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ECMCF Fellow Feature: Danny Sandoval

October 27th, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance CTE’s second cohort of Postsecondary State CTE Leaders Fellows. ECMCF Fellow Danny Sandoval (CO) is already applying the skills he’s acquired in the Fellowship to build his team in meaningful ways.

Tell me more about your journey to the Fellowship.

When I first saw the Fellowship advertised, I dismissed it because I wasn’t confident that I was the type of candidate they were looking for. Shortly after, I had a colleague at my institution share it with me, and then I had another colleague who had participated in the first cohort of the Fellowship reach out to try and recruit me. After talking with him, I decided to attend the information session with Dr. Johnson and that was the final nudge I needed to submit my application.

My initial hesitation was due in part to the fact that I didn’t feel like I had enough Career Technical Education (CTE) experience to be considered a good fit for the program. I’d done adjacent work with CTE programs but at that point, I hadn’t worked in CTE, but the Fellowship has allowed me to leverage this experience and it’s been great. 

What skills or areas have you experienced the most growth in the program? 

I have learned a lot about the operational aspects of CTE, meaning the governance structures, program operation and funding. It’s almost like a conveyor belt humming along under postsecondary that is always moving, so understanding the policies and practices and building a knowledge base of CTE’s significance in the history of our country has been a huge piece for me. Through the Fellowship, I’ve gotten a national perspective of CTE, and how it looks in different states, and I’ve been able to zero in to gain a better understanding of the way programs are organized and interact with industry partners in my own state. This has definitely been an area where I feel like I’ve experienced significant growth over the past year.

Throughout my career, I’ve done a lot of work where I’ve partnered with different industries or different organizations outside of education. It wasn’t until this Fellowship that I made the connection that this work of partnering has been CTE work. Being able to name it and being able to see that my own career journey has also been like a CTE journey has been really reaffirming. Last year, our Pathways Conference in Colorado brought Joel Vargas who was one of the authors of Jobs for the Future’s (JFF) “The Big Blur” report, and his presentation really resonated with me. It is important for people to see that CTE doesn’t have to live in a separate box.  

Have you been tapped for new or more advanced roles within your organization as a result of your experience in the Fellowship?

I started a brand new job in the summer of 2020, and it was the first time in my career that I was required to get a CTE license for my role. Taking the steps to maintain my licensure and then continue to elevate my license for professional advancement was a crash course into the world of CTE. This was a brand new position, and the staff didn’t have a plan for what this was going to look like, but I’ve made a lot of connections from hopping into the different professional networks. Fast forward to the present day and I’m now overseeing a team of five people and preparing to hire two more. I went from having almost no budget to being awarded 2.8 million dollars for competitive grants I’ve written. I’m managing multiple grant initiatives and programs and collaborating with external partners to continue to develop additional systems. I’m directly applying the skills and knowledge gained through the Fellowship to execute my vision for my department and even my hiring practices. I’ve been able to see the ways that I can tap the diverse talent in my community. Without the Fellowship, I don’t think I’d have as much clarity around this vision.

When asked about how I’ve managed to acquire these grants, I just say that it comes down to the clear commitment our office has to upskilling and reskilling people of color in our community. We know exactly how to leverage these funds to bring enhanced experiences and opportunities to disadvantaged populations. Marginalized populations can encounter issues – falling flat in leadership roles, or encountering other barriers that keep the momentum from building. The plateau is by design. In order to fight back against that, I have taken the confidence built by the Fellowship and applied these skills to this work. There’s a real purpose driving our implementation and the Fellowship was very instrumental in helping to establish and refine that vision to keep it focused so we aren’t tempted to deviate from it.

How has your experience in the fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

I feel like the skills I’ve developed through the Fellowship have prepared me for a lot of different roles and expanded my understanding of what type of opportunities would align with my interests.

I’ve been able to attend different conferences in my state and talk with leaders to learn more about their roles in the state CTE landscape. This fellowship has opened doors for me to meet people across the state and beyond and helped me reframe my thinking about what my career trajectory might be. I’ve been able to build up my current role and that momentum excites me. As I continue to build my network by interacting with different folks in state leadership, industry and those working on national initiatives, I feel like the next step will present itself when the time is right.

How has the Fellowship expanded your network?

The Fellowship has expanded my network in a few important ways. I’ve learned a lot from my cohort-mates, attending conferences and hearing from guest speakers during the workshops. I’ve also been able to join Advance CTE’s Kitchen Cabinet on Apprenticeships. This group is advising national policy and it has been a fascinating experience. I’ve been working with my mentor Sonja Wright-McMurray, and I’ve also been able to connect with Dr. Laura Maldonado at Advance CTE. The network is limitless. 

You can contact Danny at [email protected]. 

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ECMCF Fellow Feature: Jomarie Coloriano

October 27th, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance CTE’s second cohort of Postsecondary State CTE Leaders Fellows. ECMCF Fellow Jomarie Coloriano (WI) is using her new position to design and implement policies that are already improving outcomes for learners in her community.

Tell me more about your journey to the Fellowship.

I would describe my journey to the Fellowship as a happy accident, but one that has been profoundly meaningful. An email about the Fellowship came across my inbox, and it was at a time in my life when I was seeking opportunities to further challenge myself within Career Technical Education (CTE). I went to the website to learn more about the experiences of the first cohort, but I didn’t think I’d had enough relevant experience to be a competitive candidate for the second cohort. I was elated when I received my offer to join the Fellowship, but was immediately anxious about balancing working full-time, my doctoral coursework and this Fellowship. Looking back now, I am so thankful that I took the leap to apply and accept my offer. Being able to connect with so many other professionals who share my passion for this work is proof that I am in the right place at the right time. Learning from national leaders during workshops or at convenings and having critical discussions within our own cohort of Fellows has been invaluable. I think it requires a lot of courage to show up for these conversations, especially for those who are doing this work in states hostile to topics of equity.

