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Navigating Success: The Importance of Recognizing CTE Talent | 2024 Fall Meeting Gold Sponsor: NOCTI

October 10th, 2024

Career Technical Education (CTE) systems are filled with proud moments of learner achievement, from graduation ceremonies to competitions and certifications. Research consistently shows that these recognition opportunities have positive impacts, increasing knowledge and engagement in learning. At NOCTI/Nocti Business Solutions (NBS), we believe in recognizing talent across all CTE stakeholder groups, including education professionals. These professionals include teachers, administrators, work-based learning coordinators, and data professionals—roles that are important to the success of CTE systems. Let’s explore the unique certification opportunities designed specifically for CTE professionals and why they are essential for navigating the seas of career success 

Charting a Course for CTE Excellence 

For over 56 years, NOCTI has been the trusted compass for measuring what matters in CTE. We are excited to offer a suite of national certifications developed in partnership with subject matter experts: 

  • Principles of CTE Teaching 
  • Principles of CTE Administration 
  • Principles of Work-Based Learning 
  • Principles of Working with CTE Data 

Each certification is available at two levels, reflecting the pivotal roles these professionals play in a thriving CTE system. 

Pedagogy and Polish. The Principles of CTE Teaching certification provides a roadmap of fundamental knowledge and skills needed to facilitate technical learning. It covers classic teaching pedagogy and addresses unique aspects of CTE environments, such as safety protocols and integrating Career Technical Student Organizations (CTSOs), and is designed for those interested in teaching in career and technical education fields as a profession.  

Leading with Perspective. School administrators play multifaceted roles in shaping the culture and identity of CTE programs. The Principles of CTE Administration certification is designed with an understanding of leading career technical teaching and learning while promoting CTE in the broader workforce development community. 

Planning, Designing, Coordinating. The Principles of Work-Based Learning certification offers educators an opportunity to highlight their knowledge of coordinating school, program, and community systems. This certification, aimed to support educators interested in a work-based learning coordinator role, can support career advancement and introduce educators to various stakeholders.  

Noticing the Numbers. NOCTI’s Principles of Working with CTE Data certification recognizes the unique role of data professionals in schools, districts, and state systems. It highlights the depth of knowledge required in data utilization, protection protocols, governance, and management frameworks and can provide these professionals with an opportunity to showcase their unique data-related expertise.  

Benefits of Professional Certifications 

Pursuing professional certifications offers numerous advantages: 

  • Career advancement 
  • Competitive edge 
  • Potential for enhanced compensation 
  • Deeper engagement with specialized knowledge 
  • Connection with professional communities 
  • Intrapersonal growth 
  • Increased credibility 
  • Boosted professional confidence 
  • Demonstration of commitment to the profession 

Last spring, I had an opportunity to witness a group of data professionals preparing for Principles of Working with CTE Data credential. There was an air of nervousness and pride as they readied themselves for the process. Once finished, the buzz in the air was palpable. The typical talk among data talents about tools, the latest security issues, and systems challenges, was overrun with chatter about how much they learned from their testing experience, how good it felt to strive for the credential, and how excited they were to receive their results.   

Navigating “C-worthy” Opportunities 

Just as skilled navigators chart courses through vast oceans, CTE professionals can use certifications to plot their career trajectories. NOCTI’s Education Professional certifications provide an opportunity for CTE educators to demonstrate expertise and build credibility. These certifications support learners in moving into new areas of work or acquiring new skills. By validating their abilities against industry-based standards, these certifications boost professional confidence. Moreover, pursuing certifications demonstrates a commitment to self-improvement and industry standards. 

In addition to individual benefits, NOCTI’s Education Professional certifications can support state-level professional preparation systems. As a national benchmark tool, the certifications can support accreditation programs, provide direction for mentoring programs via a pre- and post-test approach, and be a source of data to inform professional development efforts, both at the institutional and state levels.  Data from implementation over multiple cohorts can also inform professional program effectiveness and improvements.  

Sailing Towards Excellence 

For the NOCTI/NBS team, developing and offering Education Professional certifications is a mission-driven effort. We recognize the uniqueness of CTE and the dedicated professionals who serve in these systems. By creating avenues to support the growth, advancement, and recognition of CTE professionals, we help elevate the quality of CTE for more learners. Each of our four certifications is designed to reflect professional knowledge through a CTE lens. The benefits and positive opportunities that come from pursuing these professional certifications are grounded in the experiences of the outstanding educators we have had the privilege to support on their “C-worthy” journeys. Embark on your certification journey today and set sail toward new horizons of professional excellence in CTE! 

