferable to the aligned state college degree program. 

Effective alignment practices also extend to the relationship between ATCs and workforce development systems. In Delaware, ATCs are members of a statewide CTE alliance that includes representatives from vocational/technical school districts, the technical and community college system, and other state agencies and workforce partners. Collaborative efforts from this alliance expanded the state’s Registered Apprenticeship programs to include pre-apprenticeship and secondary learners, and more career pathways that span multiple institutions. 

We hope these examples provide valuable insight on potential reforms for states to leverage and elevate ATCs. Visit our microsite to access full state profiles for the five states mentioned in this post. A future post will explore the potential use of ATC in economic recovery plans and highlight innovative partnerships in states. 

Stacy Whitehouse, Senior Associate Communications and State Engagement 

By Stacy Whitehouse in Advance CTE Resources, Publications
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State of CTE: CTE Instructors in Perkins V State Plans

Thursday, January 14th, 2021

In October 2020, Advance CTE released “The State of Career Technical Education: An Analysis of States’ Perkins V Priorities,” which examines how states have leveraged the development of the Strengthening Career Technical Education for the 21st Century Act (Perkins V) state plans to expand quality and increase equity within their Career Technical Education (CTE) systems. 

Attracting and retaining qualified and diverse CTE instructors remains one of the most persistent challenges facing states. Last year, ACTE held a Teach CTE Summit to more closely examine teacher pipeline challenges, surfacing numerous key issues and recommendations. According to previous Advance CTE research on this issue, 86 percent of State Directors reported a moderate or severe CTE teacher shortage in at least one Career Cluster at the secondary level, and a further 60 percent indicated the same at the postsecondary level. 

The underlying causes for these shortages most often relate to the difficulties CTE programs have in competing with the private sector for the same pool of qualified instructors, along with the fact that many universities have closed their CTE teacher preparation programs in recent years. As is the case in other sectors of the economy, the CTE teacher workforce is also aging rapidly.

At the same time, the demands on CTE instructors are rigorous. CTE instructors need strong technical knowledge and industry expertise, effective classroom management and pedagogical skills, and cultural competency to support and engage each learner on an individual basis.

Without a qualified pool of CTE professionals, one that is responsive to the needs of each learner, our country cannot effectively educate learners and prepare the future workforce. Attracting, retaining and fully developing a strong cadre of CTE professionals is therefore a crucial ingredient CTE systems need for success, and this need is reflected throughout states’ Perkins V plans.

Based on Advance CTE’s analysis of state Perkins V plans:

Key Innovations

The Work Ahead

One area of future work is ensuring that the CTE instructor workforce is representative of the learners they serve. Only five states included any explicit recruitment activities focused on diversifying the CTE teaching field in their Perkins V plans.

Recruiting, developing and retaining qualified teachers and faculty are critical for CTE programs to be successful. As noted previously, instructors are among the most important in-school factors that contribute to the success of learners. No single policy or strategy will fully address the challenges facing states with regards to this issue. Some of these challenges have to do with issues outside the realm of CTE, such as broader terms negotiated by labor and management (e.g., teacher/faculty pay scales or tenure requirements), lack of teacher preparation programs at universities, and accreditation requirements or limitations. Only through a coordinated set of approaches can states begin to make progress on this critically important topic. Through the Perkins V planning process, states have certainly started to make significant progress in this area.

Resources

Christina Koch, Policy Associate
Alisha Hyslop, Senior Director of Public Policy, Association for Career and Technical Education
Catherine Imperatore, Research Manager, Association for Career and Technical Education

 

By admin in Uncategorized
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This Week in CTE

Friday, September 4th, 2020

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

VIDEO OF THE WEEK 

Postsecondary institutions in Kentucky have reported an increase in dual-enrollment over the past five years. Other notable gains include higher grades for enrolled secondary learners and a higher rate of continuance on to postsecondary education.

COMMUNITY SERVICE OF THE WEEK

New Mexico CTE students delivered COVID-19 (coronavirus) care packages to first responders in their community to complete their service hours for their certification program. The Community Health Workers program offered to these students is the result of a partnership between the New Mexico Public Education Department, Forward NM National Network of Area Health Education Centers and Western New Mexico University.  Read more in this article published by Silver City Sun News.