I’ve also been able to reflect on how my experience of balancing working full time, my doctoral coursework and navigating the Fellowship reflects the reality our learners have as well when we think about CTE. I know this work is important and answering the call to make an impact for learners should be considered as an issue of national [economic] security. Without a skilled workforce to meet the demands of a changing economy, we’re leaving gaps that will have an adverse impact on generations to come. 

What skills or areas have you experienced the most growth in the program? 

Prior to this Fellowship, I would classify myself as an “emerging data embracer” but I don’t think I was informed at the level that I needed to be. This Fellowship has provided the space and opportunity for me to develop the skills to approach data with an equity lens. Becoming data literate to inform our practices and our work is important as these skills allow us to present a more complete story, and without this, you would not have the entire picture of why we’re seeing certain programs and outcomes. An institution or program is only as strong as the learner with the greatest need, and we cannot allow ourselves to ignore these gaps. 

I also had the opportunity to identify other blind spots in my abilities through our workshops and working closely with my coach.

Have you been tapped for new or more advanced roles within your organization as a result of your experience in the Fellowship? 

I began the Fellowship as a student support specialist for the multicultural program. In this role, I handled case management for our first-generation college students, multicultural program students, and students from immigrant backgrounds whether they’re DACA or recent arrivals to the U.S. Through the Fellowship, I’ve built the confidence and become more informed about CTE and as a result, I applied and was selected to be the Director of Inclusive Excellence. In this role, I oversee the complete suite of student supports offered by my institution, expanding the populations of learners that I support to include veterans, single parents, non-traditional occupations and the mentoring program. Without the Fellowship, I don’t think I would have had the requisite skills to be invited into these spaces to have a larger impact.

I am more confident talking about policy and strategic implementation, identifying friction points for students and developing relationships with internal stakeholders across different departments. Within my institution, I co-led the development of a policy to support learners with limited English proficiency. From there, we went on the develop a language access plan which allowed us to provide accountability for the implementation of this policy. We worked closely with other departments across campus to better understand the climate for learners with limited language proficiency. This work has been fast-tracked after presenting our work to the Wisconsin Technical College System and we’ve received requests for other institutions wanting to replicate our work on their campuses as well as external nonprofit organizations looking to partner with us. 

How has your experience in the fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

The Fellowship has afforded me the opportunity to look at CTE beyond my institution. The collaboration that happens across Wisconsin’s technical colleges is certainly a bright spot and having these touch points has allowed me to look at CTE through a regional lens and the Fellowship has provided a national context as well.

Embracing data literacy and being more data-informed in my approach to this work has shown me how to be a truth seeker and listen to the learners and constituents of our institution. This Fellowship has pushed me to ask more critical questions and challenge the status quo to understand how to find alternative solutions. I’m asking myself what it truly means to be an advocate for CTE and how to ensure our policies and practices align with this vision. 

How has the Fellowship expanded your network? 

The Fellowship has expanded my network in a number of meaningful ways. My relationship with my mentor has been incredible! At first, I was worried that it would feel transactional or based on checking a box for compliance’s sake, but Dr. Jeanne Arnold is amazing. As a mentor, she is highly supportive and highly encouraging, and our conversations are not limited to CTE. We’re looking at things in an intersectional way to understand how social work and social work policy impact CTE. I also appreciate the wealth of knowledge that is in the network of Fellows. This network with cross-functional dialogues allows us to look at problems in more complex ways and meeting members of the other ECMC Fellowships at the convening was very meaningful.

Have you discovered new opportunities for what a role in postsecondary CTE could look like/the responsibilities of such a position?

My new role as the Director of Inclusive Excellence is new to the college, and so I’m exploring how this position might evolve especially as I continue to build relationships with external partners. I want to consider the scope of this work beyond my institution to better understand how to bridge the gaps for the learner populations my office supports and help them navigate basic needs issues. 

My ideal role is one where I am able to shape policy and work closely with the implementation of that policy to ensure that it has the intended impact. My current position allows me to explore this space and I recently pitched an idea of developing a literacy program to our institutional research team. Last week was the launch of the project and I was pleased to see the number of people in attendance representing cross-functional areas. Our IR team developed the curriculum and the idea is that this would operate as a pop-up where folks can come and interact on demand. I really enjoy being at the college and being able to level set and bring everybody together to positively impact student success and have a sense of belonging and meaningful experiences. Through these efforts, we’re able to develop a common language to create impact and move it forward in sustainable ways.

You can contact Jomarie at [email protected].   

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Achieving Inclusive CTE: Early Achievements and Upcoming Opportunities to Support Inclusive CTE

October 11th, 2023

In 2022, Advance CTE and Education Strategy Group, through the New Skills ready network initiative, released the Achieving Inclusive CTE Goal-Setting Tool (AICTE). This tool adds a new resource to the data toolbox for state and local CTE and career pathways leaders to assess learner group data. The goal-setting tool enables leaders to analyze CTE learner group data in comparison to the broader student population. The purpose of the tool is to support leaders with their efforts to recruit, engage and support underrepresented learner groups to increase access to high-quality Career Technical Education (CTE) programs and career pathways. 

