Posts Tagged ‘South Dakota’

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
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Learning from CTE Research Partnerships: Building a Collaborative Data Culture in South Dakota

Tuesday, February 11th, 2020

As part of our ongoing blog series aimed at increasing state research on Career Technical Education (CTE), Austin Estes, Senior Policy Associate at Advance CTE, and Corinne Alfeld, Research Analyst at the Institute of Education Sciences (IES), are conducting interviews with individuals who are part of successful CTE State Director research partnerships. The second interview was with Laura Scheibe of the South Dakota Department of Education and Marc Brodersen of REL Central at Marzano Research. [Note: this interview has been edited for length; you can find the full interview transcript here].

Could you both talk about the project(s) that you have worked on and your research questions? How did the relationship start, and who approached whom?

Marc – When we were doing needs sensing with the states in our region, particularly with South Dakota, CTE emerged as a pretty high priority area. We needed to determine what the research questions were, what questions we could actually address, and what data were available that could be used in those research projects. So, this work started off as a technical assistance project where we were working with South Dakota pretty closely and getting all of the relevant players around a table and going through and mapping their data. And it was quite a long process.

Laura – There’s huge support in South Dakota behind CTE, but there wasn’t state-level evidence behind why CTE is such a good thing for students. So, the value that Marzano provided to the project in helping us walk through “this is the data that can help you, this is the process that we are going to go through to help you get to the answer” has been incredibly helpful and not something that we, as a pretty small department of education, could ever have undertaken on our own.

Can you talk about what research questions you ultimately came to and where you are in the process of answering those?

Marc –We have three main questions: 1) What is the impact of being a CTE concentrator on high school graduation, two- and five-year postsecondary enrollment, and completion status? 2) What is the impact of being a CTE concentrator on two-year and five-year employment and quarterly wage status? 3) How do the two-year and five-year outcomes vary by the various CTE Career Clusters®?

Connecting education to workforce data is really difficult, and we’re talking about collecting data over a five to 10 year span for an individual student. Many state data systems don’t go back that far, or data systems have changed, so it’s difficult trying to identify one data system that has 10 or more years of data for an individual student. We’re making it work, but it takes some time and some finagling.  We haven’t even begun to analyze the data so, unfortunately, we can’t talk about any preliminary findings.

What were some of the early roadblocks in building this relationship and starting to examine and compile some of the data?

Laura – One of the roadblocks was just getting everyone around the table and bought into the idea. We’re a fairly small state, so it wasn’t hard to reach out to my counterparts at the other agencies who would need to be involved, but this project was, and continues to be, something that is on top of the day to day work that we do. It’s not driven by any specific policy initiative but rather by everybody around the table acknowledging and recognizing that “yeah, this would be really useful for us.” But, in that sense, it’s hard to get everyone’s commitments to the time it has taken and takes to pull this off and making sure that we’ve got the right people around the room as well. We’ve involved not just the Board of Regents but the technical college system and the people with the workforce data.

Marc – Having somebody at the policy level, the data level and the leadership level in the room at the same time is almost essential, particularly when you’re at the brainstorming phase. You can have the leadership that’s going to say “yes, this is important, and I want you to devote time to this,” and then the data person is saying “well, that data just doesn’t exist,” and the policy person may not know about that piece. And having all three of those perspectives at the same time can save a lot of time and effort.

How do you plan to use this research project to further policy in South Dakota?

Laura – First and foremost, this particular project is demonstrating the value that CTE has to the secondary students. This project pre-dated Perkins V [the Strengthening Career and Technical Education for the 21st Century Act], but as we’re moving into implementation of Perkins V full force in the coming calendar year, with the new requirements that Perkins places on states — and therefore on schools — to be an approved program, we’re seeing school districts question if it’s really worth it. This project is really coming in at a good time where we will hopefully have some data where we can say, “yes, CTE is worth it.” Being able to message that is hugely valuable from the perspective of a CTE Director in a state where almost every single public school district runs an approved program. Now that we’ve got Perkins V and the [comprehensive local] needs assessment, it will be just one more bit of evidence for schools to be able to examine whether they’re providing the best opportunities for our kids.

