Posts Tagged ‘PSCTE Fellowship’

Advancing Equity in CTE: Administrative Policy Review – An Assessment of Equitable Practices

Wednesday, August 16th, 2023

This is the final blog in a four-part series on the Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation (The Fellowship)

Overview  

The Carl D. Perkins Career and Technical Education Act (Perkins V*) includes provisions focused on providing access to and success in Career Technical Education (CTE) programs for members of special populations and subgroups, including major racial ethnic groups in each state. States are fulfilling these requirements in various ways. Below are a few examples of how states are applying an equity-minded lens to administrative policies and practices to improve CTE ecosystems by emphasizing equitable access to and learner performance in CTE programs. 

Ohio

Administration of a CTE program with an equity lens begins with ensuring all learners have meaningful access to and substantial engagement in high-quality CTE programming which requires making these actions a priority. Ohio has created and applied equity-minded leadership principles within several initiatives, leveraging funds and resources to provide local administrators with supports to develop and sustain equitable practices and policies. 

Indiana 

The application of equity-minded principles isn’t a one-time occurrence. It requires an ongoing systematic review of policies, practices and data to determine the effectiveness of the mitigating or transformational strategies being applied. Indiana engaged in this process by conducting a review of the CTE equity labs being offered in their state and using additional resources to measure goal attainment and to provide additional supports to local leaders. 

The state’s CTE team participated in equity lab debriefing sessions to improve their messaging on equity and access, awareness of using inclusive language and overall effectiveness of equity labs currently being offered with the assistance of the Great Lakes Equity Center. This work coincided with Indiana’s participation in the CTE Opportunity Gap Analysis Train-the-Trainer Workshop offered by Advance CTE. The workshop’s six months of community of practice monthly sessions conducted with nine states included completing one in-state workshop with workshop specific resources designed to support state leaders in examining their current policies and practices.

What’s Next

This blog series is a precursor to a forthcoming state CTE leadership pipeline toolkit due to be released in Fall 2023. The toolkit will provide a “plug and play” roadmap for states to use to create their own initiative to strengthen and diversify an equity-minded state leadership pipeline. The toolkit will draw upon Advance CTE’s experiences with facilitating the Fellowship and lift up vetted resources and techniques for states to apply. 

For additional support, check out Advance CTE’s resource Engaging Representatives of Learners with Special Population Status Through Perkins V.

*As amended by the Strengthening Career and Technical Education for the 21st Century Act

Dr. Kevin Johnson, Senior Advisor 

View previous blogs in this series:

Blog 1: Advancing Equity in CTE: Making the Case for Diverse Leadership Pipelines in Career Technical Education

Blog 2: Advancing Equity in CTE: A Review on the Current State of CTE Leadership Programs

Blog 3: Advancing Equity in CTE: The Equity-Minded Leadership Framework

 

By Layla Alagic in Advancing Equity in CTE
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Advancing Equity in CTE: Elevating the Knowledge of a New Generation of Leaders

Tuesday, August 8th, 2023

Advance CTE is excited to introduce a collection of briefs that feature the original research conducted by select Fellows from our inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship – Sponsored by ECMC Foundation (Fellowship). These briefs cover different topics within the CTE landscape and alignment with Advance CTE’s CTE Without Limits’ principles for advancing equitable, high-quality CTE programs for every learner. 

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. Through individualized supports, intentional networks and a real-world fellowship project, Advance CTE-ECMCF Fellows gain the skills and network to pursue leadership positions and advance high-quality, equitable state postsecondary CTE systems. The Real-World Project is a capstone of the Fellowship. By highlighting selected projects and citing Fellows’ research as contributions to the national CTE landscape, we aspire to elevate a new generation of CTE leaders. 

The first brief, Career and Technical Education and the Justice System: State Strategies to Improve Outcomes for Justice-Involved Learners in CTE Programs, features research from Fellows alumni Richard Crosby and Janelle Washington.

High-quality education opportunities for justice-involved learners have demonstrated a strong economic return; a study produced by the RAND Corporation found that, for every $1 invested in prison education programs, there is a $4-5 reduction in incarceration costs during the first three years post-release of a prisoner. Despite these benefits, only seven states are currently opting to allocate the maximum allowable amount of state leadership set-aside funds to improving outcomes for this population of learners. This brief offers actionable recommendations for state leaders to address systemic barriers through changes to funding, administrative and program quality policies to have a long-term and lasting reduction impact on recidivism.