Over the past six months, four states, Alabama, Indiana, Louisiana and Utah, have participated in a technical assistance cohort to leverage the AICTE Goal-Setting Tool to evaluate the inclusivity of their system and establish goals to improve equitable access and outcomes for learner populations in their states. The cohort of technical assistance included two workshop sessions to review the tool and its analyses; ongoing support and coaching calls with each state team to guide the use of the tool in their states; and two Communities of Practice sessions to share promising solutions and discuss shared challenges. The two states that completed the pilot of the Goal-Setting Tool, Colorado and South Carolina, were also invited to attend the Communities of Practice sessions.

Lessons Learned

Over the course of the technical assistance cohort, key themes and lessons learned emerged from the states using the Achieving Inclusive CTE Goal-Setting Tool:

  • The Achieving Inclusive CTE Goal-Setting Tool Supports Perkins Performance Indicators;
  • The Achieving Inclusive CTE Goal-Setting Tool is a Strong Companion in the Comprehensive Local Needs Assessment Process; and
  • The Achieving Inclusive Goal-Setting Tool Supports Data Tools Alignment.

Continue reading for detailed information on the lessons learned and examples from the states who participated.

The Achieving Inclusive CTE Goal-Setting Tool Supports Perkins Performance Indicators: The AICTE Goal-Setting Tool analyzes data for 11 indicators across all learner populations. This level of analysis includes gender, race and ethnicity and special populations (English learners, Migrant learners, Economically Disadvantaged and Learners with disabilities). The disaggregated design of the Goal-Setting Tool supports users in drilling down specific areas for improvement and support. Utah is utilizing the tool to support one of its Perkins performance indicators: nontraditional participation. With the help of the AICTE Goal-Setting Tool, the team will leverage the data analysis to identify areas where their state and local leaders can make a greater impact to increase nontraditional participation and understand if the adjusted performance targets the state has set are reasonable to achieve.

As the team works towards achieving its Perkins performance goals, the Utah team will also conduct a state-level analysis of nontraditional participation for multiple years to compare the data and identify any changes in the groups over time. Additionally, the state team plans to conduct training to support local leaders with the use of the Goal-Setting Tool and allow them to enter their own data to identify opportunities for a more inclusive CTE system. The team will provide this training to local CTE leaders during the winter months of 2023 and will align the Goal-Setting Tool with their Opportunity Gap Analysis workbook and data.

With the assistance of the Goal-Setting Tool, the team shared that the greatest benefit is having more insightful data analysis in conjunction with their Opportunity Gap Analysis. According to the team, using the tools together offers a greater understanding of the CTE system and areas where learners need to be recruited, supported or engaged. 

The Achieving Inclusive CTE Goal-Setting Tool is a Strong Companion in the Comprehensive Local Needs Assessment Process: One of the many use cases for the Goal-Setting Tool is the examination of equity and disaggregated learner performance data as part of the Perkins V Comprehensive Local Needs Assessment (CLNA). The Goal-Setting Tool takes a deeper dive into the CTE continuum to identify priority areas for Perkins plans. The team in Indiana is taking full advantage of the Goal-Setting Tool with their CLNA process by planning to include training on the use of the goal-setting tool in their next round of Equity Labs. Equity Labs are regional sessions held across the state to share the importance of equity and inclusivity in CTE programs and career pathways. 

The Goal-Setting Tool will support Indiana’s CLNA process by providing a tool to facilitate a deep dive into each district’s data. The state team plans to supply regional and district CTE leaders with the Achieving Inclusive CTE Goal-Setting Tool to analyze data, set a goal to increase equity and inclusivity and implement a practical strategy to achieve the goal. 

To use the Goal-Setting Tool to its full potential in Indiana’s CLNA process, the team plans to provide local CTE leaders with ongoing support and opportunities for follow-up to ensure locals are leveraging root-cause analysis to better understand data trends. The state plans to leverage the tool for continuous monitoring of the practical strategies and interventions deployed to create a more equitable and inclusive CTE system.

The Achieving Inclusive Goal-Setting Tool Supports Data Tools Alignment: Each state selected to participate in the pilot and technical assistance cohort previously completed the Opportunity Gap Analysis Train-the-Trainer workshop, a workshop that prepares CTE leaders to provide comprehensive training on the importance of equitable access to high-quality CTE, demonstrates how to conduct a percentage point gap analysis to identify gaps among learner groups including race and ethnicity, gender and special populations and conducting a root-cause analysis to understand the implications on the data.

The AICTE Goal-Setting Tool is the next phase of data analysis work to support inclusive and equitable CTE systems: analyzing the current representation of learners in CTE programs compared to the learners that could be engaged, recruited and/or supported in CTE and setting goals to achieve a more equitable system. 

While these tools complement each other in their analyses and findings, participants using the tools identified the importance and value of ensuring the two tools work together and clearly communicating the alignment of the tools to their local-level CTE leaders and practitioners. Colorado is making progress leveraging both tools with their local-level CTE leaders and practitioners. To support the local-level use of the tools, the Colorado state agency provided the Opportunity Gap Analysis dashboard to their local-level teams. Then it provided guidance on using the AICTE Goal-Setting Tool. By leveraging the two tools together, locals were able to identify opportunity gaps in CTE enrollment and then further drill down on equitable access and inclusivity in every stage of the CTE continuum across specific CTE programs using CIP code-level data. Conducting analysis with CIP code-level data allows districts within a state an opportunity to identify where they have gaps. As districts continue to leverage both tools, they can work collaboratively with industry partners to expand access to CTE career pathway programs and work-based learning opportunities. 

To ensure alignment between the tools, the Colorado team launched both tools to every district and consortia to review regional data to account for small n-sizes. The Colorado team has held several sessions on data quality and interpreting the data dashboards. These sessions include guidance and support to identify trends in the data. The state team continues to offer support sessions and office hours to discuss all data-related issues.

