Posts Tagged ‘CTE Teacher pipeline’

Guest Post: Virginia State CTE Director Reflects on Secretary Cardona Teacher Appreciation Week Visit

Thursday, May 12th, 2022

On Monday, May 2, 2022, Miguel Cardona, U.S. Secretary of Education Miguel Cardona and U.S. Senator Tim Kaine (D-VA) kicked off Teacher Appreciation Week at Armstrong High School in Richmond, Virginia. As the State Director for Career, Technical, and Adult Education for the Commonwealth of Virginia, I am reminded almost daily of the challenges school division administrators face to fill vacancies throughout the entire teaching profession. Filling teacher vacancies, particularly in critical needs areas, like Career and Technical Education (CTE), is mission critical to meet workforce demand. I was excited for Virginia to be chosen as a model to highlight the urgent need for a robust educator workforce, and how CTE  programs with robust supports that bridge secondary and postsecondary institutions can fill that need. 

This event highlighted the Richmond Teacher Residency (RTR) program. The teacher residency program is very similar to an apprenticeship. The power of the model was demonstrated during this visit,  where multiple graduates shared the impact of this program for their career. 

Despite overwhelming research that teacher quality is the most important school-based factor in student achievement — and that teacher impact on student learning is cumulative and long-lasting — historically marginalized students are typically taught by the least prepared, least experienced, and least effective teachers. RTR addresses this issue by preparing and retaining high-quality teachers to ensure that every student gets a quality education.

RTR is a school-based teacher preparation program that integrates research with practice to equip participants, known as residents, with the knowledge, skills, and experience to be effective in high-needs and hard-to-staff classrooms.  Participants emerge with a graduate degree in education from Virginia Commonwealth University (VCU), a teacher’s license, and a full year’s experience with a strong mentor teacher. Tuition is fully covered, and residents receive a $5,000 stipend with additional stipends available for those teaching in science and math fields. 

The outcome? Residents who are ready to step into the classroom as impactful teachers. Residents who are ready to take student learning to the next level. Residents who are ready to lift up communities — one classroom at a time. This program requires at least a three year commitment. One student highlighted has remained with his school for ten years.

In 2011-2012, the program began as the Richmond Teacher Residency Program serving only Richmond City Public Schools. In 2018, the program’s name was changed to RTR as  it expanded outside of Richmond city boundaries. With RTR, learning knows no boundaries. Now, RTR is serving four Virginia school divisions: Chesterfield County Public Schools, Henrico County Public Schools, Petersburg Public Schools and Richmond City Public Schools.

Our partnership with VCU will continue to grow. Up to this point, VCU has only offered a graduate level teacher residency program. VCU has not started at the high school level yet, but other states have through their teachers for tomorrow and educators rising programs. These classes are an introduction to teaching. Some instances have dual enrollment, so the credits can then apply to a degree in education. Currently, VCU is working on an undergraduate residency program where students would be in a school for a full year while they are getting their degree. I would love to see this program incorporated at the secondary level through Virginia teachers for tomorrow and educators rising. 

According to Kim McKnight, Director of the Center for Teacher Leadership at Virginia Commonwealth University and executive director of RTR Teacher Residency, the program is only as strong as your weakest resident or mentor teacher, so it is critical to do an extensive interview, application, and matching process. Residents are the next generation of teachers and mentors grow a teacher in their classroom, so it is important they are both properly trained and have the dispositions needed for a career in education. A lesson learned is a shared cost investment from school divisions, state funding, local philanthropy and any other business partners will help for long-term financial sustainability. This model began with large federal grants but a shared cost is critically important.

Highlighting a program like RTR was a great way to kick off Teacher Appreciation Week in Virginia. As a relatively new CTE state director, it does not take long to figure out the importance of partnerships from secondary, postsecondary, higher education, and business and industry. Virginia is very fortunate to have the support from Senator Tim Kaine. Sen. Kaine is not only a supporter of RTR from its inception but a clear advocate for Career and Technical Education, understanding its role in meeting future workforce demand throughout the Commonwealth and beyond. 

Visit the RTR Residency web page for more information about the program. 

 

David Eshelman, Director, Office of Career, Technical, and Adult Education, Virginia Department of Education 

Kim McKnight, Director of the Center for Teacher Leadership at Virginia Commonwealth University and Executive Director, RTR Teacher Residency

By Stacy Whitehouse in Communicating CTE
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How Leading States are Strengthening the CTE Teacher Pipeline in Rural America

Thursday, March 22nd, 2018

In Nebraska, rural districts have been undertaking a wholesale needs assessment of local Career Technical Education (CTE) program offerings under the state’s reVISION initiative. Under reVISION, school and district leaders examine regional labor market data and hear from local employers to determine whether or not the programs available to students are those that are most in-demand.

If programs are out of sync with workforce needs, or deemed to be low-quality, local leaders will phase those programs out and transition resources and staff to higher-need program areas. This includes retraining teachers to teach classes in subject areas with the highest need, such as agriculture, health care and precision manufacturing.

Nebraska is just one of many states working to strengthen the CTE teacher pipeline in rural areas by recruiting qualified instructors, preparing them for success on day one, and providing professional development and re-certification opportunities to help them grow professionally throughout their career.

Today, Advance CTE released the fourth, and final, installment in the CTE on the Frontier series, which examines challenges and strategies for expanding access to high-quality career pathways in rural areas. The series is funded 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.