 

The second brief, a Policy Review of the Impact of House Bill 444 on Career and Technical Agricultural Education Dual Enrollment at Technical College System of Georgia (TCSG) Institutions, highlights the research of Fellowship alumni Dr. Kristin Corkhill.

Dual enrollment is a popular education initiative that has contributed to increased postsecondary enrollment across the Technical College System of Georgia. These programs represent early opportunities for learners to gain industry-aligned skills and develop confidence and awareness of how to be successful in postsecondary programs and generate a highly skilled workforce pipeline to continue to grow the state’s economy. This brief offers recommendations for state leaders on how to continue to support improved enrollment trends.

 

The third brief, Non-Traditional Learner Participation in Postsecondary Career and Technical Education Programs features research by Fellowship alumni Jean Claude Mbomeda.

The non-traditional gender occupational divide weakens state economies by decreasing economic productivity and reducing diversity in decision-making. By creating gender parity in which “women participate in the labor force at the same rate as men, work the same number of hours as men, and are employed at the same levels as men across sectors,” the United States would see an estimated $4.3 trillion increase in the gross domestic product in 2025.1 Check out this brief to learn ways that state leaders can strengthen policies to ensure equitable access and outcomes for every learner and better meet the needs of the state’s economy and labor market. 

These briefs are the first part of the larger Building a Diverse Leadership Pipeline series, set to be released later this year, that aims to increase leadership stability and achieve more demographically representative state CTE leadership, by providing resources, tools and examples to help state leaders establish a talent pipeline and provide training, mentorship and opportunities for aspiring CTE leaders.

Amy Hodge, Membership & Policy Associate

By Layla Alagic in Advancing Equity in CTE
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Advancing Equity in CTE: A Review on the Current State of CTE Leadership Programs and Diversification Efforts

Tuesday, May 16th, 2023

This is the second in a series of four blogs about the Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation and offers a review of several states’ Career Technical Education (CTE) leadership training initiatives and current efforts to diversify the pool of qualified candidates, specific to racial diversity. 

In the first blog of this series, Advancing Equity in CTE: Making the Case for Diverse Leadership Pipelines in Career Technical Education, we shared data that highlighted the increase of diversity of learners in CTE programs and in comparison, the reality that state CTE leadership has remained mostly White, with approximately 13 percent of State CTE Directors identifying as non-White. As we seek to achieve a more demographically representative state CTE leadership, as called for in Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits), this blog reviews the state of the CTE leadership pipeline in three states – Pennsylvania, Texas and Ohio. These states can both serve as exemplars and a starting point to evaluate the needs of state CTE systems to create more robust and diverse talent pipelines. 

Overview

The current state of CTE leadership training programs vary based on state requirements to become a CTE administrator and how states and organizations without certification or licensure requirements decide to offer training opportunities. As of 2017 only 16 states require CTE administrators to attain a certification or licensure to teach at the secondary level.  In the postsecondary space, the number of institutions of higher learning offering coursework specific to administrating and leading a CTE program are consistently declining; just nine states offer formal preparation programs 1. Administrative training for CTE is increasingly being offered in the form of mentorship programs, contracted hybrid virtual training typically modules, conference workshops or training academies offered by state CTE agencies and CTE affiliated organizations. 

Pennsylvania

The state offers leadership training through centers supported by the Pennsylvania Department of Education (PDE) at three sites, the state’s eastern site is located at Temple University, the central site is located at Penn State University and the western site is located at Indiana University of Pennsylvania. The programs offer a CTE Director’s Certificate for grades 7-12 which can be completed in two years and a Master of Education degree option in a virtual setting with a window of completion of two to three years. Additional or alternative training in the form of mentorship programs and conference workshops is also available through the Pennsylvania Department of Education Bureau of Career and Technical Education (BCTE) and the Pennsylvania Association for Career and Technical Administrators (PACTA). These efforts are bolstered by the requirement as mandated by the Pennsylvania Legislature and facilitated through the PA Inspired Leadership (PIL) Program for a CTE administrator to complete a certification process, Praxis Series School Leaders Licensure Assessment. A recent effort to establish CTE leadership standards is the development of a set of knowledge and skill core competencies (KSCC) resulting from the triangulated research conducted at Penn State University 2. The core competencies addressed are:

To date, the PDE has requested alignment between the research-developed KSCCs and the CTE Director Certificate offered in Pennsylvania. 