We are proud to be a long-standing sponsor of Advance CTE. Be sure to visit our table at ​2024 Fall Meeting​–we would love to connect with you and explore the certification opportunities NOCTI/NBS has to offer!  

Kathleen McNally, CEO, NOCTI/NBS  

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

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Three Steps that Inspire Learners to Build Their Future Careers | 2024 Fall Meeting Gold Sponsor: G-W Publisher

October 8th, 2024

From the first Career Technical Education (CTE) course in middle or high school to the final class in a pathway, course content should encourage learners to envision a future in high-pay, high-growth careers. As a State CTE Director, you may be leading your state CTE adoption, interested in increasing the number of learners in your state who take CTE courses, or working in a state that needs to boost its economic development through CTE. Whatever your initiative is, build CTE momentum in your state by encouraging your state’s CTE department leads, administrators, and teachers to try these three ways to encourage career exploration, provide up-to-date career information, and help learners prepare for a job search.

1: Have Learners Self-Reflect  

Introduce learners to the world of work, but also encourage them to learn more about themselves, by evaluating their own personality, interests, and learning style. 

CTE courses should allow time for learners to step back and reflect on their personal values and life goals to find connections between that vision and the skills they are learning in CTE. 

Self-reflection activities could include: 

  • Creating a list of 10 things they like to do and see how their interests align with potential careers 
  • Interviewing people who know them well to help them recall activities they’ve enjoyed or projects they’ve done well. 

G-W resources like Discovering Careers and School to Career help learners connect those traits and values to potential careers.

2: Explore Career Opportunities

After understanding more about themselves, learners are ready to learn more about career opportunities. In G-W titles, you’ll find career features that help learners explore the full picture of employment—job responsibilities, work environment, required education and skills, certifications, and salary information.     

Offering time for career exploration in CTE courses can also help teachers introduce practice of cross-curricular skills, weaved seamlessly into G-W resources. Learners can write a journal entry about their dream job and imagine what a day at work is like, practice speaking as they interview other learners who are in work-based learning programs, or practice math skills as they role-play as a financial planner advising a family about affording college.

3: Practice Career Skills

The key to CTE is practicing and building industry-specific skills.  

  • Use Case Studies, like those in G-W resources, to offer real-world scenarios of young people working in a particular career. Learners can put themselves in the characters’ shoes as they choose a career or as they imagine themselves on the job interacting with others.
  • Build a Portfolio: Guide learners in creating career portfolios of the work they complete throughout the course. Share the portfolio with guidance counselors, future colleges, or employers.

At G-W, career exploration is integrated into the content and activities for every title, across the original National Career Clusters® Framework. We will be reviewing the new modernized Framework for future alignment opportunities. In the meantime, use our current Career Navigator to find relevant, up-to-date resources for your state. Together, we can Shape Tomorrow’s CTE by preparing a workforce that is informed, eager, and ready! 

Maureen Brennan | Senior Director of Marketing, G-W Publisher | [email protected]

Together, We Build Careers®

www.g-w.com

Follow us on Facebook, Instagram, LinkedIn, Twitter, and YouTube

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

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Revolutionizing Culinary Education with Rouxbe Online Culinary Training | 2024 Fall Meeting Gold Sponsor: Rouxbe

October 8th, 2024

The culinary world is ever-evolving, with trends, techniques, and dietary needs constantly changing. In such a dynamic landscape, the demand for culinary professionals is on the rise in industries from hospitality to healthcare, and ongoing education and training is crucial. Rouxbe offers a globally recognized online culinary training program to help educational institutions enhance their existing curriculum and increase learner engagement. Rouxbe is revolutionizing culinary education and is an invaluable resource for Career Technical Education (CTE) learners and educators.

Flexible Learning that Bridges Classroom and Real-World Experiences 

Rouxbe’s online culinary platform is designed to provide CTE leaders with a supplemental learning tool that can develop and reinforce fundamental culinary skills. CTE leaders can leverage Rouxbe’s platform to design programs and experiences that are responsive to industry needs, providing guidance and resources that reflect the modern workplace. Rouxbe’s training allows learners to explore different culinary career paths, develop specialized skills, and earn industry-recognized credentials that validate their expertise. 

Empowering Learners with Career-Connected Learning 

The Rouxbe platform provides career-connected learning experiences that sharpen learners’ skills, build their networks, and help them define their future selves. Through practical assessments and personalized feedback from professional chefs, learners can refine their techniques in a real-world context, gaining confidence and competency in their culinary abilities. Rouxbe’s emphasis on hands-on learning, even in a virtual environment, expands opportunities for high-quality work-based learning. The interactive assignments and step-by-step video lessons simulate the experience of being in a professional kitchen, allowing learners to apply classroom learning in a real-world setting. This approach not only enhances technical skills but also prepares learners to meet the demands of today’s fast-paced culinary industry. 