Today’s brief explores one of the most pressing challenges rural schools and institutions face: strengthening the pipeline of qualified CTE teachers and faculty. Recruiting and retaining qualified teachers can make or break a CTE program. The following are some approaches leading states are taking to support rural CTE teachers:

CTE teacher recruitment is a challenge that has dogged state leaders for decades. According to a recent survey of State CTE Directors, 98 percent said that increasing access to industry experts is a high priority in their state. And 20.4 percent of rural districts with CTE teacher vacancies report that CTE positions were either very difficult or impossible to fill.

Such teacher shortages are exacerbated in rural areas, where the pool of qualified candidates is often much smaller. This brief aims to elevate promising practices across the states to help state leaders address rural CTE teaching capacity challenges.

Austin Estes, Senior Policy Associate

By admin in Advance CTE Resources, Publications, Resources
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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 admin in Uncategorized
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NASDCTEc Legislative Update: House Education Committee Holds Perkins Reauthorization Hearing

Wednesday, October 28th, 2015

United States CapitalYesterday morning, the House Education and the Workforce (HEW) Subcommittee on Early Childhood, Elementary, and Secondary Education hosted the chamber’s first hearing related to the reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins) in the 114th Congress. This hearing is part of the HEW Committee’s larger efforts to reauthorize the law which has been due for renewal for several years.

The hearing titled, “Improving Career and Technical Education to Help Students Succeed in the Workforce” gave a platform to four expert witnesses to provide insights and perspectives on a number of important issues related to the CTE enterprise:

On the whole, the hearing focused primarily on specific efforts, initiatives, and programs in the CTE space that could be looked to as models for renewing aspects of the Perkins Act. Subcommittee Chairman, Todd Rokita (R-IN) framed the day’s discussion by talking about Congress’ bipartisan effort to pass the Workforce Innovation and Opportunity Act (WIOA) last year and the need to align Perkins to portions of that law in order to address the nation’s skills gap.

Dr. Huftalin kicked the day’s panel off by talking about SLCC’s innovative partnership with the Boeing Company—a relationship that evolved into the impressive Utah Aerospace Pathways program which strongly aligns secondary and postsecondary CTE coursework with the needs of the state’s aviation industry. As Dr. Huftalin pointed out in her remarks that, “Perkins funding was crucial for SLCC’s ability to maintain and grow key CTE programs for our students at a time when our enrollment was rapidly increasing.”

Former ACTE President and current leader of Meridian Technology Center in Stillwater, Oklahoma, Dr. Major followed by highlighting the critical importance of career exploration to his center’s success and called for the next iteration of Perkins to increase flexibility in supporting career awareness and guidance activities.

Dr. Ricks focused her comments on the need for Perkins to more seamlessly connect with state and local efforts to develop career pathways. She also emphasized CTE’s significant impact on student graduation rates, noting that minority student populations who have higher rates of high school non-completion would stand to benefit immensely from strong support for CTE programs via the Perkins Act.

Rounding off the opening statements was Mr. Johnson of NCCER who focused his remarks on the need for CTE programs to partner closely with members of the local business community. He also touched on the need to strengthen the CTE teacher pipeline in future legislation succinctly noting in part that, “. . . it’s easier to turn a pipefitter into a teacher than it is to turn a teacher into a pipefitter.”

Following these opening statements, the hearing was opened up to questions from committee members. HEW Chairman Kline (R-MN) questioned the witnesses on the extent to which they have partnered or engaged with the Workforce Development Boards authorized under WIOA. HEW Ranking Member Scott (D-VA) pursued a line of questioning focused on the need to ensure that CTE and core academics were appropriately integrated.

A large part of the discussion centered on the need to adequately fund CTE and the Perkins Act with House CTE-Caucus co-chair Rep. Langevin (D-RI) and Subcommittee Ranking Member Fudge (D-OH) each noting the negative impact that sequestration has had on the Perkins Act basic state grant program and the ability of CTE programs to meet increasing demand. Rep. Carter (R-GA) questioned whether moving Perkins to a competitive funding structure would address these concerns—all four witnesses strongly rejected this idea as it would undermine Perkins’ foundational support for CTE programs throughout the country.

Rep. Fudge, along with Reps. Clark (D-MA) and Bishop (R-MI) each had questions on how to effectively harness labor market information to ensure CTE programs relate to the needs of the economy. Another important dynamic of these discussions focused on how to appropriately balance the short-term job training needs of employers with the longer-term educational needs of students.

While much of the day’s conversation revolved around Perkins and CTE’s role in workforce development efforts, Rep. Bonamici (D-OR) reminded her colleagues that “the ‘E’ part in CTE stands for education, so we’re not trying to convert education into job training. This is about educating students to be prepared for whatever path they choose” as a way to bring the conversation back to how to most effectively support students for lifelong career success.

House CTE-Caucus co-chair and long-time champion of CTE in Congress, Rep. Thompson (R-PA) expanded on Dr. Major’s earlier point on the need for greater federal support for career counseling and advisement. He also emphasized the importance of engaging parents and families as a way to overcome lingering stigmas related to CTE.

Subcommittee Chairman Rokita ended the hearing with a simple question to the witnesses—‘what needs to be fixed in the Perkins Act?’

Dr. Huftalin focused her answer on future legislation more effectively aligning current Perkins accountability metrics to other federal programs and Dr. Ricks spoke about the need to better engage minority serving institutions at the secondary and postsecondary levels. Significantly, Dr. Major recommended to lawmakers that the next Perkins Act should focus on quality and called for future legislation to fund programs that are meeting minimum thresholds of excellence to ensure that students and employers alike benefit from high-quality CTE.

Watch the archived video of the hearing here. More information on everything else, included written testimony, can be found here.

Steve Voytek, Government Relations Manager

By Steve Voytek in News, Public Policy
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