As the team looks ahead, they plan to leverage the two tools in their Perkins state plan revisions. The team will begin regional meetings for the Comprehensive Local Needs Assessment (CLNA) to gather input for the state plan to ensure it includes robust and diverse perspectives especially when setting state performance targets. The state team will set Perkins performance targets leveraging both the Opportunity Gap Analysis dashboard and the AICTE Goal-Setting Tool. 

Looking Ahead

The Achieving Inclusive CTE Goal-Setting Tool is a strong data analysis tool for CTE leaders and Advance CTE is committed to supporting states with the use of the tool to achieve more inclusive and equitable CTE systems. In the coming months, Advance CTE will launch a second round of technical assistance to guide participants through the use of the tool, provide individualized coaching and support for states using the tool and elevate the promising approaches and successes from the use of the tool. To learn more about this cohort of technical assistance and apply, please visit this form. 

If you have any questions about the Achieving Inclusive CTE Goal-Setting Tool or the upcoming technical assistance cohort, please contact Haley Wing, Senior Policy Associate, Advance CTE at [email protected]. 

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ECMCF Fellow Feature: Yolanda Flores

September 29th, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance CTE’s second cohort of Postsecondary State CTE Leaders Fellows. In our interview with ECMCF Fellow Yolanda Flores (FL), she talked about how she’s already leveraging what she learned in the Fellowship to create more cohesive and industry-aligned programs.

Tell me more about your journey to the Fellowship.

I discovered the Fellowship by accident. The Florida Association for Career and Technical Education included the call for applicants in an email, and as someone who is constantly searching for opportunities to grow my skills to serve my students, I was immediately interested. I met Dr. Kevin Johnson during the informational webinar, and I felt like the Fellowship’s focus and curriculum topics were aligned with my professional goals.

What skills or areas have you experienced the most growth in the program? 

The number one thing that I’ve learned is the value of mentorship and working with my coach. Advance CTE staff provided some suggestions for our monthly meetings, such as sharing updates on the real-world project and the workshop topics, but then my coach and I would also talk about things that are going on outside of the Fellowship and the work that my coach is doing. In a lot of ways, we were able to bounce ideas off each other and this thought partnership has been critical in my professional development. 

This relationship also allowed me to travel to Seattle for Jobs for the Future’s convening. All of the attendees and participating organizations were exploring different models of career pathways. I discovered an apprenticeship model that operates as a third-party entity, coordinating the various providers involved with implementing the program. This model was developed to be very flexible and prioritized accessibility for all students. I walked away feeling inspired with knowledge about how I can recreate and replicate these best practices for my students back in Collier County.  

How has your experience in the Fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

The national focus of this Fellowship has been incredibly valuable. I’m learning an immense amount during workshops from leaders from across the nation and the perspectives of my colleagues in the Fellowship. I am eager to take this momentum and find additional opportunities to leverage my experience in a way that continues to make a meaningful impact for learners. Coming from the district level, this experience and knowledge are crucial because, without it, I’m worried that I would not be considered for more advanced roles.

I’ve set up my LLC, Workforce Wise Solutions, to take on additional consulting work to continue to develop my skills and build my portfolio of work. I am working closely with the Florida Institute for Professional Development for Adult Educators. This work is closely aligned with my real-world project topic, of increasing access to CTE for adult learners particularly those for whom English is not their first language.

The topic of my real-world project is about increasing access to high-wage, high-skill, in-demand CTE career pathways in manufacturing for adult education participants. Through my project, I’ve been able to engage more with the Workforce Innovation and Opportunity Act (WIOA), Perkins and Florida Blueprint 2030 and understand how adult education programs interact in these spaces. I’ve been able to review our Perkins data, which includes data on our underserved populations and English for Speakers of Other Languages population, and the progress that we’re making in supporting these learners as they transition from adult education to CTE programs. I coordinated a professional development group where staff from the CTE programs, adult education, and business partners came together to learn about how they could better align their programs. As a result of this process, I was able to write a grant proposal that identified the ways in which our local providers are prepared to work and design their programs in alignment with industry needs. My proposal for this Equitable Pipeline Grant would allow us to propose a manufacturing IET, integrated education and training program. This program will then help prepare our adult education learners with a foundation for understanding manufacturing concepts with the goal of eventually transitioning into one of our full-time programs or going into a position where they can be upskilled. I did receive the Equitable Pipeline Grant for $122,000 and another $60,000 to provide scholarships to adult education students enrolled in Nursing Assistant and ParaPro.

Another benefit of this Fellowship has been learning more about the wealth of organizations that exist in this space and the work they’re engaged in around CTE. I would love to learn more about best practices for communicating the findings from this work to local practitioners. How can we, as directors or program leaders, ensure that our programs are being developed with the knowledge of what has worked elsewhere. Building this awareness is a huge opportunity to lean in, and I believe the impact could be significant.

How has the Fellowship expanded your network? 

I have a great group of Fellows that are helpful for bouncing ideas off each other. Also, I’ve found that the assigned accountability buddies have given us permission to reach out and have conversations about our work and the challenges we might be experiencing. My buddy has been a source of encouragement, and I’m not sure we would have independently taken steps to make those connections. 

I’ve also enjoyed the relationship and support I’ve received from the Advance CTE staff. Dr. Stephanie Perkins’ feedback has been so helpful and available to meet as needed for additional support to complete my real-world project. 

The opportunities to engage with state leaders and national organizations have been great. I’m eager to take advantage of these platforms, such as the ECMCF Convening in Denver, to elevate my work. 