What advice would you give to other researcher/ State Director partners for conducting CTE research or establishing similar partnerships?

Marc – From my perspective, as far as establishing a partnership, I think face-to-face interactions are invaluable. It takes a while to trust each other or establish a positive working relationship.

Laura – My advice to State Directors would be to really plan for it and make it a priority. And don’t make it something that isn’t part of the day-to-day because then I think the thread can get lost. I would also say getting that higher-level buy-in is really important. It’s important to make sure that you’ve got that policy-level partner to keep things moving along. The benefits will be there in the end, it just has to be woven into the day-to-day of what you’re doing in order to make it all come together.

Going through this process has helped me form partnerships with my colleagues in other agencies even more strongly than I had before. Just the exercise of having gone through all of that and understanding their work and their data and everything they do, having them understand my role and my constraints better, has just made us a more effective CTE/ workforce team in our state. As we move forward with Perkins V and WIOA [Workforce Innovation and Opportunity Act] state plans and all of this other stuff coming, it just benefits us and enables us to work more effectively and work faster now that we have those strong relationships. They were there before, but they’re definitely stronger now as a result of this project.

Marc – One of the things I thought was really neat was getting all these folks together and thinking deeply about data. It might not be the most exciting topic for a lot of folks, but going through the process gave everyone a better understanding of what they can do and how they might be able to work with others. And I think in the day-to-day, not everyone spends that much time thinking at the data and variable level. But doing that will increase everyone’s capacity to be able to do this kind of work moving forward.

One other thing to add just as a side note. Throughout this process, we also collaborated with Nancy Copa at the Common Education Data Standards (CEDS) when we were doing the data mapping piece. We did not officially map the South Dakota data to that, but we used the CEDS as kind of a template to provide us with a common dictionary to have these conversations across departments. And that was really useful. In fact, all of us – the different departments in South Dakota and the CEDS folks –co-presented at the last STATS-DC conference, which I thought was a very positive experience.

The full transcript of this interview can be accessed on Advance CTE’s website. Other blog posts in this series can be viewed here.

By Austin Estes in Uncategorized
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Welcome to Laura Scheibe, South Dakota’s New State CTE Director!

Tuesday, October 10th, 2017

Before joining the South Dakota Department of Education, Laura Scheibe’s career as an American diplomat took her all over the world from Belarus to Southeast Asia. Her journey three years ago to South Dakota came as she and her young family were looking to move away from Washington, DC, and closer to relatives. Her move into education, she said, was a natural fit after having spent her career in public service.

Prior to being named the State CTE Director, Scheibe served as the deputy director of the South Dakota Department of Education’s Division of Accountability Systems, which includes state report cards, K-12 accreditation and helping to lead the creation of the state’s new plan for the Every Student Succeeds Act (ESSA).

One of her top priorities is to use that experience crafting the state’s ESSA plan to find more ways to integrate Career Technical Education (CTE) more fully into education and bring the benefits of CTE to more students.

Scheibe is becoming the State CTE Director at an exciting time in South Dakota, where Gov. Dennis Daugaard is challenging the state to reimagine what high school looks like for students and how it prepares students for success and opportunity in life.

For Scheibe, she knows that robust CTE programs can do exactly that by helping students find their passion and discover their strengths.

“It’s about throwing our preconceived notions out a bit to help better prepare kids for the future,” she said.

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

By Andrea Zimmermann in Advance CTE State Director, Uncategorized
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Latest Advance CTE Brief Examines Rural CTE Program Quality

Tuesday, August 22nd, 2017

When Todd County School District received a $103,000 grant in 2014 under Governor Dennis Daugaard’s South Dakota Future Fund, the rural South Dakota district put the money to use, administering a survey of local business leaders to identify the career pathways that were most in need in the community. With the information collected through the survey, Todd County School District updated and aligned Career Technical Education (CTE) curriculum to better reflect employer needs.

