CTE Without Limits « Advance CTE Blog

Vision Commitments ‘Vlog’ Episode 2: Challenging our Limits to Quality CTE

Tuesday, July 13th, 2021

This summer, Advance CTE is pleased to partner with experts from supporting organizations of Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) to conduct video panels to delve into four of the five foundational commitments that connect the vision principles.

Our second panel featuring the Association for Career Technical Education (ACTE), Education Strategy Group (ESG) and the National Alliance for Concurrent Enrollment Partnerships (NACEP) discussed the quality commitment across multiple dimensions, including program design, evaluation, instructors, work-based learning and credentials. Each panelist shared their insights on current progress and barriers to high-quality Career Technical Education (CTE), as well as short and long-term policy priorities to achieve consistent quality across all aspects of CTE.

There was widespread agreement on key action areas to create a culture of sustainable quality, including expanding data infrastructure to “rigorously evaluate” program quality in addition to widespread focus on learner outcomes; the use of Perkins V as a key state tool to scale effective practices and leverage data to identify priority investments in quality; and the importance of active industry support through professional development opportunities, equipment investments and more to ensure programs remain responsive and fully prepare learners for career success.

“The bottom line is CTE programs have to be valued by policymakers and resourced in order to be high-quality and aligned with business and industry needs.” – Alisha Hyslop, Senior Director Public Policy, Association for Career Technical Education

“The renewed spotlight on CTE is extremely encouraging, but has also led to sometimes difficult [and necessary] conversations about the legacy of CTE, particularly for low-income students and students of color, and brought emphasis on unpacking what quality means for each key pillar of CTE programs.” – Dr. Emily Passias, Director of Career Readiness, Education Strategy Group

“Perkins V and initiatives like this vision make it really clear what the vision for collaboration and quality in CTE looks like and should look like. So, the best solution at the federal level is to address the intense need for increased funding.” – Amy Williams, National Alliance for Concurrent Enrollment Partnerships

Thank you to Advance CTE’s Dan Hinderliter for serving as a facilitator and to our panelists for your expertise and insights.

Watch the previous episode that discusses steps CTE leaders can take to prioritize diversity, equity and inclusion in realizing CTE Without Limits. Future episodes will explore meaningful public-private partnerships and actionable data.

Visit our vision page to read the full vision, access vision communication and implementation resources, and view recordings of our summer Lunch and Learn webinar series focused on the five vision principles. Vision the Learning that Works Resource Center for tools to evaluate and advance equity in CTE systems and programs.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in CTE Without Limits, Uncategorized
Tags: ACTE, CTE Without Limits, Education Strategy Group, NACEP, Perkins V

This Week in CTE

Saturday, July 10th, 2021

Developed with input from nearly 200 national, state and local education and workforce development leaders and supported by over 40 national organizations, Without Limits: A Shared Vision for the Future of Career Technical Education lays out five inter-connected and equally critical principles.

Only through shared commitment and shared ownership among leaders and practitioners at all levels can we realize the possibility and aspiration of a new career preparation ecosystem that provides each learner with limitless opportunity. The This Week in CTE blog series will highlight state and local examples where CTE Without Limits has been made actionable. If you would like to share how your CTE program creates limitless opportunities for each learner in this blog series, please email Brittany Cannady, [email protected].

This Week in CTE: July 5-9, 2021

Each learner engages in a cohesive, flexible and responsive career preparation ecosystem

Virginia CTE recently started a video campaign titled, Career Success Stars. This video campaign highlights the shared ownership of the career preparation ecosystem in Virginia among learners and families, educators, and business and industry partners. Each video showcases learner success in careers of their choice and is proof of high-quality career pathways that lead to in-demand careers as a result of stakeholder engagement across the state.

The full lineup of videos can be viewed on Virginia CTE’s webpage.

Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem

A recent Regional Educational Laboratory (REL) Central webinar explored current research and district-level strategies to address equitable access, participation and success in CTE programs. Guest speakers on the webinar represented two school districts in South Dakota: Rapid City Area Schools and Huron School District. The third guest speaker represented Portland Public Schools in Oregon. Each speaker shared insights into strategies they’ve been using to enhance and improve CTE programs in their districts. The recording can be viewed here.

