Posts Tagged ‘leadership’

Initiative Q&A: The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation

Tuesday, November 16th, 2021

Last week, Advance CTE and ECMC Foundation announced the 15 Fellows joining the inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation that began this month. These aspiring leaders hail from 12 states, include 13 leaders of color, and represent multiple dimensions of equity as well as secondary and postsecondary institutions at the local, district and state level. 

The Fellowship strives to address the growing shortage of state postsecondary CTE leadership by closing racial representation gaps and removing equity barriers to leadership advancement to continue to foster high-quality, equitable state postsecondary CTE systems that support the needs of each learner. 

The following Q&A with Senior Advisor Dr. Kevin Johnson, Sr. provides additional insight on the structure and goals of the Fellowship as well as how the initiative will benefit members. 

Expanding CTE instructor and leadership pipelines is one of the most pressing issues facing the field. Why did Advance CTE decide to focus on state postsecondary CTE leadership? 

Postsecondary learners face more barriers than ever to accessing and completing postsecondary education. At the same time, historically marginalized learners, particular black and Latinx learners and learners experiencing low income, are still experiencing disproportionate impacts from the COVID-19 (coronavirus) pandemic. There is an urgent need for diverse, equity-minded leaders in state CTE who reflect the experiences and needs of learners, and are equipped with the skills and networks to improve learner outcomes through systems transformation. Advance CTE’s deep experience supporting state CTE leaders and our commitment to innovation to advance high-quality, equitable CTE is a great intersection to step into a new space to not only empower today’s leaders but cultivate the leaders of the future. 

States are facing a severe CTE instructor shortage and often don’t have the capacity to focus on cultivating the state leadership pipeline. This Fellowships strives to enhance leadership representation across multiple dimensions of equity, with a particular focus on racial equity, while also cultivating an equity-focused leadership mindset to enhance learner access and outcomes in postsecondary CTE programs. 

What are the biggest barriers to leadership advancement for professionals historically marginalized from these opportunities, and how does this Fellowship aim to remove these barriers? 

The same systemic barriers facing learners in reaching their full career potential also exist in our state CTE systems that prevent historically marginalized professionals from reaching their full leadership potential. We are encouraged that State Directors are willing to conduct the difficult but critical work to remove those barriers, and this Fellowship can serve as a learning model. 

Many leadership position requirements still value level of education over skills and experience, particularly experiences gained through industry or positions outside of the education system. Additionally, because historically marginalized leaders, particularly those of color, are less likely to see themselves in leadership positions, they face more barriers to developing meaningful and trusting professional relationships or feeling welcome and psychologically safe in networks that are critical to leadership advancement. Furthermore, in rural and smaller geographic areas, professional and leadership development opportunities may be limited at the state level. Advance CTE has the national resources and network to fill that need. 

The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation strives to remove barriers to leadership advancement through an intensive, interactive curriculum; intentional spaces to develop networks with Fellows and national CTE leaders; individual coaching to strengthen knowledge on both equity and postsecondary CTE; and a real-world fellowship project that allows each Fellow to remove equity barriers right where they live and work. 

What promising practices do you hope to gain from this initiative that can be shared with states? 

This Fellowship is just one building block for a much stronger and permanent foundation that must be built to identify and cultivate state leadership talent from a variety of CTE-focused professions. We hope to identify the supports that aspiring leaders need most for leadership that they are not currently receiving in their home states, and empower states to implement those supports in their professional development programs. There will be two cohorts of 15 fellows served through this Fellowship, and we have already gained valuable lessons learned on effective communication tools, outreach and other components of program recruitment that will be shared with members. Finally, we will gain significant knowledge on building and managing spaces of mentors and mentees to build meaningful relationships among groups historically marginalized from leadership advancement.

I know the Fellowship has just begun, but what excites you most about this group of Fellows so far? 

The first workshop for this cohort was held last week. I am most excited about our Fellows’ enthusiasm for learning not only from Advance CTE staff and their coaches, but from each other. Each Fellow brings a rich diversity of professional and personal experience from industry, secondary and postsecondary institutions, workforce and state institutions that is so important to help these aspiring leaders develop a well-rounded understanding of how systems interact, as well as how to remove silos to ensure each learner has the means to achieve success in the career of their choice without limits. 

How can state leaders participate in future cohorts? 

It is not too early for professionals with extensive experience in delivering or supporting postsecondary CTE programs to consider applying for our second Fellowship cohort.  

Applications will open in Spring 2022, and the next cohort will begin in Summer 2022. 