TWEET OF THE WEEK

WEBINARS OF THE WEEK

Wisconsin CTE hosted a CTE Back-to-School Webinar Series, featuring CTE leaders from across the state. Topics discussed included, but not limited to, standards-aligned and integrated curriculum, student assessment, access and equity, prepared and effective program staff, and business partnerships. The webinar recordings are now available and can be accessed here

RESOURCE OF THE WEEK

Despite increased interest in CTE by students and businesses, states and school districts are struggling to maintain or expand CTE programs due to limited federal, state and local funding. Area technical centers are an especially viable option for districts wanting to provide students with high-quality CTE in a cost-effective way.

Area CTE Centers: Conquering the Skills Gap through Business and Industry Collaboration provides information on the history, benefits and cost effectiveness of area technical centers. Several examples of best practices are highlighted including from Ohio and Oklahoma.

View this resource in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By admin in Uncategorized
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Aligning to Opportunity: State Approaches to Setting High Skill, High Wage and In Demand

Thursday, January 23rd, 2020

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) places a strong emphasis on the alignment of Career Technical Education (CTE) programs of study with state, regional and local economies. The legislation requires Perkins-funded programs to prepare students for “high-skill, high-wage, or in-demand occupations.” These terms — high skill, high wage and in demand — are foundational to Perkins V, appearing in both the purpose of the law and the definition of CTE.

As with many Perkins V requirements, the responsibility of defining these terms rests solely with states, providing them with a major opportunity to set a meaningful bar for determining which career opportunities anchor their CTE programs. The stronger focus on labor market alignment compels state CTE leaders to ensure that all program offerings are relevant to today’s economy and that learners will participate in CTE programs with data-driven and validated labor market value.

Advance CTE newest paper, Aligning to Opportunity: State Approaches to Setting High Skill, High Wage and In Demand, describes some approaches that states are taking to partner across agencies to access and review labor market information; develop definitions for high skill, high wage and in demand; provide local flexibility, while maintaining guardrails; and disseminate the information widely to key audiences.

For example:

For more, including specific definitions used by the states mentioned above and others, read Aligning to Opportunity: State Approaches to Setting High Skill, High Wage and In Demand.

The report was made possible by the generous support of the Joyce Foundation.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Publications, Resources
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Strengthening Career Readiness Systems through New Skills for Youth: A Look Back at States’ Impact

Wednesday, December 11th, 2019

Under Kentucky’s new program approval and review process, schools and districts can use state and federal funding to support career pathways only if their programs are aligned with priority industries or top occupations. This is just one of the strategies Kentucky used under the New Skills for Youth (NSFY) initiative to transform and phase out virtually every career pathway that was not well aligned with labor market demand.

From 2016 through 2019, Kentucky and nine other states in the NSFY initiative received $2 million and hands-on technical assistance and coaching to strengthen their career readiness systems. As part of the NSFY initiative, a $75 million national initiative developed by JPMorgan Chase & Co, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems.

Through NSFY, Delaware, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oklahoma, Rhode Island, Tennessee and Wisconsin took action to:

The impact of these states across the entire initiative is highlighted in the NSFY Impact Snapshots and NSFY Impact Summary, which examines the state role in catalyzing and transforming career readiness opportunities for youth.

Through NSFY, 10 states demonstrated the importance of strong state leadership to advance career readiness by setting a clear vision and agenda, catalyzing and scaling pathways and work-based learning, and ensuring access and equity in career readiness opportunities. As a result, the impact of the states was far-reaching. For instance, under NSFY Delaware was able to develop 19 career pathway programs in high-demand occupations and Tennessee was able to ensure that 100 percent of high school students have access to at least four early postsecondary courses.

To learn more about the work states completed under the NSFY initiative, register for Advance CTE’s A Look Back at States’ Impact through the New Skills for Youth Initiative webinar, which will take place on December 12 from 1-2 p.m. EST, and download the NSFY Impact Snapshots here.

Brianna McCain, Policy Associate

By admin in Publications
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