Targeted investments like Gov. Daugaard’s fund, which has since evolved into South Dakota’s Workforce Education Grant program, provide a catalyst for rural districts and institutions to improve CTE program quality and ensure career pathways are aligned with labor market needs and student interest.

Improving CTE quality in rural communities is an imperative for all states, yet rural CTE programs often face unique challenges that are not present in more densely populated areas. For example, decentralization, lack of resources and more limited employer relationships in rural communities can result in the preservation of legacy programs over more industry-relevant career pathways. Decisions about what programs to offer are too often driven by the availability of equipment or facilities, teacher supply and even tradition.

To help states improve the quality of rural CTE, Advance CTE today released the first in a series of briefs titled CTE on the Frontier: Catalyzing Local Efforts to Improve Program Quality. The brief explores state strategies to improve the quality of local CTE programs to ensure they meet industry needs and expand opportunities for rural learners, drawing on promising practices from the states:

These examples demonstrate different approaches state leaders can take to empower local leaders and support program improvement in rural areas. Future briefs in the CTE on the Frontier series will tackle other common challenges, including learner access to the world of work, employing strategic partnerships to increase program offerings and strengthening the rural CTE teacher pipeline.

CTE on the Frontier: Catalyzing Local Efforts to Improve Program Quality was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co.

Austin Estes, Policy Associate

 

By Austin Estes in Publications, Resources
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In Round 2 ESSA States, A Clear Vision for Career Readiness Helps Anchor Implementation Strategies

Tuesday, August 8th, 2017

The Every Student Succeeds Act (ESSA) requires states to articulate long-term goals for student academic achievement, graduation rates and English language proficiency. Yet some states have opted to go beyond federal requirements to describe a comprehensive vision for the future of K-12 education. In some cases, this helps anchor the plan and provides opportunities for cohesion across different title programs.

As the remaining 34 states prepare for next month’s submission deadline, several — including Pennsylvania and South Dakota — are taking the opportunity to refine their statewide vision. These states are leveraging the ESSA stakeholder engagement and planning process to chart out a new, aspirational future for education, one that puts career readiness front and center.

Pennsylvania Aims to Increase CTE Enrollment to Prepare All Learners for Postsecondary and Workforce Success

The Pennsylvania Department of Education (PDE), for example, describes its mission as preparing all learners for “meaningful engagement in postsecondary education, in workforce training, in career pathways, and as responsible, involved citizens.” PDE goes on to elevate the importance of career ready pathways for student success. This framing sets the tone for the rest of the state’s proposed ESSA plan, and is echoed through the state’s accountability, technical assistance and grant administration strategies.

Under accountability, Pennsylvania calls for a career readiness indicator to measure the implementation and completion of career exploration activities in elementary, middle and high school. Additionally, the state proposes a new public-facing report card called the Future Ready PA Index that will monitor and report out a variety of career readiness metrics. Metrics identified through stakeholder engagement include participation in advanced coursework (Advanced Placement, International Baccalaureate and dual enrollment), and the number of students earning industry-recognized credentials.  The inclusion of these metrics in Pennsylvania’s public reporting and accountability system demonstrates the state’s commitment to career preparation at all levels of education.

The plan also identifies funding sources through different ESSA title programs and outlines strategies to braid funds and promote certain career preparation activities. These strategies are organized around four guiding priorities, one of which is to ensure well-rounded, rigorous and personalized learning for all students. Specifically, the plan proposes to increase participation in advanced coursework, promote access to Science, Technology, Engineering and Math education (STEM), and support meaningful career pathways, aiming to increase enrollment in state-approved CTE programs by five percent annually. With this clearly articulated vision, PDE urges local education agencies to braid funds through Title I, Title II and Title IV to support related efforts. Specific encouraged activities include hiring and training qualified career and college counselors to help learners make informed decisions about their career paths.

