Brought to you by

Members

Posts Tagged ‘programs of study’

Announcing Excellence in Action Award – Now Accepting Applications

Friday, January 17th, 2014

CTE_Logo_RGBThe National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is pleased to announce our first annual Excellence in Action award, which will recognize and honor superior Career Technical Education (CTE) programs of study from around the nation.  Selected programs of study will exemplify excellence in the implementation of the Career Clusters, and have a meaningful impact on student achievement and success. All winners will be honored at the Achieving Excellence in Career Technical Education: National Career Clusters Institute in Phoenix, Arizona on June 16, 2014.
This award is a terrific opportunity for CTE educators at all levels with truly excellent programs of study to be recognized on a national stage. Winning programs will be selected by a panel of State CTE Directors.

All winners will receive:
• The opportunity to share their programs of study with other CTE educators at the 2014 Achieving Excellence in Career Technical Education: National Career Clusters Institute.
• Two free registrations to the Achieving Excellence Institute.
• A banner to hang in their school or institution of higher education.
• A digital banner to use in email and print materials as they so choose.
Winners will also be featured:
• In a national press release, which will be distributed to national media.
• In a one-pager, used as part of NASDCTEc’s federal advocacy toolkit.
• In a monthly newsletter sent to members of Congress.
• In a stand-alone blog on Learning that Works blog.

How to apply: You can complete the application online at https://www.surveymonkey.com/s/ExcellenceActionAward or email a hard copy version to info@careertech.org with the subject line: Excellence in Action Award

Application deadline: All applications are due by 5 p.m. ET on Tuesday February 4.

Print

Ramona Schescke, Member Services Manager

By Ramona in National Career Clusters Institute
Tags:

CTE Research Review: OECD Report Examines Postsecondary CTE in the U.S.

Thursday, August 8th, 2013

Research Image_6.2013A new report from the Organization for Economic Cooperation and Development (OECD) examines strengths and challenges for postsecondary Career Technical Education (CTE) in the U.S.  The authors identified positive aspects including strong labor market returns on associate degrees and certificates, and the inclusiveness of U.S. postsecondary CTE. Broad recommendations were provided in three key areas – funding for quality, aligning credentials to industry needs, and strengthening transitions into and within postsecondary education and the labor market – and more specific recommendations included:

The U.S. Department of Education also released a background piece on postsecondary CTE that was used to inform the study.

NASDCTEc and the College Board recently partnered on a webinar and issue brief to show the relevance of Advanced Placement® (AP) courses and exams to CTE Programs of Study. The issue brief includes information on each Career Cluster® and potential AP courses and exams that could apply to each area. Students, parents, counselors and teachers may find this document especially useful to help CTE students follow programs of study that lead to college and career readiness and success.

Kara Herbertson, Research and Policy Manager

By Kara in News, Research, Resources
Tags: ,

Resources Now Available for NASDCTEc Webinar on Career Clusters™ Crosswalks and the Crosswalk Validation Project

Thursday, November 1st, 2012

This webinar discussed the Crosswalk Validation Project and provided an understanding of why it is necessary use a validated crosswalk when trying to develop and implement programs of study (POS), career pathways, or, more, generally career preparation areas. In addition, discussion about the crosswalk uses for state education agencies (SEAs) and local education agencies (LEAs) in building linkages for career guidance and a discussion about the necessity for SEAs and LEAs to use a validated resource for reporting Perkins accountability requirements were featured.

The Crosswalk Validation Project was a two-year long project led jointly by the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) and the National Research Center for Career and Technical Education (NRCCTE). The Crosswalk Validation Project focuses on updating and refining the original national crosswalk (known as Table 7 on www.careertech.org) used by SEAs and LEAs for career guidance as well as Perkins accountability.