Unlocking Career Success with Evidence-Based Strategies 

Rouxbe’s training supports CTE programs in unlocking career success, aligning with the four evidence-based strategies, or “keys”: postsecondary education and career guidance, dual enrollment opportunities, work-based learning, and industry-recognized credentials. By integrating Rouxbe into their curriculum, CTE educators can provide learners with access to high-quality education and career-connected experiences that set them up for success in the culinary field. 

A Coherent Education and Training System for Future Culinary Leaders 

As CTE programs continue to expand opportunities for high-quality work-based learning, platforms like Rouxbe will play a critical role in delivering the education and training necessary for learners to thrive. By embracing Rouxbe’s innovative approach, CTE leaders can ensure that every young person has the chance to apply classroom learning in real-world settings, develop essential skills, and connect with the industry professionals who will help shape their future careers.

https://rouxbe.com/pages/cte/

Autumn Gray, VP of Sales 

[email protected]

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

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Enhancing CTE Program Access and Credential Access in Arizona

September 27th, 2024

In this blog, Policy Associate Velie Sando highlights policies enacted by Arizona in 2024 that facilitate access to Career Technical Education (CTE) for adult learners and foster care youth, and that expand industry-recognized credentials for learners who complete apprenticeship programs.

Arizona’s CTE landscape saw multiple legislative developments in 2024, with several key policies enacted to enhance opportunities for learners and strengthen workforce development initiatives.

These policy changes align with Arizona’s broader goals for CTE, which include engaging learners in relevant experiences leading to purposeful and economically viable careers. The state’s commitment to CTE is evident in its extensive program offerings, ranging from Accounting and AgriScience to Welding Technologies. With 14 Career and Technical Education Districts formed throughout the state and 101 school districts participating, Arizona has created a robust infrastructure for delivering quality CTE programs.

One of the changes came with the passage of H.B. 2906, which expanded the capabilities of Career Technical Education Districts (CTEDs) across the state. This legislation empowered CTEDs to construct, maintain, and provide housing facilities for those in foster care or classified as unaccompanied youth. This move recognizes the barriers faced by such learners and aims to provide them with stable living environments conducive to their educational goals.

H.B. 2090 introduced a streamlined process for recognizing completed apprenticeship programs. Individuals who successfully finish a U.S. Department of Labor-approved or Arizona Department of Economic Security-approved apprenticeship program in construction trades can now file their certificates of completion directly. This change not only simplifies the documentation process but also ensures that apprentices’ achievements are properly recognized and recorded, potentially enhancing their employment prospects.

The year also saw modifications to the evaluation of adult education programs through S.B. 1113. This bill amended existing legislation on performance measures for adult education and workforce development programs. Notably, it prohibited the Arizona Department of Education from assigning letter grades to adult education and workforce development program schools established on or before July 1, 2024. This change reflects an innovative approach to assessing these programs, acknowledging their unique nature and the diverse needs of adult learners.

As Arizona continues to evolve its CTE landscape, these policies demonstrate a commitment to addressing the needs of diverse learner populations, streamlining professional recognition processes, and refining evaluation methods for adult education. These changes are likely to contribute to the state’s efforts in reaching its Achieve 60AZ goal of having 60% of Arizona adults hold a degree, high-demand workforce certification, or other high-value credential by 2030.

For more policies enacted in 2024, check out Advance CTE and ACTE’s Mid-Year in Review Webinar. 

Velie Sando, policy associate

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Perkins V ICR Comment Extension Requested as Congress Passes FY25 Funding Measure | Legislative Update

September 27th, 2024

This week, Advance CTE and partners formally requested an extension of the comment period for a recent U.S. Department of Education (ED) proposal impacting state and local Career Technical Education (CTE) systems. In addition, Congress passed a highly-anticipated extension of federal funding ahead of an important deadline while the House and Senate examined issues related to Artificial Intelligence and teacher preparation.

Advance CTE Requests ICR Comment Extension

As Advance CTE has shared previously, the U.S. Department of Education (ED) has recently proposed significant changes impacting planning and reporting requirements stemming from the Carl D. Perkins Career and Technical Education Act (Perkins V). As states and the CTE community have continued to review these proposals, a supporting document related to the Consolidated Annual Report (CAR) was recently updated by ED, reflecting substantial new changes proposed as part of this new Information Collection Request (ICR). Given ED is seeking thoughtful and meaningful feedback from the CTE community, Advance CTE and the Association for Career and Technical Education (ACTE) have formally requested a 30-day extension of the underlying comment period. We encourage other stakeholders to emphasize to ED directly the importance of providing adequate time through this comment period for the CTE field to review these substantial changes to Perkins V implementation.