Texas

Secondary CTE administrator training in Texas is offered by the Texas Education Agency (TEA) and the Career & Technical Association of Texas (CTAT). The New CTE Administrator and Counselor Sessions, professional training modules provided to local education agencies by the TEA at no cost, focuses on preparing administrators to develop CTE systems aligned to the state’s college, career and military readiness (CCMR) standards ensuring access and equity in CTE programming. The NextGen Administrators, training designed for mid-level administrators such as CTE coordinators, specialists and instructional coaches with less than five years of experience, is a virtual option offered by CTAT with aspiring leaders meeting on a monthly basis for 13 months. The program explicitly lists as session topics Terminology and Best Practices in Cultural Diversity and Differentiated Instruction for Special Populations. The state agency no cost training was provided through the use of the state’s Carl D. Perkins Act leadership funds. 

Ohio

The Ohio Association for Career and Technical Education supports CTE administrators for secondary and postsecondary leadership through the Byrl R. Shoemaker CTE Institute. A one-year hybrid program which includes beginning and ending with a legislative seminar, site visits to secondary LEAs and local higher education institutions, conference attendance, networking opportunities with local and state leaders and the completion of a team project.  

Diversification of the CTE Talent Pipeline

While the states reviewed do not specifically outline a process to recruit diverse aspiring CTE administrators, leadership pipeline training opportunities are accessible and prominently featured on state and CTE support organizations’ websites. As identified in the first blog of this series and in alignment with CTE Without Limits Principle 2, the nation’s rapidly changing demographics create a sense of urgency related to the intentional recruitment of diverse leaders into the currently limited administrator pipelines available to CTE professionals. 

In the next blog in this series, we will explore how state CTE leaders can (and why they should) lead with an equity lens. To learn more about the need for equity in CTE, visit Making Good on the Promise: Understanding the Equity Challenge in CTE in the Advance CTE Resource Center.

Read the full blog series

Blog 1: Advancing Equity in CTE: Making the Case for Diverse Leadership Pipelines in Career Technical Education

Blog 3: Advancing Equity in CTE: The Equity-Minded Leadership Framework

Blog 4: Advancing Equity in CTE: Administrative Policy Review – An Assessment of Equitable Practices

Dr. Kevin Johnson, Sr., Senior Advisor

By Jodi Langellotti in Achieving Equitable and Inclusive CTE, Advancing Equity in CTE
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The Postsecondary State CTE Leaders Fellowship is Where You Belong

Thursday, March 10th, 2022

The Postsecondary State CTE Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation is intended to build a talent pipeline of state-level postsecondary Career Technical Education (CTE) leaders fiercely committed to creating an accessible and racially just postsecondary state CTE system. Through the Fellowship, each Advance CTE – ECMCF Fellow will gain an understanding of effective policies and practices for improving postsecondary CTE outcomes and how to scale those policies and practices statewide. They will come to understand their strengths as a leader and how to leverage those strengths to influence their respective postsecondary state CTE systems to be more effective and equitable. Fellows will build confidence, visibility and a national network that they can rely on during and after the Fellowship. After completing the Fellowship, Fellows will be better positioned for postsecondary state CTE leadership roles such as State CTE Director, state-level leaders and institutional leaders. 

Does this sound like you? We hope so!

The application period for the 2022-2023 cohort is now open through 5 p.m. EDT on March 31, 2022. Before applying, read over our frequently asked questions (FAQs) and register to attend an information session to ask any questions in real-time. 

FAQs 

  1. How many Fellows will be selected for the 2022-2023 cohort? 

Fifteen Fellows will be selected for the 2022-2023 cohort. We have a goal for the majority of participating Fellows to be professionals of color.

  1. Do applicants need previous experience in postsecondary state CTE? 

No. Experience in postsecondary state CTE is not required. However, this Fellowship is not designed for those who are newly entering the CTE profession or exclusively seeking professional development to improve secondary dual enrollment programs. A strong background in delivering, supporting or designing CTE programs is required to be eligible to apply. This experience can cover a broad range of fields: 

  1. Is previous leadership experience required to apply? 

Current and aspiring postsecondary state CTE leaders are encouraged to apply. However, the Fellowship is not designed for those who are new to CTE or have limited years of service in CTE.