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ECMCF Fellow Feature: Davil Jackson

September 29th, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance CTE’s second cohort of Postsecondary State Career Technical Education (CTE) Leaders Fellows. ECMCF Fellow Davil Jackson (CA) is passionate about connecting learners with the tools and resources they need to make the most informed decisions about their futures.

Tell me more about your journey to the Fellowship. 

I’ve been working in employment and workforce development before I was fully aware of the terminology for this work. I’m drawn to this work because I have a passion for connecting people with resources and tools that they need to find employment. I first started working in New York at an employment development agency that specialized in medical field careers. A lot of the work was supporting 18 to 24-year-olds and individuals who had just been released from prison. After moving back to California, I was hired to coordinate a construction pre-apprenticeship program and eventually took on a role working with high school students as a career readiness specialist for a Regional Occupational Program (ROP) program. In this role, I learned more about the benefits of CTE. 

I discovered this Fellowship when a mentor share the application with me, and I saw an opportunity to advance my knowledge of CTE and become a more effective resource for my community.

What skills or areas have you experienced the most growth in the program? 

I have seen a lot of growth in my ability to engage with research and data analysis. This Fellowship has given me the opportunity to see how policy and research interact with practice, and as someone working locally with learners, this was an important piece of my development. Using data to tell a story and validate the need for change in policies impacting CTE will allow me to increase the impact that I’m having on my community.

Working directly with learners and local programs, I have a clear understanding of the barriers that currently exist. With this additional knowledge and skill in identifying the systems that perpetuate these barriers, I can develop policies to make significant and lasting change. With this knowledge, I’ve become more confident and prepared to take on a leadership role to grow my career.

Have you been tapped for new or more advanced roles within your organization as a result of your experience in the Fellowship?

I love my current role and the work that I’m doing to support learners. This Fellowship has shown me the ways that the skills I’m learning are preparing me for new opportunities as well. When the Fellowship started, I’d just assumed a new role as an apprenticeship career services advisor with the University of California Riverside Extension, and a few months ago, that role expanded to include employer engagement. This means I’m developing relationships with industry and business leaders to coordinate new apprenticeship opportunities. The Fellowship has given me the opportunity to build the confidence to articulate the work and the impact of this work to others. I understand how to engage in strategic planning and the processes for documenting the procedures to be replicated elsewhere.

How has your experience in the Fellowship helped you explore new spaces or positions in postsecondary state CTE leadership?

Through this Fellowship, I’ve had so much exposure to different professional development opportunities, convenings with national organizations and grant opportunities to enhance the work I’m currently doing. Exploring the field of CTE to understand how I can have the greatest impact on my community, creating connections and building my own awareness has been really powerful. 

Recently, I was announced as one of the CTE Leadership Collaborative 2023 Mini Grant recipients. I applied for this grant to establish a summer youth employment program. The purpose of this work is to provide 10 high school juniors or seniors with the opportunity to explore various career fields over a two month period in the summer of 2024. The goal is to create awareness and access to CTE opportunities in underrepresented populations. 

How has the Fellowship expanded your network? 

The cohort’s vast knowledge and experience have been hugely beneficial. I’ve learned so much through the workshops and the speakers who come in for the panels as well. I think this experience has affirmed what I’m always stressing to the youth that I work with, and that is the value of finding a mentor or a coach to support you. It can be difficult, especially as an adult, to find someone who can provide that advice and point you in the direction of resources. I would also add that the accountability buddies within the cohort have been really helpful, especially as a safe space to work closely to give and receive project feedback every other week.  

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ECMCF Fellow Feature: Shelsi Barber-Carter

August 31st, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance-CTE’s second cohort of Postsecondary State CTE Leaders Fellows. In our interview with ECMCF Fellow Shelsi Barber-Carter (AR), she shared how participating in the Fellowship helped her gain confidence leveraging learner data to inform policies that shape CTE programs across the state.

Tell me more about your journey to the Fellowship.

My journey to the fellowship is the result of networking and being strongly connected to like-minded individuals that play major roles in CTE. As an alumnus of the ACTE Next Level Fellowship, I found myself participating in activities and events that were held or affiliated with Advance CTE. As I attended those events, I heard so many great things about what Advance CTE was doing and how the organization provides greater opportunities for upcoming leaders in Career and Technical Education. With that in mind, I was really drawn to Advance CTE’s work, especially since it aligns so closely with my passion for improving outcomes for learners in CTE programs. As a former resident of rural Louisiana, I know that educational opportunities can be limited based on where you grow up; so, the way Advance CTE structures its approach to support states in providing access to high-quality CTE programming for every learner, regardless of their background, really spoke to me. During the time of my promotion to Louisiana Community Technical College System, my supervisor encouraged me to apply, especially since I was working more in the area of DEI at the time. 

I will say, since I have been a part of the fellowship, Dr. Johnson and my mentor Dr. Shorter-Gooden have been so supportive in helping me to understand where I can have the greatest impact in my community without directly serving in a postsecondary role. They rock!

What skills or areas have you experienced the most growth in the program?

I’ve experienced a lot of growth in my skills around strategic planning and my confidence in working hands-on with data. I’m excited to be able to say that I’m truly data-driven, and I’ve been able to effectively leverage data in my presentations about the impact that poverty has on learners. To add, I believe the skills I have developed through the Fellowship are going to help me increase ways on how to bring about awareness and influence when supporting every learner in becoming successful citizens, including those from underserved communities.

Have you been tapped for new or more advanced roles within your organization as a result of your experience in the Fellowship?