Congress Passes Continuing Resolution and Adjourns Until Mid-November

Late Wednesday evening, Congress passed a three-month extension of fiscal year 2024 federal funding—just a few days before the formal start of the 2025 federal fiscal year (FY25) was set to begin on October 1. The extension, known as a continuing resolution (CR), provides lawmakers additional time to focus on campaigning for the fast-approaching November elections. The expiration of the CR on December 20, near the end of Congress’ upcoming “lame duck” session, also provides more time for lawmakers to negotiate a compromise on a full-year FY25 funding bill during this last stretch of the 118th Congress.

In the meantime, education and workforce development programs like Perkins V’s state grant program will be supported at the same FY24 funding levels for this period. Shortly after the passage of the CR, which cleared both chambers on a wide bipartisan basis, Congress formally recessed, with lawmakers expected to return on November 15. Advance CTE will continue to advocate for a strengthened investment in CTE made via Perkins V as this process moves forward later this year.

Senate HELP Subcommittee Discusses AI and Workforce

This week, the Senate Health, Education, Labor, and Pensions (HELP) Committee’s Subcommittee on Employment and Workplace Safety, led by Sens. Hickenlooper (D-CO) and Braun (R-IN), convened a hearing to discuss the implications of Artificial Intelligence (AI) for workers and efforts to prepare them for the future. The panel questioned an array of witnesses about AI’s growth and the workforce’s changing nature. Panel members, AI industry leaders, an economist from LinkedIn, and a human resources director spoke about the importance of thoughtful guard rails and regulatory frameworks needed for industry leaders to support responsible AI development. 

Witnesses highlighted the need for a changing workforce to be highly-skilled in an emerging field and how community and technical colleges, in particular, can help equip learners with the skills needed for future success in the emerging era of AI. Sen. Kaine (D-VA) specifically highlighted the importance of expanding federal Pell Grant eligibility for shorter-term CTE programs as a key strategy to help support workers and learners in the future as AI technologies continue to evolve and impact many facets of daily life. 

More on the hearing, including witness testimony and an archived webcast

House Examines Teacher Preparation Efforts

On Wednesday, the House Education and the Workforce Committee’s Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing titled “Innovative Teacher Preparation: Properly Equipping America’s Educators.” The subcommittee hearing, led by Chair Bean (R-FL) and Ranking Member Bonamici (D-OR), focused on persistent teacher shortages facing schools and communities across the nation and examined ways to prepare teachers for entry into the workforce more effectively. In particular, Rep. Bonamici highlighted the important role that CTE programs can play in these efforts, while witnesses discussed how teacher preparation efforts should also be sure to incorporate CTE educators. Opening statements, witness testimony, and more related to the hearing can be found here.

Advance CTE has continued to focus on these efforts, and more to prepare the CTE educator workforce needed for today and tomorrow:

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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FY25 Federal Funding Deadline Looms | Legislative Update

September 20th, 2024

This week, leaders in the House struggled to make progress on time-sensitive funding legislation for the federal government while the U.S. Department of Education (ED) has announced it is delaying an upcoming deadline for new regulations impacting postsecondary institutions. Elsewhere new legislation related to learner mental health has been introduced in the House, while a new nominee has been announced to lead ED’s research and evaluation efforts as the agency shares new resources to support civil rights implementation. 

House Continuing Resolution Vote Fails

This week, House Speaker Mike Johnson (R-LA) pressed ahead with a vote on a six-month extension of current federal funding through the early part of 2025. The measure, known as a continuing resolution (CR), has been strongly opposed by congressional Democrats and the White House. This opposition has centered on the inclusion of additional controversial provisions related to elections and a preference for a shorter-term CR lasting through December of this year. Despite this opposition, the CR was brought up for a vote on Wednesday, and lawmakers rejected the legislation with a narrow 220-202 margin. All House Democrats and 14 Republicans opposed the measure.

With the upcoming 2025 federal fiscal year (FY25) set to begin on October 1 in just a few short weeks, lawmakers must now determine a new path forward on funding for the federal government, including the Carl D. Perkins Career and Technical Education (CTE) Act (Perkins V), before this fast-approaching deadline. Most recently, House leaders have indicated their intent to release a new CR proposal early next week. As these efforts and more continue to get underway, Advance CTE will be working to advocate for a strengthened investment in CTE made possible by Perkins V’s state grant program. 