South Dakota Plans to Expand High-Quality CTE Pathways

Similarly, preparing all graduating high school student for postsecondary education and the workforce is one of four K-12 milestones identified in South Dakota’s ESSA plan. The importance of CTE and career preparation is not lost. In fact, South Dakota commits to providing learners with multiple pathways to demonstrate readiness for college, career and life after high school.

Like Pennsylvania, South Dakota plans to use its accountability system to achieve this vision. The state aims to refine it college and career readiness indicator, originally adopted in the 2012-13 school year, to value learners who graduate ready for both college and careers. The indicator includes two metrics — assessment of readiness and progress toward a post high school credential  that count students completing advanced coursework such as CTE, AP and dual credit as well as those earning passing scores on college entrance examinations.

What is notable about South Dakota’s ESSA plan is that CTE is drawn out as a strategy throughout different parts of the plan, illustrating the extent to which CTE is core to South Dakota’s vision. For one, South Dakota plans to provide technical assistance to schools identified for comprehensive or targeted support and improvement to help them develop and expand high-quality CTE pathways. The justification for this strategy is that CTE students have higher graduation rates. Additionally, South Dakota aims to launch pilot schools that provide work-based learning experience, early postsecondary opportunities and robust career guidance and supports for students. And, under Title IV, Part A (the new Student Support and Academic Enrichment Grants), South Dakota plans to set aside state funds to help local education agencies expand high-quality CTE pathways.

ESSA gives states a clear opening to reorganize their priorities and vision for K-12 education. Newfound flexibility under the law allows for state-appropriate strategies that reflect stakeholder input and are aligned with other statewide initiatives. However, ESSA plans will only be as effective as states make them. By setting clear goals and connecting efforts and strategies, states can organize their ESSA implementation efforts to support career readiness and success.

Austin Estes, Policy Associate

By Austin Estes in Public Policy
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Unpacking Putting Learner Success First: Ensuring Quality Instruction

Thursday, August 3rd, 2017

A little over one year ago, Advance CTE launched Putting Learner Success First: A Shared Vision for the Future of CTE. This document, which was developed using input from a broad array of stakeholders, calls for a systematic transformation of the education system grounded in five principles. This blog series will dive into each principle, detailing the goals and progress made in each area.

For more resources related to Putting Learner Success First, including state and local self-assessments, check out our Vision Resources page.

All learning is facilitated by knowledgeable experts.

All learners deserve to have quality educational experiences facilitated by individuals with passion, experience and expertise. The need for experts qualified to help ensure students gain the real-world experiences they need for success has been increasing dramatically. Individuals with industry expertise provide a perspective to students that traditional academic teachers may be unable to do, and can also help students explore and connect with particular career opportunities.

State leaders face numerous barriers in fully achieving this principle, including geographical shortages of available industry experts, and the availability of professional development that provides industry experience to classroom teachers.

Those who have signed onto the principle have committed to accomplishing this objective through the following actions:

Since the launch of Putting Learner Success First, Advance CTE has been conducting research and policy scans to raise up examples and promising practices related to this principle. Now, when state leaders put their commitment to quality instruction into action, they have access to multiple resources related to instructor certification, teacher externships and professional learning.

Principle in Action

Relevant Resources

Upcoming Resources

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Uncategorized
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Tennessee Expands Access to Community College for Adult Learners

Tuesday, May 30th, 2017

Image Credit: https://twitter.com/GreeneSun/status/867755597755805696/photo/1

This month Tennessee Governor Bill Haslam’s vision for increasing postsecondary credential attainment in his state came one step closer to reality. On May 24, Gov. Haslam signed the Tennessee Reconnect Act into law, providing tuition scholarships for adult learners to access one of the state’s many community colleges and Colleges of Applied Technology. The Reconnect Act, a core piece of the Governor’s 2017 state of the state address, will be available to eligible non-degree holding adult students who are admitted into qualifying postsecondary institutions beginning in the fall of 2018.