Each learner skillfully navigates their own career journey

CTE Without Limits supporter Data Quality Campaign published a blog this week aligned to principle 3 and the data learners need to successfully navigate their career journey.

One former school counselor shares their perspective on the scope of data that should be shared with each learner in order for them to make informed college and career decisions.

Read the full blog here.

More resources on CTE data quality can be found in the Learning that Works Resource Center.

Each learner’s skills are counted, valued, and portable

A local partnership is bringing new skills training opportunities to Tennessee. McNairy County Schools and GE Appliances (GEA) have joined together to launch the Skills Training Alliance for Youth (STAY) initiative that will provide new work-based learning opportunities for learners. GEA will hire for part-time work, train and coach ten learners per year. Through the STAY initiative, GEA also commits to an investment in industry credentials. Learn more here.

More resources on systems alignment can be found in the Learning that Works Resource Center.

Each learner can access CTE without borders

Western Interstate Commission for Higher Education (WICHE): Interstate Passport® is the only nationwide network of institutionally accredited, nonprofit, public and private two- and four-year institutions dedicated to the block transfer of lower-division general education attainment based on multi-state faculty-developed learning outcomes and proficiency criteria instead of on specific courses and credits. Students of member institutions experience a seamless, efficient and economical transfer process.

Learn more in the new CTE Without Limits partner initiative repository. The repository can be found here under implementation resources.

Brittany Cannady, Senior Associate Digital Media

By admin in CTE Without Limits, Resources
Tags: CTE Without Limits, Oregon, South Dakota, systems alignment, tennessee, Virginia

Vision Commitments ‘Vlog’ Episode 1: Prioritizing Diversity, Equity, and Inclusion in CTE Without Limits

Wednesday, June 30th, 2021

This summer, Advance CTE is pleased to partner with experts from supporting organizations of Without Limits: A Shared Vision for the Future of Career Technical Education to conduct video panels to delve into four of the five foundational commitments that connect the vision principles.

Our first blog panel covered dimensions of equity, discussing where the field of CTE stands today in successfully achieving equity in program design and learner support; what additional resources and areas of focus are needed to advance equity; and innovative initiatives being conducted by each organization to facilitate progress.

Much of the discussion centered around intentionality around actions to address equity, messaging about CTE in ways that meet the needs of learners, and the need for organizations to move beyond creating tools to creating consistent space to build community towards courageous action and continuous improvement. Several quotes from our panelists stood out during this conversation:

“This work is really hard, and we need a space and community so we can empower one another, offer compassion and accountability so that we can have the stamina to engage in this work for a very long time. These conditions were not created overnight.”
– Silvia Ramos, Senior Director of Programs, National Association for Partnerships in Equity (NAPE)

“Messaging should be clear and that there’s no longer a dichotomy between CTE programming and rigorous academic education programs…educators and CTE leaders at all levels need to demonstrate and communicate how CTE pathways open opportunities for all students.”
– Erica Cuevas, Associate Director, JFF

“For the most part educators get [culturally responsive education], they understand this need for global competence, but they just don’t know how to teach it….our professional development tools help teacher understand the need and how to integrate it in a way that meets their standards but isn’t a huge lift for a more open, respectful classroom.”
– Heather Singmaster, Director of Career Technical Education and Global Cities Education Network, Asia Society

Thank you to Advance CTE’s Brian Robinson for serving as a facilitator and to each panelist for their valuable insights.

Visit Advance CTE’s vision page to read the full vision, access vision communication and implementation resources, and view recordings of our summer Lunch and Learn webinar series focused on the five vision principles.