Gainful Employment Reporting Pushed Further Back 

Late last week, the U.S. Department of Education (ED) announced that it was further delaying reporting deadlines for recently finalized postsecondary rules related to Gainful Employment (GE) and Financial Value Transparency (FVT). Previously reporting requirements, which had been delayed earlier this summer, were set to come into effect on October 1, 2024. Postsecondary institutions impacted by GE and FVT will now be required to begin related reporting for these rules by January 15, 2025. Read more about the announcement here. 

Bipartisan CTE Student Mental Health and Wellness Act Introduced

This week, Rep. Nick Langworthy (R-NY) and the co-chairs of the CTE Caucus, Reps. GT Thompson (R-PA) and Suzanne Bonamici (D-OR) introduced the CTE Student Mental Health and Wellness Act. Coinciding with National Suicide Prevention Month, this legislation expands the campus suicide prevention program to include area technical centers within this existing grant program. “This legislation would ensure that Area Career and Technical Centers are included as a covered institution under the Campus Suicide Prevention program–a critical recognition that learners’ mental health and wellbeing must be prioritized throughout our nation’s postsecondary system, including at institutions specializing in CTE,” said Advance CTE Executive Director Kate Kreamer. Read the press release for the legislation here.

ED Shares New Title IX Resources 

In recent weeks, the U.S. Department of Education (ED) shared two new resources to assist schools in complying with recent changes that went into effect on August 1 regarding the implementation of Title IX—civil rights legislation intended to prevent discrimination in educational settings on the basis of one’s gender. These new resources clarify Title IX coordinators’ duties, a position requiring each recipient of funds to employ, and regulations related to nondiscrimination based on pregnancy, related conditions, parental, family, or marital status. As Advance CTE previously shared, more than half of states’ Attorneys General have sued to block these new changes, resulting in a widespread difference in whether and how these new rules are currently being implemented in certain states. These new resources can be accessed here. 

Institute of Education Services Director Nominated

Late last week, President Biden announced that he was nominating Adam Gamoran to serve as the new Director of the Institute of Education Services (IES)—the U.S. Department of Education’s primary research and evaluation office. Gamoran previously served as the President of the William T. Grant Foundation, a philanthropic organization focused on funding research in the social sciences. The role of IES Director must be confirmed by the Senate—a position that until recently was held by Mark Schneider  who left ED earlier this spring. IES also serves critical functions in the implementation of the Education Sciences Reform Act (ESRA), legislation that Advance CTE has previously engaged on, this Congress. 

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

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Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 4)

September 20th, 2024

Advance CTE and ECMC Foundation are excited to introduce the Fellows of the third 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. 

Over the last few days, this blog series has introduced 15 of the 20 Fellows participating in the third cohort of emerging leaders from across 16 states and one U.S. territory. The remaining five Fellows will be introduced in this final blog of this series.

Willie Thompson is a South Carolina native born in Sumter SC. Willie is married with two young boys. He has a Bachelor of Science in Electronic Communications Engineering Technology. Willie has eight years of industry experience. Willie’s previous roles were quality technician field service engineer, and quality engineer. Willie has been at Greenville Technical College for six years and has been academic program director of mechatronics for the last three years. Willie is a member of the American Society of Mechanical Engineers (ASME) Greenville Section. Willie also teaches the Creative Inquiry course where select students help solve real world advanced manufacturing projects in the THINKER Program alongside Clemson Automotive Engineering Grad students. Willie serves as a mentor for the African American Males Scholars Initiative (AAMSI) program. Willie loves supporting the students and helping students achieve their goals to become successful.  

Dr. Brittani Williams is the director of advocacy policy & research at Generation Hope, a national nonprofit dedicated to ensuring student parents succeed, achieve economic mobility, and build wealth. She recently earned her doctorate. in educational leadership policy from Texas Tech University, with a dissertation focusing on Black women navigating four-year degree programs. With over 10 years of experience in higher education administration, policy, and research at the institutional, state, and federal levels, Dr. Williams is deeply committed to advancing high-quality and equitable CTE. Her work emphasizes the importance of CTE in supporting state leadership to develop policies, programs, and pathways that ensure career and college success for parenting learners.