The program is expected to have a substantial impact. The Tennessee General Assembly Fiscal Review Committee estimates that 5,503 additional part-time students and 4,102 full-time students will be eligible to receive the grant award in Fiscal Year 2018-19, at an estimated cost of $8.5 million.

Expanding access to postsecondary education and training has been a priority for Gov. Haslam during his tenure. In 2014, Tennessee launched the Tennessee Promise program, a last-dollar tuition scholarship that has seen tremendous growth and success since it was proposed in 2014. The state is seen as a pioneer in expanding access to free community college.

Separately, Gov. Haslam approved bills

Coming Soon to Iowa Schools: New K-12 Computer Science Pathways

Meanwhile, Iowa passed a law to enhance digital literacy with new K-12 computer science standards and funding for teacher professional development. The legislature’s goal is that by July 2019, all elementary, middle and high schools in the state will offer some form of computer science instruction. The bill directs the Department of Education to establish a computer science education workgroup to put together a plan to adopt new graduation requirements, integrate computer science instruction into CTE pathways and develop new K-12 computer science pathways.

Additionally, the law establishes a computer science professional development incentive fund, which Governor Terry Branstad has proposed to fund at $500,000 in his 2019 budget. The fund is designed to help school districts pay for teachers to get additional training on computer science.

South Dakota Approves CTE Standards in Six Clusters

Speaking of standards, the South Dakota Board of Education voted in its May meeting to adopt new Career Technical Education (CTE) standards in six Career Clusters®: Agriculture, Food and Natural Resources; Arts, Audio-Video Technology and Communications; Finance; Health Science; Human Services; and Manufacturing. The standards were developed by workgroups of secondary CTE teachers, postsecondary faculty, industry representatives and others. Standards for five additional Career Clusters® will be developed later this summer.

Austin Estes, Policy Associate

By Austin Estes in News, Public Policy
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State Policy Update: It’s that Time Again

Friday, January 15th, 2016

That’s right, it’s time again for state legislatures to begin work on yet another year of lawmaking. It’s also time for our annual publication of “2015 Year in Review: State Policies Impacting CTE,” a joint venture of NASDCTEc and the Association of Career and Technical Education. You can find the report here on January 21.

Have you signed up for our January 21 webinar yet? Join us as we unpack the policy trends from 2015 and take a deep dive on major efforts in Colorado with state Senate Minority Leader Rollie Heath and Dr. Sarah Heath, Assistant Provost for CTE with the Colorado Community College System.

Looking ahead to 2016, several statehouses are already off to a fast start. In fact, 30 legislatures have already begun their work, and as many as 16 governors have already given their annual State of the State or budget addresses. We will continue to provide updates as the remaining governors give their speeches and unveil their budgets. (Note: Montana, Nevada, North Dakota, and Texas do not have legislative sessions this year.)

The governors’ addresses often provide a window into the major issues that will dominate the year’s legislative agenda. Already, it seems to be a mixed bag fiscally with some governors citing the acute budget crunch facing their states. Others are reveling in their surpluses and proposing major increases to core services such as education and health care that were often neglected as the states recovered from the Great Recession.

Here’s a quick roundup of some gubernatorial highlights as they impact CTE:

Other governors (California, Georgia and New York) proposed major K-12 funding increases, but it remains unclear how and if that will impact CTE. Similar, several governors (Georgia, Indiana, and South Dakota) also focused on increasing the salaries for K-12 teachers and other ways to recruit and retain teachers.

Andrea Zimmermann, State Policy Associate

 

By Andrea Zimmermann in Uncategorized
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Early, Strong Showing for CTE, Workforce Bills in State Legislatures

Thursday, May 14th, 2015

With nearly half of the state legislative sessions adjourned for the year, it’s time to take a look at how CTE is faring in statehouses across the country.

Starting in January, there were early indications that CTE would have a strong presence in the 2015 legislative sessions given its prominence in many gubernatorial budgets and State of the State addresses. In fact, by the time 46 governors had declared their legislative priorities for the year, CTE had appeared in some capacity in nearly half of these speeches and budgets with some devoting significant time to CTE and workforce development.