  1. When does the Fellowship begin and end? 

The Fellowship will begin September 2022 and will end November 2023. 

  1. In what format will Fellowship events be held? 

Workshops and coaching will be conducted virtually. Participants will be offered the opportunity to meet in person in Spring 2023 at Advance CTE’s annual meeting and will be required to meet in-person at the ECMC Foundation convening of Fellows held annually. Partial or full compensation for travel will be provided for all in-person events. 

  1. How much time will the Fellowship take?

Advance CTE anticipates that Fellows will spend up to 10 hours per month working on Fellowship-related responsibilities. The Fellowship’s curriculum includes eight, half-day virtual workshops that include pre-and post-work for each workshop. Fellows will be expected to work on a real-world project throughout the duration of the Fellowship. Additionally, Fellows will schedule monthly coaching sessions with their assigned coach.

  1. Who is providing input on the curriculum? 

A National Advisory Committee consisting of national organizations, state-level institutions and eight CTE leaders of color provide input on Fellowship curriculum, promotion, and recruitment and evaluation of outcome. The Fellowship is designed and facilitated by Advance CTE with support from Education Strategy Group (ESG) and draws upon national partners to enhance and support the curriculum design, content and delivery. 

  1. How long are the workshops? 

Each workshop will be conducted virtually, from 1 – 5 p.m. ET during the business week. Applicants will need to receive approval from their supervisor to participate in this Fellowship during work hours. 

Dr. Kevin Johnson, Senior Advisor

By admin in CTE Without Limits, Uncategorized
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Getting to Know the Advance CTE – ECMCF Fellows

Wednesday, February 9th, 2022

In November, Advance CTE and ECMC Foundation announced the inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE – ECMCF Fellows include representation across multiple demographic categories which emphasizes the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps, and removes equity barriers to postsecondary leadership advancement. 

Over the past few months, this blog series introduced each Fellow participating in the inaugural cohort of emerging leaders from 12 states, including 13 professionals of color.


Dr. La-Tonya Dixon (Alabama) has deep experience in CTE and served in leadership positions in the food production industry before transitioning to higher education, where she currently serves as an Assistant Professor in Nutrition and Hospitality Management at Alabama A&M University. She received a bachelor’s degree from Oakwood University, and a master’s degree and a doctorate in Food Science and Technology from Alabama A&M University.

 

 

Raymond James (South Carolina) is a veteran of the United States Army, and currently serves as Department Head for machine learning at Greenville Technical School in Greenville, South Carolina. James earned an associate degree in General Engineering Technology at Tri-County Technical College and a bachelor’s degree in Business Administration from Kaplan University.

 

 

 

 

Rich Crosby (Texas) is a product of CTE, with over a decade of postsecondary instruction experience. Crosby currently serves as a drafting instructor at Trinity Valley Community College in the Correctional Education Division. He earned his bachelor’s degree in Industrial Technology and a master’s degree in Human Resource Development from the University of Texas at Tyler.

 

 

 


 

Click here to learn more about the Fellowship and each Fellow.

Brittany Cannady, Senior Associate Digital Media

By admin in Uncategorized
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Getting to Know the Advance CTE – ECMCF Fellows

Wednesday, January 26th, 2022

In November, Advance CTE and ECMC Foundation announced the inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE – ECMCF Fellows include representation across multiple demographic categories which emphasizes the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps, and removes equity barriers to postsecondary leadership advancement.

Over the next few months, this blog series will introduce each Fellow participating in the inaugural cohort of emerging leaders from 12 states, including 13 professionals of color.


Jean Claude Mbomeda (California) has over a decade of experience as a data and program coordinator at postsecondary institutions, and currently serves as Perkins Program Lead for the Workforce and Economic Development division at the California Community Colleges, Chancellor Office.  He earned master’s degrees in Information Technology and Economic Planning and Development from American Intercontinental University and the United Nations Institute of Economic and Development, respectively.

 

Justin Chin (Oregon) has two decades of experience in education as an instructor and student and career support specialist at the secondary and postsecondary level, and currently serves as Director of High School Connections at Lane Community College in Eugene, Oregon. He received a bachelor’s degree in English and master’s degree in Education from Western Oregon University. He is a current Governor’s appointee to the Eastern Oregon Regional Economic Recovery Council and serves as Vice Chair for Oregon Humanities.