Kellise Williamson is an experienced higher education professional, born and raised in Baltimore City. Her vision is to support high school students and adult learners in accessing postsecondary and career opportunities. Kellise currently serves as the postsecondary credit and P-TECH coordinator with the Maryland State Department of Education (MSDE) within the Office of College and Career Pathways. Her role includes serving as the statewide dual enrollment liaison, P-TECH program manager, and articulation agreement coordinator.   Her experience includes providing leadership, management, and supervision to local education agencies and postsecondary institutions in support of dual enrollment and CTE programs.  Kellise’s work supports practitioners by providing guidance with implementing dual enrollment programs under the Blueprint for Maryland’s Future. She earned her Master of Science in Higher Education Administration and Organizational Management from Drexel University and her Bachelor of Arts degree in journalism from Pennsylvania State University.    

Mike Woods, an influencer in CTE, has dedicated his career to enhancing educational opportunities for all students, including those with disabilities and non-traditional backgrounds. After teaching agricultural science and advising FFA programs in Pennsylvania, he joined the Association for Career and Technical Education® (ACTE) as the state association liaison for region one. This role helped him build a vast network of CTE partners in the Northeast and connect with the CTE Technical Assistance Center (CTE TAC) of New York and Successful Practices Network. Currently, as the director of the CTE TAC of New York, Mike and his team focus on providing high-quality professional learning opportunities for CTE administrators, faculty, and staff across New York State. A firm believer that representation matters, his efforts emphasize diversity, equity, and inclusion (DEI), aiming to empower educators and improve CTE for all students in secondary and postsecondary career pathways. 

Kelly Zinck is the education team research analyst at the Oregon Higher Education Coordinating Commission (HECC), Office of Community Colleges and Workforce Development (CCWD). In this role, she manages data for both the Workforce Innovation and Opportunity Act (WIOA) Title II and CTE Perkins programs, ensuring accurate, timely, and transparent federal reports and administering the Title II performance-based funding model. Kelly is committed to empowering collaborative partners by providing the tools and knowledge necessary to enhance program effectiveness and promote equitable opportunities. She provides technical assistance and professional development responsive to program needs, tailored to individual expertise, and aligned with statewide objectives. Kelly’s approach to data is guided by her dedication to data equity and literacy. She strives to translate complex data into meaningful and actionable insights, fostering a culture of data-driven decision-making among colleagues and collaborative partners. Kelly holds a master’s degree in public policy. 

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

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Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 3)

September 19th, 2024

Advance CTE and ECMC Foundation are excited to introduce the Fellows of the third 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. 

Over the next few days, this blog series will introduce each Fellow participating in the third cohort of emerging leaders from across 16 states and one U.S. territory.

Dr. Cory Ortiz is the dean of the School of Career Education at the University of Alaska Southeast. In his current role, Dr. Ortiz is responsible for serving as the chief academic officer, overseeing Career Education faculty and staff, and providing guidance to the technical education programs in Juneau. His commitment extends beyond his campus, as he collaborates with campus directors in Ketchikan and Sitka to implement academic and workforce development programs. Before joining the University of Alaska Southeast, Dr. Ortiz served as an assistant professor of practice at Utah State University. His professional journey also includes K-12 work, where he served as a science, technology, engineering, and math (STEM) specialist, work-based learning coordinator, and engineering teacher. Dr. Ortiz’s qualifications include a Doctor of Philosophy (Ph.D.) with a major in Career and Technical Education, a Master of Science (MS), and a Bachelor of Science (BS), all from Utah State University.

Brian Rick has been interested in the trades and the CTE field since an early age. He has worked in several high schools as well as local community colleges in both teaching and CTE administrator roles. Brian originally worked in the architecture and construction industry before coaching high school students which allowed him to find his passion and enter the education field. Brian is currently working for the CTE Projects Team at Northern Illinois University which develops new trainings, resources, and materials for CTE Teachers across the state in collaboration with the Illinois State Board of Education.  Brian is passionate about helping new teachers coming from industry to education as well as work-based learning.  Brian was also an Association for Career and Technical Education (ACTE) NextLevel leadership fellow (Cohort 3).  When he is not working, he enjoys spending time traveling and at home with his wife and two kids who are five and eight years old.

Dr. Sara Shaw is currently a lecturer in the Career and Workforce Program at the University of Central Florida. She teaches, conducts research, and actively engages in service within the university and the field. Her research interests encompass female leadership in postsecondary education, current issues in career and technical education, and workforce equity.  Dr. Shaw earned her doctorate in curriculum and instruction with a focus on career, technical, and postsecondary education from the University of Nevada, Las Vegas. In 2019, she was named an NC State Postsecondary Research Fellow, sponsored by the ECMC Foundation, to advance postsecondary CTE research. Additionally, she has been a recipient of ECMC’s mini-grants.    