Yes, I was recently promoted to the CTE Special Project and Jobs for Arkansas’s Graduates (JAG) Coordinator for the state of Arkansas. In this role, I’m responsible for overseeing all secondary and post-secondary JAG and college success programs. I have over 600 students on the secondary side and 12 postsecondary institutions that I oversee through the College Success program. I strongly believe participating in the Fellowship helped me become more comfortable in working in a CTE space while embracing a role that calls for me to articulate my knowledge and understanding of learner’s data as it relates to the policies and guidance that I am providing to my team. I also believe my experience in working with Perkins has helped me excel in this role.

How has your experience in the fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

With my experience in working with federal grants (Perkins and TRIO) and building partnering relationships with individuals from business and industry, I strongly believe the fellowship has allowed me the chance to openly connect and engage great leaders; as well as maintain important conversations about CTE with the decision makers in that space.  For example, I recently met with one of our state higher education leaders and felt fully equipped to have that conversation. When I speak with someone, I have a purpose in mind. I have a goal in mind. And I think Advanced CTE really prepared me for that.

How has the Fellowship expanded your network? 

Within the cohort alone- I’ve been able to network and bounce ideas off others to get a lot of great ideas about how to approach the work. Their perspectives have been invaluable, and I’ve been able to leverage this confidence and knowledge especially when I am speaking with state leaders about relative topics and issues that focus on the “learners’ voice in rural communities”. 

Have you discovered new opportunities for what a role in postsecondary CTE could look like/ the responsibilities of such a position?

I would love to step into a role where I’m working in adult education and workforce. I’ve built a lot of knowledge through my work with secondary and postsecondary education under Perkins, so I believe I am better prepared now to speak to those areas; as well as assist and provide a service that will really show the type of work that I do. 

A lot of the programs that I oversee include work-based learning, career development, internships, and apprenticeship programs. We connect learners with scholarships and job placements, so I am confident that there is a natural fit for me to step into a role on the workforce side of these programs.

If you have any questions, contact Shelsi Barber-Carter by email at [email protected] 

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ECMCF Fellow Feature: Caleb Perriton

August 31st, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second 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 reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, we’re excited to highlight two members of Advance-CTE’s second cohort of Postsecondary State CTE Leaders Fellows. ECMCF Fellow Caleb Perriton (WY) has experience working and teaching automotive technology internationally and understands the limitless potential of a high-quality skills-based education.

Tell me more about your journey to the Fellowship.

I was made aware of the Fellowship through the Wyoming State CTE Director Michelle Aldrich who is a friend of our college, and she alerted our dean who then passed the information down to me. I have a lot of experience working with under-resourced learners, non-English Hispanic learners in particular, and so the themes of the Fellowship really spoke to the passion I have for creating opportunities for these learners to gain skills that can drastically improve their lives. I don’t have the chance to work directly with this population in southern Wyoming but the Fellowship allows to have a national view of the policies that connect these learners with the knowledge and job skills they need to integrate into society. 

In the trades industry, we face a significant shortage of mechanics and trades workers, and we just don’t have technicians who are qualified to take these jobs. We need to consider how to bring more non-traditional students into these programs, and I believe that access to the necessary training is one of the primary barriers keeping willing workers out.

What skills or areas have you experienced the most growth in the program? 

I am certainly grateful to be learning alongside my colleagues in this Fellowship. My colleagues are brilliant, my coach is brilliant, but I wouldn’t necessarily consider myself an academic. I like to work with people, I like to fix things, and I like to teach people skills, but through this Fellowship I’ve realized the power of using data to tell your story. 

Have you been tapped for new or more advanced roles within your organization as a result of your experience in the Fellowship? 

Since the Fellowship started, I’ve been promoted from my role as a pathway coordinator to a program director with managerial duties. I was also asked to sit in as an interim dean while our dean was on sabbatical. As a pathway coordinator, I was responsible for recruiting students and engaging with industry to secure employment opportunities. As program director, I’ve transitioned to overseeing all of the academic aspects the seven or eight programs in my department as well as the performance management of about a dozen faculty. I am eager to bring experiences and knowledge gained through the Fellowship to my colleagues that have only ever lived in Wyoming. Previously, I was a campus president of a large technical trade school, and in the future, if I were looking to make another transition, I am confident that I could leverage the Fellowship network to find additional opportunities. 

How has your experience in the fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

My experience in the Fellowship has allowed me to network in more impactful ways with the CTE leaders in my state. Dr. Aldrich, in particular, has had a bit of influence on my real-world project. She was actually a faculty member at one of the schools I’ve targeted for expanding opportunities for learners to explore trades education as a viable option after high school. I’ve been able to network with just about every level of state leadership here in Wyoming, which is great.

I’m always open to new experiences. I know that there is a lot of love and support for CTE and the trades in this state and I’m grateful for all of the doors that have been opened.

Have these new connections changed your expectations of CTE at the postsecondary level? 

My network has been expanded for sure. My expectations have certainly shifted. I think we need to have higher expectations for our learner’s educational experiences. There are opportunities to bring in more of those learners, the population that is under 21 and not targeted for a university, to recognize the benefits of these programs. This looks like improving our strategies for recruitment and enrolling learners in programs that are relevant to their needs and also those of our industry partners. 

If I could wave a magic wand to eliminate a barrier and make these programs more accessible, I’d want to target the administrative process of enrolling learners. I could have a curriculum for a new light-duty diesel class ready by this afternoon, but typically, you’re looking at a runway of at least two years for learners to go through the process of enrolling and securing financial aid before they can even take the class. Unfortunately, the result is that we get bogged down with administrative processes that end up omitting some really willing learners and eventual earners in our communities.