Then it was the lawmakers’ turn to get down to businesses. In some states, CTE champions emerged from bipartisan legislative coalitions and business groups to help bolster funding and support. (Note: These are just some of the highlights of state CTE activity so far in 2015, and are by no means all encompassing.)

There were also some major governance changes that would alter the way CTE and workforce development programs are delivered.

Despite some notable CTE funding boosts, 22 states are reportedly facing budget deficits, according to a recent analysis from the Associated Press and the effects of tight budgets are being felt.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Legislation, Public Policy
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CTE in Spotlight During Governors’ State of State Speeches

Thursday, January 29th, 2015

There are a lot of issues competing for attention in a governor’s State of the State address from pensions to health care to infrastructure to education. So it’s notable of the 31 speeches given this month, Career Technical Education (CTE) has found its way into roughly 40 percent of them, particularly because governors use this speech as a way to outline their priorities for the year and highlight successes.

In some instances, CTE was only mentioned in passing such as in Alaska, where the governor called for increasing educational opportunities for CTE. However, states such as in Indiana, California, and Nevada among others, governors proposed major investments in CTE as a means to prepare a skilled workforce to compete for tomorrow’s jobs and position the state for economic prosperity.

Here is a quick recap of the highlights as of January 26. We’ll continue tracking the remaining speeches and budget proposals, and bring you an update in the coming weeks.

California

Although CTE didn’t make it into Gov. Jerry Brown’s speech in California, it received a major boost in the governor’s proposed budget, which was released shortly after. Brown proposed the CTE Incentive Fund, which calls for $750 million over three years in one-time funding. The grant program would require a dollar-for-dollar match by the participating K-12 schools and encourages collaboration with other local agencies to form regional partnerships.

The budget also proposes nearly $30 million to grow and expand apprenticeships.

Indiana

Declaring his budget the “education budget,” Gov. Mike Pence proposed increasing CTE funding by $20 million a year. The money would be directed through the state’s Indiana Works Councils.

“By providing $20 million a year to create more career and vocational opportunities and improving the way we fund those courses, we will dramatically increase the number of students who graduate career-ready, and increase—by fivefold—the number of students who graduate with an industry-recognized credential by 2020,” Pence said.

Kentucky

Gov. Steve Beshear praised the state’s CTE system in his State of the Commonwealth.

“Recognizing that the four-year university path isn’t the best route for everyone, we’ve made our career and technical programs more rigorous and applicable to real-life jobs that demand high-level technical knowledge. These aren’t the so-called ‘shop classes’ of yesterday but modern training with a touch academic foundation,” Beshear said.

Beshear also called on the state to implement the recommendations of the Dual Credit Task Force to improve the quality of these courses and help students cut the time and cost of their postsecondary education.

Nevada

Gov. Brian Sandoval used his speech as a bully pulpit for increased education spending. Citing Nevada’s worst-in-the-nation high school graduation rate as “our most troubling education statistic,” Sandoval called for $1.1 billion in additional funds for education. Specific to CTE, Sandoval proposed new grant programs to ensure students are college- and career-ready, including an expansion of CTE, Jobs for America’s Graduates and STEM education.

West Virginia

Unlike his fellow governors who focused more on funding and programs, Gov. Ray Tomblin highlighted the state’s need for high-quality teachers. Tomblin said he plans to introduce legislation that expands opportunities for career professionals to enter the teaching field. He called on lawmaker to streamline the teacher certification process to “encourage those who have a passion to teacher so they can share their knowledge with our kids.”

“We must give local school systems better flexibility to train and hire subject-matter experts to fill long-term vacancies in critical subject areas.

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For more CTE and workforce coverage, check out proposals and praise from Delaware, Idaho, Michigan, Missouri, Nebraska, South Dakota, and Vermont.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Legislation, News, Public Policy
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