Dr. Shelanda Simmons serves as an educator within the Business Department at Tennessee College of Applied Technology, where she specializes in instructing administrative office technology. Her academic background includes the attainment of a BBA and MBA from Belhaven University, as well as the successful completion of a doctorate degree in education leadership with a concentration in policy from the University of Memphis.

 

 

 

Yingfah Thao has over 20 years of experience in higher education in a variety of roles focused on access and opportunity for low-income, marginalized communities.She is currently the director of professional development for career and technical education for Minnesota State Colleges and Universities, the third largest system of colleges and universities in the United States. She earned a bachelor’s degree in international relations with a minor in ethnic studies from Minnesota State University, Mankato, a master’s degree in technical communication, and a graduate certification in user experience (UX) design from Metropolitan State University.

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

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Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 1)

September 17th, 2024

Advance CTE and ECMC Foundation are excited to introduce the Fellows of the third 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. 

Over the next few days, this blog series will introduce each Fellow participating in the third cohort of emerging leaders from across 16 states and one U.S. territory.

Dr. Kisha Aites serves as the interim department chair/associate professor of engineering technology education in the College of Education at Savannah State University. She holds degrees in technology education from North Carolina A&T State University and a doctorate degree in workforce education from Penn State. Dr. Aites was part of the 2022–2023 USG Executive Leadership Institute and served as Vice Chair of Faculty Senate from 2019-2021. In 2015, she served as editor for the publication Introduction to Critical Issues in Education and was honored by the Georgia Association for Engineering & Technology Education in 2015 and 2016. She has traveled globally, including to Ghana (Fulbright-Hays Fellow) in 2016 and China (GA Education Delegation) in 2017, to explore and promote educational and cultural exchanges. Dr. Aites is dedicated to addressing equity issues in engineering technology, workforce development, and critical issues in education.

NiñaFe Awong is an experienced CTE professional with over 19 years of experience in workforce development, educational leadership, and project management.  NiñaFe’s primary mission has been to align CTE programs with industry needs. She has developed and implemented robust statewide initiatives, policies, and programs that drive student achievement and prepare learners for high-wage, high-skill, and in-demand careers.  NiñaFe has also effectively managed federal and state funding, while successfully navigating complex legislative and regulatory landscapes, ensuring compliance and delivering measurable outcomes. NiñaFe has helped to refocus organizational lenses to recognize and reprioritize CTE at local and state levels. As a product of CTE education, she strongly advocates student-centered learning, supports instructor development, and believes in forging strategic partnerships that enrich educational experiences.  NiñaFe is passionate about removing barriers and creating opportunities for learners to thrive and excel in their chosen careers.

Terryn Batiste leadership of administration and daily operations of third-party accreditations, along with industry-recognized credentials.  Her career includes working in the areas of public policy, enrollment management, accreditation, and compliance.  Batiste holds two degrees from Southern University and A&M College — a Bachelor of Arts degree with honors in mass communications and a Master of  Public Administration from the Nelson Mandela  School of Public Policy. She holds a project management professional (PMP) certification from the Project Management Institute and a Developing a Curriculum (DACUM) certification from The Ohio State University.  She is married with two children (boy/girl twins).  

Renee Blackshear is an esteemed professor specializing in computer networking at Texas State Technical College. With degrees in networking, e-commerce and security, her research focuses on the security and scalability of network infrastructures, addressing critical issues in data transmission and internet protocols. Ms. Blackshear’s career spans over 15 years, during which she has continuously helped develop curriculum for emerging technology and has presented at a number of national conferences. Her passion for teaching extends beyond the classroom, where she mentors students and collaborates with industry experts to innovate network technologies. Recognized for her expertise in network design and optimization, she actively contributes to shaping the next generation of networking professionals. Ms. Blackshear’s commitment to bridging theory with practical application has earned her accolades for fostering a dynamic learning environment and preparing students for the evolving challenges of the digital age.

Ignacio Chaparro is a Pre K-16 equity-focused educational professional with a robust background in leadership, systems building, and strategic policy development and implementation. He is currently pursuing his doctorate in educational leadership and policy studies at Boston University. Ignacio also holds a Master of Public Administration from Northeastern University, and a Bachelor of Arts in Political Science from the University of Massachusetts Boston.  As the College and Career Readiness & Pathways Liaison at the Massachusetts Department of Elementary and Secondary Education (DESE), Ignacio provides direct support to districts across the state with implementation of high-quality college and career pathways. His previous roles include serving as the director of equity and accountability at Boston Public Schools, and as project specialist for the Massachusetts Department of Higher Education. 

