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Archive for March, 2018

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Advance CTE Spring Meeting Sponsor Blog: Oracle Academy Reflects on CTE

Wednesday, March 14th, 2018

This post is written by the Oracle Academy, a Diamon Level sponsor of the 2018 Advance CTE Spring Meeting.

One of the many advantages of being the North America Oracle Academy Regional Director, is the opportunity to spend time talking with education leaders at the State, K12 District, school site, and post-secondary level from all over the nation. I spend time learning, sharing ideas, celebrating successes, and understanding challenges that these leaders face each day. These conversations and experiences are often the most exciting yet humbling part of my job. February is celebrated as CTE Month and this year, I found myself reflecting on the impact that Career Technical Education (CTE) has on our students both now and in the future. A few thoughts to share are:

Reflection #1: CTE continues to evolve to meet changing needs. State and District leadership continue to strive to build sustainable and real-world CTE Pathways that lead our students to college and career success.  It’s the CTE leadership that can both anticipate and leverage, through research and relationships, the corporate workforce need and then translate that need into CTE pathways for students to pursue. Many of these pathways include applicable industry certifications, apprenticeship/internships, and defined articulation programs with feeder post-secondary institutions. At Oracle Academy, we work to ensure our resources continue to support the needs of CTE leadership through curriculum and certification opportunities that reflect industry needs.

Reflection #2: Collaboration between local industry and education leadership continue to drive CTE student success. This isn’t a new concept but what I’ve noticed is an uptick in our education and industry leadership working together to create applicable internships, apprenticeships, and mentorships to support the interest of our students. I’ve heard over and over again the importance that these roles play in supporting and creating sustainable CTE programs.  At Oracle Academy, our role revolves around building the best classroom resources for the student and teacher so that their content knowledge and often times, confidence, is foundationally strong so that attainment of first time internships and/or apprenticeships are successful.

Reflection #3: A focused effort and persistence will prevail!  As we all know, the Carl D. Perkins Career and Technical Education Act is critical to ensuring that quality and sustainable CTE programs meet the changing needs of learners and employers. This act works to improve the academic and technical achievement of CTE students, helps to strengthen the bridge between secondary and post-secondary, and balances the student need with that of a new economy.  As parents, educators, and leaders, it’s our duty to encourage organizations, like CareerTech, that advocate on behalf of CTE programs as well as the teachers and students dedicated to CTE success. Oracle Academy supports this mission by continuing to provide our world-class student-facing curriculum and educator professional development – aligned to the IT Career Cluster Pathway – for FREE.

For those of you not familiar, Oracle Academy is Oracle’s flagship program in education philanthropy, currently supporting more than 3.5 million students annually in 120 countries. We advance computing technology education to increase knowledge, skills development, innovation and diversity in computing fields by providing:

Two years ago, we introduced Oracle Certified Junior Associate certifications in database and Java; these certification exams align to our Java Foundations and Database Foundations courses and are specifically designed with students in mind to help support internship, summer job, and first job applications.

Oracle Academy exists to improve the computing technology skills of young people, globally! If we strengthen the computing technology pathway between secondary, post-secondary, and career, we are essentially strengthening the future for our children!

Career Technical Education holds a very special place in my heart and I hope this blog reflects both the love and respect that I have for CTE programs and its significant impact on student achievement!

By admin in Advance CTE Announcements, Advance CTE Spring Meeting, Meetings and Events, Resources

Hello from Advance CTE’s Newest Staff Member

Tuesday, March 13th, 2018

I’m Brianna McCain and I’m so excited to join Advance CTE as the new Policy Associate! I’ll be helping to advance and support Advance CTE’s state policy and implementation strategy through developing resources, maintaining the Learning that Works Resource Center, and tracking state and federal legislation.