View the Webinar Recording
View the Power Point 1.05MB

Presenters included Pradeep Kotamraju, Deputy Director, National Research Center for Career and Technical Education (NRCCTE), Louisville, KY; Bruce Steuernagel, Consultant, National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and National Research Center for Career and Technical Education (NRCCTE), Burnsville, MN; and Dean Folkers, Deputy Executive Director, National Association of State Directors of Career Technical Education Consortium (NASDCTEc).

Ramona Schescke, Member Services Manager

By Ramona in Webinars
Tags: ,

NASDCTEc Webinar Registration Reminder for Career Clusters™ Crosswalks and the Crosswalk Validation Project

Tuesday, October 23rd, 2012

This is a reminder to register now for the Career Clusters™ Crosswalks and the Crosswalk Validation Project upcoming webinar on October 25.

This webinar will discuss the Crosswalk Validation Project and provide an understanding of why it is necessary use a validated crosswalk when trying to develop and implement programs of study (POS), career pathways, or, more, generally career preparation areas. In addition, discussion about the crosswalk uses for state education agencies (SEAs) and local education agencies (LEAs) in building linkages for career guidance and a discussion about the necessity for SEAs and LEAs to use a validated resource for reporting Perkins accountability requirements.

The Crosswalk Validation Project was a two-year long project led jointly by the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) and the National Research Center for Career and Technical Education (NRCCTE). The Crosswalk Validation Project focuses on updating and refining the original national crosswalk (known as Table 7 on www.careertech.org) used by SEAs and LEAs for career guidance as well as Perkins accountability.

When: October 25, 2012; 3-4 EDT
Link to Register

Presenters:

Ramona Schescke, Member Services Manager

By Ramona in Webinars
Tags: , ,

New York’s P-Tech Program Leads Students to Success

Tuesday, October 23rd, 2012

In New York, the Pathways in Technology Early College High School (P-Tech) is a new style of Career Technical Education (CTE) school that weaves high school and college curriculums into a six-year program tailored for a job in the technology industry.

Students are following a course of studies developed in consultation with IBM, and are expected to emerge with associate’s degrees in applied science in computer information systems or electromechanical engineering technology. The first group of students is slated to complete coursework by 2017.

Other school systems around the country are encouraged by this approach. The Chicago area opened five similar schools this year with corporate partners in telecommunications and technology. Besides New York and Illinois, education officials in Maine, Massachusetts, Missouri, North Carolina and Tennessee have committed to creating such schools as well.

According to a New York Times article by Al Baker, John B. King, Jr., the state education commissioner said “When we view high-quality CTE programs, we see how engaged those students are and what clear aspirations they have for their future.”

CTE programs such as these enable students to be successful by gaining the skills and training needed through specialized programs of study. These programs achieve added strength through a partnership with IBM that provides mentoring to students and assistance to the school’s educators.

Ramona Schescke, Member Services Manager

By Ramona in News
Tags: , ,

New CRS Report Highlights NASDCTEc Work

Tuesday, October 9th, 2012

The Congressional Research Service (CRS), which provides reports and analyses to Members of Congress on a variety of policy issues, recently released a new report on Career Technical Education. The goal of the report, Career and Technical Education: A Primer, is to “support congressional discussion of initiatives designed to rationalize the workforce development system.”

The report provides an overview of CTE, walks through the delivery and structure of CTE at the secondary, postsecondary, and adult learner levels, and raises several issues facing CTE stakeholders. For example, according to the report, there are four concerns that may hinder CTE delivery at the secondary level: (1) what is the goal of CTE – to broaden the students’ education and provide early exposure to several career options or to ensure students are prepared to enter the workforce, (2) the expense of maintaining and updating the instructional resources and equipment, (3) whether CTE adds value to a college preparatory high school curriculum, and (4) that the common core standards do not define career-ready and thus may not provide immediate career preparation.