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

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ED Proposes Significant Changes to Perkins V Implementation | Legislative Update

September 13th, 2024

This week, the U.S. Department of Education (ED) proposed significant changes to state Perkins V plans and related reporting requirements, which have significant implications for the law’s ongoing implementation. Elsewhere, Congress continues to grapple with the need to fund the federal government beyond an important upcoming deadline and more.

ED Proposes Changes to Perkins V State Plans and Reporting

This week, the U.S. Department of Education’s (ED) Office of Career, Technical, and Adult Education (OCTAE) published two new proposals that would significantly impact state and local implementation of the Carl D. Perkins Career and Technical Education (CTE) Act (Perkins V). These new changes to Perkins V state plan requirements and related annual data collections seek to standardize the way in which states and local Perkins V recipients collect and report information related to CTE student performance. Separately, these proposals would increase the broader information gathered by ED via state Perkins V state plans. 

As noted in the related proposals, these changes will require every state and territory to submit new or substantially amended four-year Perkins V plans by 2026—an effort and wider process states and territories just completed this year. Comments on these proposals are due back to ED no later than November 12, 2024. Advance CTE is continuing to analyze these proposals and plans to formally provide feedback to the Department as part of this comment period.

Progress on Stopgap Funding Legislation Stalls

This week both chambers of Congress returned to Capitol Hill following its annual August recess period. As Advance CTE shared last week, Republican leaders had been intending to introduce legislation, known as a continuing resolution (CR), to temporarily extend current funding levels for all federal programs, including Perkins V’s basic state grant program, through the early part of 2025. This six-month funding extension is strongly opposed by the Biden administration and the Senate, who prefer a shorter-term CR lasting through mid-December—timing that would coincide with the lame-duck session of the current 118th Congress. 

Despite this opposition, House Republican leadership attempted to move forward with this six-month CR, which also contained controversial provisions related to upcoming elections. However, support for this proposal remained uncertain within the House Republican conference, with several GOP lawmakers indicating opposition to this approach. This opposition caused Speaker Mike Johnson (R-LA) to pause further consideration of this CR, at least for the time being. With the start of the 2025 federal fiscal year (FY25) set to begin on October 1, it remains unclear how lawmakers plan to move forward with federal funding for the government beyond this date. As these efforts continue to take shape, Advance CTE will continue to advocate for a strengthened investment in state CTE systems made via Perkins V. 

Advance CTE Signs Onto Letter Endorsing Workforce Pell Grant Passage

This week, Advance CTE joined other national and state-based organizations in sending a letter to congressional leadership supporting expanding the federal Pell Grant program to include learners enrolled in high-quality, shorter-term CTE programs. Such legislation has been a longstanding federal policy priority for Advance CTE as a key strategy to provide more learners with quality postsecondary pathways that lead to careers in growing sectors of the economy. The letter also notes these efforts’ critical role in supporting ongoing federal investments in the nation’s infrastructure, advanced manufacturing, and green energy sectors. 

HELP Republicans Hold K-12 Education Roundtable

On Tuesday, Senator Bill Cassidy (R-LA) hosted a roundtable to discuss ways to innovate within K-12 education systems to improve learner success. Sen. Cassidy, the ranking member of the Senate Health, Education, Labor, and Pensions (HELP) Committee, was joined by Senators Katie Britt (R-AL), Tommy Tuberville (R-AL), and Joni Ernst (R-IA). Invited panelists discussed innovations in virtual reality, artificial intelligence, work-based learning, and micro-schools throughout their opening remarks and in response to the Senators’ questions.

Ruben Morris, the founder of Alabama Aerospace and Aviation High School, spoke about the need for education to reflect local workforce needs built on public-private partnerships. When Sen. Cassidy asked about available funding through Alabama’s Perkins V investment, Ruben shared that he uses Perkins V funding to support further program growth. He also shared ways in which his community leverages this critical federal investment in CTE, including supporting the development of programming for learners that enables their entry into the aviation economy in the state. 

Biden Administration Announces Grants to Recruit Diverse Workforce

Last week, the U.S. Department of Education (ED) announced over $28 million in newly awarded funds through the Teacher Quality Partnership (TQP) program. This latest grant round aims to recruit, prepare, develop, and retain a diverse educator workforce nationwide. The TQP program funds teacher preparation programs in high-need communities for learners at colleges and universities and in teacher residency programs and aims to encourage more people to pursue careers in teaching through Grow Your Own programs. ED announced the list of award recipients alongside new data on Public Service Loan Forgiveness approvals in each state.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

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