Posts Tagged ‘professional development; mentoring’

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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NASDCTEc Spring Meeting: Cultivating Leaders: What Professional Development Opportunities Address this Need?

Tuesday, April 20th, 2010

Education programs can only be as good as the people who lead them. But cultivating those leaders – from administrators, teachers, guidance counselors and others – is no small task. Indeed, all of these individuals have varied needs, but all professional development resources must be at the least relevant, innovative and effective to charge these stakeholders with the ability and confidence to take the helms of the education system. At our Spring Meeting last month, we dedicated a dialogue session to Cultivating Future Leaders through professional development. Our attendees had an opportunity to not only participate in their own professional development, but also focus in on leadership development opportunities and examples that they could bring back to their home state.

Professional Development Opportunities: ACTE

Steve DeWitt, Senior Director of Public Policy at ACTE, presented attendees with an exciting new professional development opportunity created in partnership with the International Center for Leadership in Education (ICLE) and the Successful Practices Network: the Institute for 21st Century Leadership. The Institute is focused on bringing together core academics and career and technical education through exceptional leadership (see brochure).  

What challenges are we facing?

What are we doing to meet these challenges?

What is the developing structure of the program?

What are the primary goals?

Professional Development Model: Arizona, “Camp M&M”:

The work in Arizona, according to Milt Erickson, State Director of Arizona, is focused around eight functions throughout the year that culminate in a summer conference. At this conference, they have one day of professional development, affectionately coined “Camp M&M”. Last year, they offered 315 sessions for teachers and administrators.     

Note: in Arizona, they have established “option C”, which helps bring business and industry people into the classroom. Option C gives individuals with business and industry content knowledge three years to learn pedagogy while they teach and they can become certified.

Professional Development Model: Arkansas, “Career and Technical Leadership Institute”

When Perkins was reauthorized, “the stars aligned” for Arkansas to do many things they had wanted to do, said John Davidson, Deputy Director of Career and Technical Education. Now they had two ways to spend Perkins dollars:

  1. Programs that lead to high skill, high wage, high demand jobs (3 year period of putting money into a POS)
  2. A project that would meet an indicator.

Due to the second option, schools set aside $600,000 a year for a reserve fund to pay for the Career and Technical Leadership Institute. This program is a specific professional development leadership academy.

By Emma in Meetings and Events
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