While explaining the National Career ClustersTM Framework, the report references data from NASDCTEc’s 2011 issue brief, Career Clusters and Programs of Study: State of the States. The data for this issue brief was culled from the 2010 State Profile survey. We administer this survey to our members every other year to collect a wealth of information to be used in updating the State Profiles, and to provide the basis for a number of issue briefs. We are pleased that CRS was able to utilize our data in their report!

In the section “College- and Career-Ready Standards and CTE Standards” the report highlights NASDCTEc and NCTEF’s work around the Common Career Technical Core (CCTC) as one of the two set of standards impacting CTE students. As stated in the CRS report, the CCTC was developed by 42 states, the District of Columbia, Palau, business and industry representatives, educators, and other stakeholders, and it provides standards for each of the 16 Career ClustersTM and their career pathways.

Nancy Conneely, Director of Public Policy

By Nancy in Public Policy, Publications
Tags: , , , , , , , , , , ,

Reminder: Register Now for NASDCTEc Webinar Tomorrow: CTE Trend Analysis

Wednesday, October 3rd, 2012

Every other year, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) conducts a survey of the membership to gauge trends in Career Technical Education (CTE) across the country. Based on analyses of this year’s survey results from 50 states and territories, and comparisons to surveys administered in 2008 and 2010, NASDCTEc has authored a series of synopsis papers that describe trends in four key areas: Career Clusters and Programs of Study, CTE Teacher and Faculty Shortages, Governance, and CTE Funding.

This month’s webinar will focus on the first two synopsis papers: Career Clusters and Programs of Study and CTE Teacher and Faculty Shortages.

Kara Herbertson from NASDCTEc will give an overview of trends in these areas. Collie Wells from the Alabama Department of Education will discuss Alabama’s Business and Industry Certification, awarded from the International Organization for Standardization (IOS), and how the certification ensures high quality CTE programs. Also, Linda Milstein from Brookdale Community College will discuss an alternate route for certifying CTE teachers.

Please join us for this informative webinar tomorrow, Thursday, October 4th at 3:00 pm ET. Register now!

Kara Herbertson, Research and Policy Manager

By Kara in NASDCTEc Announcements, Webinars
Tags: , ,

NASDCTEc Webinar: CTE Trend Analysis: Career Clusters/Programs of Study, CTE Teacher Shortages

Friday, September 21st, 2012

Every other year, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) conducts a survey of the membership to gauge trends in Career Technical Education (CTE) across the country. Based on analyses of this year’s survey results from 50 states and territories, and comparisons to surveys administered in 2008 and 2010, NASDCTEc has authored a series of synopsis papers that describe trends in four key areas: Career Clusters and Programs of Study; CTE Teacher/Faculty Shortages and Recruitment Initiatives; Governance; and CTE Funding.

This month’s webinar will focus on the first two synopsis papers: Career Clusters and Programs of Study and CTE Teacher/Faculty Shortages and Recruitment Initiatives.

Kara Herbertson, NASDCTEc’s Education Policy Analyst, will give an overview of trends in these areas. Collie Wells from the Alabama Department of Education will discuss Alabama’s Business and Industry Certification, awarded from the International Organization for Standardization (IOS), and how the certification ensures high quality CTE programs. Also, a representative from New Jersey will discuss an alternate route for certifying CTE teachers.

Join us for this informative webinar on Thursday, October 4th at 3:00 pm ET. Register now!

Kara Herbertson, Education Policy Analyst 

By Kara in Meetings and Events, Public Policy, Research, Webinars
Tags: , ,

Career Clusters™ Institute Recap: Perkins Reauthorization Blueprint Discussion of State-Level Implications

Thursday, June 28th, 2012

The National Career Clusters™ Institute is an annual summer event that offers a range of seminars and workshops highlighting model CTE programs across the country that are aligned to the National Career Clusters Framework ™. This blog series provides a recap of the broad range of information shared over the course of the event, which took place June 18 – 20 in Washington, DC.