Ultimately, I think one of the most powerful tools that we have to recruit more learners is the way that we tell the story about the CTE programs. A lot of learners want a traditional college experience, and you can still have that in the trade school. An automotive or diesel electrical class is just as academically rigorous, if not more so than any physics class on a university campus. These courses deal with machinery that’s worth a quarter million dollars and has to tow 80,000 pounds down the road. With the proper training and a few years of experience, it isn’t unrealistic for a diesel mechanic to make between $100,000 and $150,000. We need to dispel the stigma around trade schools and find a better way to blend these programs through higher-level education institutions across America.

If you have any questions, contact Caleb Perriton by email at [email protected] 

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Using Distance Learning to Increase Access to CTE Across Geographical Barriers

August 29th, 2023

Distance Learning Day, celebrated each August, highlights how distance learning has emerged as a powerful tool that can revolutionize the educational landscape. Exploring the potential of distance learning to enhance and expand Career Technical Education (CTE) programs is imperative to create truly equitable access to quality CTE. This blog aims to elevate the reasons and benefits of incorporating distance learning into CTE and offers practical strategies for harnessing its full potential.

Distance learning breaks down geographical barriers, enabling students from remote or underserved areas to access high-quality CTE programs. By offering online courses, CTE programs can reach a broader audience of learners, including those who may face obstacles in attending traditional in-person classes. This increased accessibility can result in a more diverse and inclusive CTE learner population. The fifth principle of Without Limits: A Shared Vision for the Future of CTE (CTE Without Limits), states that to help close equity gaps, learners should be able to access CTE without borders, allowing them to get the valuable learning experiences they need regardless of their geographic location. In addition to improving access for learners regardless of their location, distance learning can also create better processes for tracking learner progress and program outcomes.

Integrating distance learning in CTE allows for the use of cutting-edge technology, enhancing the learning experience for students. Virtual simulations, interactive modules and remote laboratories can immerse students in real-world scenarios, preparing them with the technical skills required in modern industries. This blend of technology and CTE ensures that students are well-equipped to meet the demands of a dynamic job market. Digital platforms offer robust tools for tracking learner progress, allowing educators and State Directors to monitor individual performance, identify areas of improvement and provide personalized support. These data-driven insights can lead to continuous program improvement and ensure that CTE initiatives align with the needs of both learners and employers..

Distance learning in CTE extends beyond the traditional classroom setting, promoting a culture of lifelong learning and upskilling. Professionals already in the workforce can access online CTE courses to acquire new skills and stay current with industry trends. State Directors can collaborate with businesses and industries to identify skill gaps and develop targeted online training programs that address those needs. Embracing distance learning in CTE presents a wealth of opportunities to strengthen and expand CTE programs. By leveraging the benefits of online education, State Directors can increase access, flexibility, and inclusivity, while also incorporating cutting-edge technology to prepare students for successful careers. Furthermore, distance learning enables a lifelong learning approach that empowers individuals to upskill and adapt to evolving industry demands continuously.

By investing in distance learning solutions, collaborating with industry partners, and supporting educators in embracing this transformative educational paradigm, we can shape a future where CTE is synonymous with innovation, accessibility, and excellence.

To explore policy recommendations for creating CTE without borders, including the role of distance learning, please check out the CTE Without Borders Policy Playbook in the Advance CTE Resource Center.

Brice Thomas, Former Policy Associate

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Increasing Demographic Diversity in CTE Leadership

August 9th, 2023

Career Technical Education (CTE) prepares students for rewarding careers and strengthening our workforce. Through the Carl D. Perkins Career and Technical Education Act (Perkins V*) CTE programs around the country continue to work towards building equitable access for every learner. 

However, it is essential to acknowledge that the representation of Black leadership in CTE programs has been disproportionately low – just 13% of CTE leaders identify as non-white. Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) states that learners should feel welcome and supported in their career preparation ecosystem. Part of creating this environment is ensuring that learners can see themselves represented in their CTE leaders. 

How can we increase the demographic diversity, specifically of Black leadership, in CTE? This deep-level work will require states to confront and dismantle biases and systemic barriers that currently hinder career advancement for Black professionals. State lawmakers must be encouraged to allocate resources for research and initiatives focused on increasing Black leadership. Collectively, lawmakers and educational leaders will need to publicly support the implementation of policies that address racial disparities in education and foster an environment where Black professionals can thrive. Hiring practices should be assessed and revised in order to attract a diverse pool of qualified candidates with intentionality while ensuring the selection process is transparent and unbiased.

Mentorship and sponsorship programs can have a significant, positive impact on the career trajectories of educators and professionals in CTE, especially aspiring Black leaders. The creation of formal mentorship programs that pair aspiring leaders with experienced mentors who can offer guidance, support and networking opportunities can help overcome some systemic barriers that hinder career advancement for historically marginalized populations. Black professionals need senior leaders in CTE to become their sponsors and to actively advocate for their career advancement. Fellowships, such as The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation, serve as additional pathways to train and elevate aspiring leaders.

State Directors in CTE, hold the power to affect meaningful change and create an inclusive and diverse landscape for all learners and professionals. By addressing biases, implementing mentorship programs, providing professional development opportunities and advocating for policy changes, states can uplift and empower Black leadership in CTE. Together, we can foster an environment that recognizes and values the talents and contributions of all individuals, regardless of their race or background. Commitment to this endeavor benefits all learners, communities, and the future workforce.

For more information on creating a leadership pipeline that reflects the diverse demographics of learners, see the Advancing Equity in CTE blog 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

Blog 4: Advancing Equity in CTE: Administrative Policy Review an Equitable Practices Assessment [COMING SOON]

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

Brice Thomas, Former Policy Associate

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Implementing Equity-Centered Program of Study Reviews

August 3rd, 2023

This blog explores an evaluation conducted by the Office of Community College Research and Leadership (OCCRL) into the strategies that the Illinois Community College Board (ICCB) is leveraging as part of its internal program of study review process.