My interest in education and workforce development began after interning at Girls Educational and Mentoring Services (GEMS) in New York City, where I assisted with efforts to develop a job readiness program for commercially sexually exploited youth. My experience there taught me about how education intersects with other social issues and the role that education plays in promoting economic mobility. I then went on to get my Masters of Social Work (MSW) at the Brown School at Washington University in Saint Louis to learn more about social and economic development. While at the Brown School, I specialized in policy and helped to develop a strategic policy plan for a nonprofit. Before coming to Advance CTE, I worked at Legal Services of Eastern Missouri (LSEM), where I supported low-income clients and engaged in policy work related to access and equity.

I became interested in Career Technical Education (CTE) after learning about the critical role that it plays in promoting economic mobility. As I began to learn more about CTE and the role it can play in promoting equitable outcomes, I saw the potential for how high-quality CTE could be leveraged to address inequities and prepare all learners for a successful future. I am excited to advocate for CTE because I view it as a key component to promoting economic mobility and ensuring that all learners have the skills and experience they need to obtain a meaningful career in the future.  

Brianna McCain, Policy Associate 

By admin in Uncategorized
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Contact Your Representative About Signing Perkins Funding Letter

Friday, March 9th, 2018

As Congress continues its work on the Fiscal Year 2018 (FY18) appropriations process, efforts to encourage support for programs for FY19 are underway. Read below to find out how you can support a strong federal investment in Perkins and to learn about new updates from the U.S. Department of Education.

Contact Your Representative About Signing the FY19 Perkins Funding Letter

The two co-chairs of the House CTE Caucus (Representatives Langevin (D-RI) and Thompson (R-PA)) will be sending a letter to the Chairman, Tom Cole (R-OK) and Ranking Member, Rosa DeLauro (D-CT), of the Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies encouraging that they consider strong support for Perkins. Right now, Reps. Langevin (D-RI) and Thompson are asking for their colleagues in the House to join them in signing this letter (their request is formally called a “Dear Colleague” letter). Please consider contacting your Representative by March 14 to encourage him/her to sign on to the letter by using the Association for Career and Technical Education (ACTE) Action Center or by calling the Capitol Switchboard at 202-224-3121 and asking your Representative to sign onto the Fiscal Year 2019 (FY19) Perkins appropriations letter. Looking for resources on Perkins funding or how it’s used? Check out the new Perkins page on Advance CTE’s website.

New Resource: the Advancing Equity in CTE Community of Practice

The Advancing Equity in CTE Community of Practice is now live on the U.S. Department of Education’s Literacy Information and Communication Systems (LINCS) site. This moderated community offers CTE educators a forum to engage in thoughtful discussions and share tools and resources to increase equity in CTE programming. You can pose questions and help answer those of colleagues. In addition to facilitated discussions, other equity-focused professional learning opportunities will include webinars, interactive resource reviews, blog posts, and important event announcements.

U.S. Department of Education Releases Final Supplemental Priorities for Competitive Grants 

On March 2, the U.S. Department of Education released the final supplemental prioritiesfor discretionary grant programs, which can be used to award competitive grants beginning April 2. The priorities were initially released in October 2017 for public comment and the final priorities include some additional details. The final priorities are as follows: “1) Empowering Families and Individuals to Choose a High-Quality Education that Meets Their Unique Needs, 2) Promoting Innovation and Efficiency, Streamlining Education with an Increased Focus on Improving Student Outcomes, and Providing Increased Value to Students and Taxpayers, 3) Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills, 4) Fostering Knowledge and Promoting the Development of Skills that Prepare Students to be Informed, Thoughtful, and Productive Individuals and Citizens, 5) Meeting the Unique Needs of Students and Children with Disabilities and/or Those with Unique Gifts and Talents, 6) Promoting STEM Education, With a Particular Focus on Computer Science, 7) Promoting Literacy, 8) Promoting Effective Instruction in Classrooms and Schools, 9) Promoting Economic Opportunity, 10) Protecting Freedom of Speech and Encouraging Respectful Interactions in a Safe Educational Environment and 11) Ensuring that Service Members, Veterans, and Their Families Have Access to High-Quality Educational Options.”