During this session, officials from the Office of Vocational and Adult Education walked through the Obama Administration’s blueprint for Perkins reauthorization and the proposed reform models that they believe will positively impact the way that states develop, administer, implement, and evaluate local CTE programs. These reforms include things such as mandatory local consortia, within state competition to distribute funds, common definitions for accountability, and state conditions for receipt of funds.

NASDCTEc supports the themes encompassed in the Perkins Blueprint—alignment, collaboration, accountability and innovation — as is reflected in our recently released Federal Policy Priorities. We would like to see a greater emphasis in the next federal CTE legislation on the strong work that the community is doing around programs of study, a link to labor market needs, greater collaboration between partners, stronger and more effective accountability linkages, and additional funding for innovation.

We do, however, have some concerns about the details in the Blueprint, some of which were voiced by attendees during the question and answer portion of the session. For example, attendees remarked that if the next Perkins includes common measures, it is important that there is a way to track students across states. States also asked for federal support and funding to implement this effectively.

Regarding consortia, we heard about the structure that Minnesota is using for consortia where secondary and postsecondary partners are each fiscal agents, which seems to be working for that state. However, there was a variety of concerns about consortia, including the fear that those with the most resources would have better applications than those with fewer resources. Others pointed out that consortia with fewer resources also cannot afford technology to link partners across the state. There was also concern that the move to consortia will limit students to regional opportunities, rather than statewide programs.

In regards to the focus on in-demand industries, some attendees asked the Department for more assistance to better serve areas in their state where there are no job opportunities in in-demand industries, and to help bridge the disconnect between high poverty areas and in-demand local industries.   Others were concerned that the focus on in-demand and high growth industries will exclude some states’ core industries.

Funding was another area that attendees were worried about. There was fear that the shift to competitive funding will create winners and losers among local programs. Some also pointed out that local teachers and administrators do not have time to work on applications for competitive grants because they are busy serving students. Competitive funding was seen as appropriate for an innovation fund, but not the Basic State Grant. Attendees also stated that taking 10 percent out of the Basic State Grant for an innovation fund means that fewer CTE programs will be funded.

Nancy Conneely, Public Policy Manager

By Nancy in Public Policy
Tags: , , , , , , , , , ,

Rhode Island Expands Student Access to Career Technical Education Programs

Thursday, March 8th, 2012

New regulations on Career Technical Education (CTE) opportunities are planned to go into effect July for students to learn CTE skills aligned with industry standards, and enable students to earn credentials that will prepare them for postsecondary education and training programs for entry into challenging careers.

According to the State of Rhode Island and Providence Plantations Department of Education News Release, the Board of regents for Elementary and Secondary Education unanimously approved the regulations. Citing George D. Caruolo, Chairman of the Board of Regents, “A high-quality system of career-technical education is vital to the future of Rhode Island. One of our priorities on the Board of Regents is to make sure that career-preparation programs have the resources they need and that all students in our state have access to programs that will prepare them to enter the workforce – particularly in areas that will drive our economy in the 21st century.”

The purpose of the regulations are to establish a comprehensive and coherent Career and Technical Education System (CTE System) that provides students exposure to the world of work; offers students the opportunity to learn rigorous technical and career-based skills that are aligned to industry standards, and through the earning of credentials, prepare students for a seamless transition to postsecondary education and training programs and/or careers.

The regulations also say that the CTE System “Shall forge and maintain partnerships with higher education, technical training programs, workforce and economic development initiatives, and regional business and industry. Through these partnerships, the Rhode Island Department of Education (RIDE) will promote and systemically manage career pathways in critical and emerging industries and provide education and training programs that are responsive to the needs of students, business, industry and the regional economy.”

Elements of the CTE System include:

Programs of study provide successful student transitions between secondary and postsecondary education. Learn more about programs of study and career pathways on our Web site at www.careertech.org.

Ramona Schescke, Member Services Manager

By Ramona in Career Clusters®, News
Tags: , ,

 

Series

Archives