Overview 

The ICCB is the governing body for Illinois’ 48 community colleges and works in concert with the Illinois State Board of Education to administer the federal Carl D. Perkins Career and Technical Education (Perkins V*) program. They have applied a hyper-local lens to the program review process to support learner-centered, equity-minded, and evidence-driven change across the Illinois community college system.

ICCB’s Program Review Manual lists the requirements for institutions completing a program review and instructions for how data should be used to inform program design if gaps are identified. Colleges are asked to evaluate the quality and cost-effectiveness of all student and academic support services, including Career Techincal Education (CTE) programs.

Some of the criteria outlined by the ICCB to complete this program of study review are:

  • At a minimum, systematically examine the need, cost and quality of individual programs and services, ensuring that programs continue to be responsive to local needs, cost-efficient, and integrate quality components into programming;  
  • This data is provided by faculty and appropriate administrators who are directly responsible for the areas being reviewed as well as faculty, academic support professionals and administrators from across the campus; 
  • Examine assessment results appropriate to the unit, as well as comparative data on enrollments, completions, and costs using the most recent audited state-level data;  
  • Be responsive to identified areas of weakness by developing and implementing feasible and measurable action steps;  
  • Include the use of disaggregated data to uncover and address equity gaps in programming, performance or service;  
  • Assure that the process is well documented and use the results to inform campus planning initiatives, quality improvement efforts and budget allocation decisions;  
  • Report results and actions resulting from reviews to local boards, advisory committees, and other stakeholders as appropriate;  
  • Adhere to a minimum review cycle of once every five years for all programs listed in the Program Review Schedule. 

With significant and recent changes taking place to ICCB’s Program Review Manual, the OCCRL’s study, Advancing Program Review Evaluating and Envisioning the Future of Program Review at Illinois Community Colleges, sought to provide feedback that can improve the efficacy of the manual and supporting practices. The OCCRL framed the study around the concept of program review process as a tool for institutions to support learner-centered, equity-guided and evidence-driven improvements. The intent of the review process is to support colleges in making campus-level planning and decision-making related to the quality, cost-effectiveness, assessment and improvement of programs. While these goals are similar to the process that local entities go through to complete their Comprehensive Local Needs Assessment (CLNA), this approach offers an opportunity to facilitate greater consistency and communication across institutions to improve outcomes for every learner.

 

Methods

Through the study, OCCRL attempted to answer three evaluation questions:

  1. What institutional and environmental factors within the context of program review affect institutions’ culture of evidence (using data to inform program design) and how do these factors vary across institutions in the state?
  2. What substantive challenges influence the design, implementation and impact of the program review in Illinois and how might these challenges be remedied?
  3. What are critical design considerations for advancing the future of program review processes at community colleges in Illinois?

 

In order to complete their evaluation, OCCRL noted that their approach had to reflect the high level of variation that exists among Illinois community colleges and the programs nested within them. To meet this need, they focused on working closely with individuals within the field who were currently engaged in the work and who had developed expertise working within the system, allowing them to suggest improvements and envision its future. Evaluation data was collected through a series of focus groups composed of representatives from the 49 community colleges, including community college practitioners, faculty, institutional researchers and chief information officers. The topics of the focus groups covered environmental and institutional factors influencing program review, colleges’ procedures for managing and using evidence produced from program reviews, and finally, challenges related to program reviews.

 

Evaluation 

In their report, OCCRL identified seven factors that affect an institution’s ability to successfully foster a culture of evidence and support equity-minded use of the resulting findings:

  • Leadership: A culture of evidence is championed throughout the college through informal and formal leadership. 
  • Strategic investments: The college strategically invests resources in learner-centered improvements directed toward programs and pathways. 
  • Equity-guided: A commitment is shared throughout the college to systemic and localized changes to improve equity for underserved learners. 
  • Engagement: Diverse viewpoints and roles are encouraged and sought after and contribute to ongoing improvement processes. 
  • Statewide guidance and governance: The state provides clear and supportive standards and policies that support both accountability and data-driven change. 
  • Data literacy: Institutionally and individually, the college supports access to data and the data literacy necessary to frame inquiries and to effectively collect, operationalize, analyze, and interpret data.
  • Infrastructure and information technologies: Systems are available to support the collecting, storing, accessing, analyzing, and disseminating of data throughout the college. 

 

Resulting Supports 

As a result of requests from study participants, OCCRL developed an equity-centered rubric as a standardized tool that could be used to advance learning and support for institutions across Illinois in their CTE program review process. This self-assessment tool is intended to support practitioners in completing high-quality reviews and enables them to more closely examine the demographic groups within CTE programs. 

In addition to the rubric, participants shared high-level reflections on the solutions to common program review challenges that were discussed during the third focus group:

  • Identify strategies to make the program review process user-friendly, as “Concise is Nice”.
  • Support the statewide solutions sharing.
  • Protect the necessary time for accurate, proactive planning.
  • Implement a peer review process to leverage the depth of available expertise.

Additionally, the authors of the study suggest strategies that state leaders might consider incorporating into their own CLNA processes. 

  • Program review process should lead to action steps reflective of equity-guided continuous improvement models.
  • Program reviews should include learner input data to inform practice and stakeholder commitment to strategic planning and resource sharing. 

Visit Advance CTE’s Learning that Works Resource Center to access additional resources for state leaders looking to integrate equity-guided and data-driven strategies into their state plans.

Amy Hodge, Membership & Policy Associate

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

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