Kathryn Zekus, Senior Associate for Federal Policy 

By admin in Legislation, News, Uncategorized

Getting to Know… California

Thursday, March 8th, 2018

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: California

State CTE Director: Donna Wyatt, Director, Career and College Transition Division, California Department of Education

About California: California is a state that doesn’t just give lip service to career readiness; it fully commits to preparing learners for meaningful careers. Last summer, the Career and College Transition Division underwent a significant reorganization that elevated the role of career readiness within the Department of Education. The state legislature has also appropriated more than $1.4 billion in the past few years to support Career Technical Education (CTE) and career pathways across the state through various initiatives and grants.

In California, CTE is delivered through comprehensive high schools, career academies, community colleges and 74 Regional Occupational Centers and Programs (ROCPs). California recognizes 15 industry sectors loosely organized around the National Career ClustersⓇ framework, including state-specific sectors such as fashion and interior design. While programs are developed and administered locally, there are seven technical assistance centers across the state that support local districts to evaluate and improve their program offerings. These efforts are guided by a framework of 11 elements of a high-quality CTE system that are outlined in the state’s Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) state plan.

Notable in California – College and Career Indicator: In 2016, the California Department of Education unveiled a new school dashboard with various measures of school performance to provide transparency for students, families and communities. The dashboard is designed to satisfy school accountability requirements under the Every Student Succeeds Act (ESSA). Included in the dashboard is a College and Career Indicator to rate schools on their success in preparing learners for post-high school transitions. Currently, schools are evaluated on only three levels — prepared, approaching prepared and not prepared — that include measures such as CTE pathway completion and dual enrollment.

While the dashboard was implemented with only three levels for this indicator, efforts are underway to define what it takes for students to be “well prepared” for college and careers. State leaders in California are working to define this level and are exploring options such as work-based learning participation and industry-recognized credential attainment.

Notable in California – California Career Pathways Trust: The California Career Pathways Trust (CCPT) is a multi-million dollar grant program authorized in the 2013-14 state budget to accelerate the development of regional 9-14 career pathways. Between 2014 and 2015, grants of up to $15 million were awarded to 87 sites, which include partnerships between high schools, colleges and businesses.

According to a 2017 evaluation of CCPT, more than 800 discrete school-level pathways were developed or strengthened in the first year of the initiative, including in both community colleges and high schools. Many of these included CTE course sequences, work-based learning and student support services. Further, many sites reported that the partnerships established through their CCPT work led to lasting relationships and collaboration with key industry leaders.

While selected sites are continuing to receive funding through CCPT, the program was designed as a one-time investment to accelerate regional career pathways work. Day-to-day CTE programs and career readiness activities are supported through the CTE Incentive Grant program and the Local Control Funding Formula.

Austin Estes, Senior Policy Associate

By admin in Uncategorized
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Senate CTE Caucus Holds HEA Briefing, Advance CTE Launches Updated Federal Policy Webpage

Monday, March 5th, 2018

Career Technical Education (CTE) Month wrapped up this week, but there was no shortage of exciting CTE activity to round out the month. In February, the U.S. Department of Education released a new strategic plan, the U.S. Senate CTE Caucus held a briefing and Advance CTE launched a redesigned federal policy webpage. Read below to learn more about each of these updates!

Senate CTE Caucus Holds Briefing on HEA and CTE 

On February 28, the U.S. Senate CTE Caucus held a briefing, “How Reauthorization of the Higher Education Act (HEA) Can Better Reflect Today’s CTE Landscape.” Advance CTE’s Executive Director, Kimberly Green, moderated the panel discussion between James Brown (Executive Director, STEM Education Coalition), Steven Partridge (Vice President of Workforce Development, Northern Virginia Community College) and Mitch Coppes (Legislative and Regulatory Affairs Manager, Association for Career and Technical Education). The briefing touched on how a reauthorized HEA could help address the nation’s shortage of CTE educators, how community and technical colleges and other two-year programs are preparing learners for today’s in-demand jobs and other intersections between HEA and CTE. Senator Kaine (D-VA) also provided remarks about the power of CTE and the importance of sharing best practices in the field going into HEA reauthorization.