Additional details about the Fellowship, including profiles for each Advance CTE-ECMCF Fellow can be found on Advance CTE’s Fellowship web page. If you are not an Advance CTE member, sign up to receive our CTEWorks newsletter to stay informed on key program dates. Visit the Learning that Works Resource Center for additional resources on access and equity and instructor and leader quality

Stacy Whitehouse, Senior Associate Communications and State Engagement 

By Stacy Whitehouse in Uncategorized
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Legislative Update: Appropriations, Leadership Selections, Child Nutrition

Friday, December 10th, 2010

House Passes Continuing Resolution, Senate Expected to Vote on Omnibus

On Wednesday night, the House passed a year-long continuing resolution (CR) by a vote of 212-206 that would fund all government programs at last year’s levels until the end of the fiscal year (September 30, 2011). All Republican members voted “no,” along with 37 Democrats. The plan had been for the Senate to present an omnibus appropriations bill as a substitute for the House continuing resolution. If the Senate were to get the 60 votes necessary for cloture, the bill will be sent back to the House for consideration. The omnibus bill would contain about $19 billion more in funding than the House CR and would contain congressional earmarks. However, it appears the Senate will not vote on this until next week.

House Select Committee Leadership

The House Republicans and Democrats on Tuesday announced new chairmen and ranking members for the slate of House committees for the 112th Congress. The chairman of the House Appropriations Committee will be Hal Rogers (R-KY), while Norm Dicks (D-WA) will serve as ranking member. As expected, John Kline (R-MN) will chair the House Education and Labor Committee and George Miller (D-CA) will be ranking member.

Child Nutrition Bill Passes Congress

Last week the House passed the Healthy, Hunger-Free Kids Act of 2010, which passed the Senate in August, and it now heads to the President for his signature. The goal of the bill is to improve children’s health and reduce childhood obesity nationwide by requiring school meals to meet new nutrition standards. The bill also gives the federal government the authority to apply nutritional standards to all food sold during the school day, including in vending machines, a la carte lines and other venues. There has been some concern that the new standards could impact CTE programs that sell student prepared food to raise money for their programs, but the bill does allow for an exemption for school-sponsored fundraisers that are approved by the school and are infrequent within the school.

By Nancy in Legislation
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Register Now for the 2010 NASDCTEc Fall Meeting

Friday, July 30th, 2010

NASDCTEc is excited to offer our Fall Meeting based on the theme Leading to Transform: Taking Us to Where We Should Be. CTE State Directors have asked for more professional development, and this meeting will provide engaging activities geared to enrich and strengthen leadership skills of  attendees. The Fall Meeting offers great opportunities for networking with colleagues and partners in the economic development, workforce development and education improvement communities. Full details are at www.careertech.org.

Where: The Fall Meeting will be at the Westin BWI Airport Hotel, 1110 Old Elkridge Landing Road, in Linthicum, MD 21090    443-577-2300   map

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Dates of meeting: October 25—October 27, 2010. The meeting will begin at 6 p.m. Monday, October 25 with an opening dinner session and meeting. The meeting will end at 1 p.m. Wednesday, October 27, after the closing luncheon. Online registration is open now.

Hotel accommodations: room rates are $120 per night plus applicable taxes. Please make your room reservations two ways: at the special State Directors reservations site; or you can call 866-225-0511 and ask for the ‘State Directors Rate’. Please note that the special priced group room reservation deadline is October 8, 2010. There are limited rooms available pre-and post-meeting. We hope to see you there!


By Ramona in Advance CTE Announcements, Meetings and Events
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The Love of Learning, Joy and Meaningful Work

Thursday, April 22nd, 2010

Joy – to “fill with ecstatic happiness, pleasure, or satisfaction.” freedictionary.com

Gladwell photoIs this a word you associate your work? How many students do you think characterize their experiences in the classroom as joyful? Yesterday, I had the great fortune of hearing Malcolm Gladwell speak at Apple’s Education Leadership Summit. He spoke about the necessity of creating the conditions under which students and workers can produce meaningful work. What constitutes meaningful work and why is it important?

Gladwell argues meaningful work is“one of the most important things we can impart to children.” Meaningful work requires curiosity and a love of learning. It requires driven passion that is derived from the sheer enjoyment of doing work you love, work you believe has meaning and work you believe has impact. Gladwell shared three necessary conditions for meaningful work to exist:

1. Autonomy –Meaningful work is work that is autonomous. Autonomy, while often characterized as independence, is really about empowerment. Empowerment to be in charge of your own destiny and to make decisions.

2. Complexity – Meaningful work is complex. People are motivated by work that is challenging, brain-stretching and hard-to-solve. The process of finding a solution to a complex challenge involves accessing information and partnering with others; it means trying and failing and having the persistence and passion to push forward and try again. Gladwell framed it as work that is “beautifully difficult.” What a powerful description!

3. Connectedness between effort and reward – Meaningful work requires there to be a relationship between effort and reward. People are motivated by daily progress and movement toward a goal. Getting up each morning and knowing you have another shot at the challenges that face you is exhilarating to those who have meaningful work. The connectedness between effort and reward encourages curiosity and experimentation. One who has meaningful work chases ideas with enthusiasm and seeks out new challenges.

In summary, meaningful work = motivated, dedicated, happy (joyful) employees who are reliable, innovative and successful.

I feel very fortunate to have the opportunity to do meaningful work each and every day. Do you? As leaders, what can you do to create an environment that promotes meaningful work?

By Kimberly Green in Research
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