 

Dr. Kristin Corkhill (Georgia) has over a decade of program support and partnership experience in secondary and postsecondary education, and currently serves as Director of High School Initiatives at Georgia Piedmont Technical College. A dual-enrollment graduate, she earned a bachelor’s and master’s degree in History from the University of Florida and a doctorate in Leadership and Learning in Organizations from Vanderbilt University.

 

 


Click here to learn more about the Fellowship and each Fellow.

Brittany Cannady, Senior Associate Digital Media

By admin in Uncategorized
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Getting to Know the Advance CTE – ECMCF Fellows

Tuesday, January 4th, 2022

In November, Advance CTE and ECMC Foundation announced the inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE – ECMCF Fellows include representation across multiple demographic categories which emphasizes the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps, and removes equity barriers to postsecondary leadership advancement. 

Over the next few months, this blog series will introduce each Fellow participating in the inaugural cohort of emerging leaders from 12 states, including 13 professionals of color.


 

Donald Walker (Michigan) has over three decades of experience in broadcast and digital media production and education, and currently serves as Director of Multimedia at the Detroit School of Arts in Detroit, Michigan. He earned multiple credentials from the Specs Howard School of Media Arts, a bachelor’s degree in Communications from the University of Detroit-Mercy and a master’s degree in Business Administration from the University of Phoenix.

 

 

 

Heather Covington (North Carolina) began her CTE journey as a National Board Certified business and marketing instructor and career development coordinator, and currently serves as Assistant Principal at Alston Ridge Middle School in Cary, North Carolina. She is a first-generation graduate with bachelor’s and master’s degrees in Information Technology and Business Education  from East Carolina University, an Education specialist degree from Old Dominion University, and  two master’s degrees in Instructional Technology and School Administration from North Carolina State University and University of North Carolina, respectively. 

 

Janelle Washington (Illinois) previously held multiple positions in the criminal justice system prior to pursuing a career in higher education, and currently serves as a Director for Career and Technical Education at the Illinois Community College Board. She earned her bachelor’s degree in Criminal Justice from Southern Illinois University at Edwardsville and master’s degrees in Public Administration and College Student Personnel Administration from University of Illinois Springfield and Illinois State University, respectively.

 

 


Click here to learn more about the Fellowship and each Fellow.

Brittany Cannady, Senior Associate Digital Media 

 

By admin in Uncategorized
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Getting to Know the Advance CTE – ECMCF Fellows

Thursday, December 16th, 2021

In November, Advance CTE and ECMC Foundation announced the inaugural cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE – ECMCF Fellows include representation across multiple demographic categories which emphasizes the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

Over the next few months, this blog series will introduce each Fellow who represents 12 states and are 13 professionals of color.


 

Carlos Lopez (Colorado) has over a decade of experience as an instructor, program coordinator and academic advisor at secondary and postsecondary institutions focused on historically marginalized learners. Carlos currently serves as the Associate Dean for the College of Health Sciences and Administration at Emily Griffith Technical College. They earned a bachelor’s degree in Psychology from Metropolitan State University of Denver and master’s degrees in Liberal Arts and Education Leadership and Policy Studies, Higher Education from St. John’s College – Santa Fe and University of Texas – San Antonio, respectively.

 

Curtis Scales (Arkansas) began his career in management training in the healthcare industry and translated his passion for wellness and supporting underserved populations into a career in education. He currently serves as the Program Manager for Special Populations at the Arkansas Department of Education. He earned a bachelor’s degree in Recreation Administration from the University of Arkansas, and master’s degrees in Management and Leadership and Human Resource Management from Webster University.

 

 

Dr. Dimitria Harding (Minnesota) has over 15 years of experience in the CTE field working as a cytotechnologist before pursuing a career in higher education. Dr. Harding currently serves as a Dean of Health Sciences and Career and Technical Education at Minnesota State College. She received a bachelor’s degree in Health Science and a master’s degree in Community Health from Old Dominion University, and a doctorate in Organizational Leadership.

 

 

 


Click here to learn more about the Fellowship and each Fellow.

Brittany Cannady, Senior Associate Digital Media

By admin in Uncategorized
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