U.S. Department of Education Releases Strategic Plan for Fiscal Years 2018 – 2022

On February 12, the U.S. Department of Education released a Strategic Plan for Fiscal Years 2018 – 2022. The Carl D. Perkins Career and Technical Education Act (Perkins) is identified on page 18 of the plan as one of the implementation strategies associated with the Strategic Objective 2.3 to “Support agencies and educational institutions as they create or expand innovative and affordable paths to relevant careers by providing postsecondary credentials or job-ready skills.” This objective is part of the plan’s second strategic goal (of four total), which is to “Expand postsecondary educational opportunities, improve outcomes to foster economic opportunity and promote an informed, thoughtful and productive citizenry.”

Advance CTE Launches Redesigned Federal Policy Webpage, New Resources

To find all of the latest resources related to Advance CTE’s federal policy agenda, check out our redesigned Federal Policy webpage on Advance CTE’s website! The webpage features a new “become a CTE advocate” section. Additionally, check out our new and updated fact sheets, Understanding the Carl D. Perkins Career and Technical Education Act of 2006 and Funding CTE: An American Imperative on the Perkins page. Advance CTE members can also access additional federal policy resources on the members-only webpage.

Kathryn Zekus, Senior Associate for Federal Policy

By admin in Uncategorized

Welcome to Heather Justice, Texas’ New State CTE Director!

Monday, March 5th, 2018

Heather Justice may be familiar to many within the Advance CTE family from her work at the Tennessee Department of Education, where she led major initiatives to transform the state’s CTE teacher professional development model and revised the state-promoted industry-recognized credentials list.

Now Justice is ready for her next challenge as Division Director of College, Career, and Military Preparation with the Texas Education Agency in a state with more than 1,200 school districts.

“It’s exciting to take some of the work Texas has already done and utilizing that to build across the state and thinking about the impact you can have for over 5 million students,” Justice said.

Justice’s path into CTE was a bit of a side-step, as she first began in the hospitality industry managing kitchen and hotel operations after graduating from Florida State University with a degree in business. Part of that work included training kitchen and hotel staff, a role that Justice fell in love with and realized that she wanted to continue this work as a teacher. So, she pursued her master’s degree in education and taught high school marketing and accounting in Tennessee.

Justice then went on to work as a finance consultant for the then-mayor of Knoxville, Bill Haslam, who was running for Tennessee governor. Shortly after Haslam’s gubernatorial inauguration, Justice was hired by the Tennessee Department of Education as a special projects consultant for the college and career readiness division.

Over the next seven years, Justice would go on to become the Director of Talent and Improvement and then Executive Director of CTE, and play a key role as the state transformed its programs of study offerings. Specifically, as the Director of Talent and Improvement, Justice reimagined the way that professional development could be delivered in the state and shifted to a regional approach that empowered and leveraged teacher leaders to lead communities of practice. As part of this shift, she trained the state CTE staff to provide this regionalized professional development by shifting their work from compliance to support.

Another point of pride for Justice was the state’s work to overhaul its industry-recognized credential list, which had more than 200 credentials. Justice led the work to winnow that list to 53 credentials that were recognized and valued by industry based on a set of rigorous criteria. Additionally, the Department of Education signed a memorandum of understanding with the Tennessee College of Applied Technology (TCAT) system that ensured students who complete a credential on this list are guaranteed to earn articulated postsecondary credit with TCAT.

Now in Texas, Justice is excited to build on some of the great work happening including the state’s early college high schools and STEM academies as the state continues its work to value college and career readiness and connect CTE to traditional college preparatory models. A major focus will be a regional approach, recognizing Texas’ geographic diversity and how industries such as energy have different needs on the Gulf Coast, compared to West Texas.

“It’s about letting those regional influences really shine,” Justice said.

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

By admin in Uncategorized
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