For more resources and tools on equity and access in CTE, visit the Learning that Works Resource Center.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in CTE Without Limits, Research, Resources
Tags: ASIA Society, CTE Without Limits, Equity, Equity and Access, JFF, NAPE

Leveraging Federal and State Talent Pipeline Investments to Achieve a CTE Without Limits

Wednesday, June 23rd, 2021

In March 2021, Advance CTE, with the support of over 40 national organizations, released Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). The shared vision challenges local, state and national CTE practitioners to boldly close equity gaps in educational outcomes and workforce readiness and leverage Career Technical Education (CTE) as a catalyst for ensuring that each learner can achieve success in the career of their choice.

Advance CTE released Leveraging Federal Investments to Advance a Shared Vision for the Future of Career Technical Education. This new implementation resource will help state CTE leaders fully realize the ability to design a cohesive, flexible and responsive career preparation ecosystem that works across state systems for the full continuum of learners and is aligned to federal and state talent pipeline investments and overall strategies.

Some states have lead the charge in providing promising practices that strategically connect the five vision principles and existing allowable activities under the following funding streams:

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V);
Workforce Innovation and Opportunity Act (WIOA);
Every Student Succeeds Act (ESSA); and
Higher Education Act (HEA).

PRINCIPLE 3: Each Learner Skillfully Navigates Their Own Career Journey

The Washington state Workforce Training and Education Coordinating Board created Career Bridge as Washington’s one-stop source for career and education planning. With the collaboration of multiple state agencies and supported by braided funding, the site allows the full continuum of learners to explore careers, view job trends and find education.

PRINCIPLE 4: Each Learner’s Skills Are Counted, Valued and Portable

Two- and four-year faculty and administrators from across Colorado came together in 2018 to propose changes to the Credit for Prior Learning policy established in 2015 that guaranteed acceptance of credits earned through Advanced Placement and International Baccalaureate exams and course challenge options when a learner transferred. This group advocated for the inclusion of Prior Learning Assessments such as the College Level Examination Program, DANTES Subject Standardized Tests and portfolio reviews in the transfer agreement. For more information and additional state examples check out, Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner.

Leveraging and focusing the combined influence of the assets provided through the above funding streams will increase a state’s ability to provide the full continuum of learners access to equitable, skills-based education and preparation for the ever-evolving future of work. View more action steps and exemplars by reading the full implementation brief here.

Brittany Cannady, Senior Associate Digital Media

By admin in CTE Without Limits, Legislation, Resources
Tags: Colorado, CTE Without Limits, ESSA, HEA, Perkins V, Washington State, WIOA

CTE Without Limits Summer Lunch and Learn #1 Recap: Building Foundational Relationships and Infrastructure Key Areas of Focus for First Vision Principle

Monday, June 7th, 2021

On June 1, Advance CTE hosted the first session of a five-part summer lunch and learn series delving into each of the five principles of Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Each session features a panel of leading voices from organizations across learning and work followed by interactive group discussions on the information shared and next steps.

This session discussed the first principle of CTE Without Limits, featuring perspectives from organizations representing state elected officials, state and local education administrators and workforce leaders: Amanda Winters, Program Director for Postsecondary Education at the National Governors Association (NGA); Najmah Ahmad, Program Director for the Career Readiness Initiative at the Council of Chief State School Officers (CCSSO); and Yvette Chocolaad, Workforce Policy and Research Director at the National Association of State Workforce Agencies (NASWA).

Themes

Throughout the panel and breakout sessions, several key themes emerged on the most urgent areas of action and foundational steps to be taken at the local, state and organizational level:

State Leaders as Visionaries: Both Amanda Winters (NGA) and Najmah Ahmad (CCSSO) emphasized the role of governors and state education administrators as the visionaries and drivers for organizational change needed to realize this principle, from providing flexibility in funding and funding models to connecting state initiatives for economic growth, postsecondary attainment, racial equity and more into a larger vision for systemic change. Ahmad also highlighted the role of organizations supporting state leaders in providing tools and guidance for that leader’s vision to reach local education agencies and translate into tangible, meaningful action.
Yvette Chocolaad (NASWA) emphasized the importance of designing infrastructure with flexible capacity to support collaboration across sectors, integrated services and innovative funding models. In doing so, systems can be truly responsive to the changing and flexible paths taken by learners to education and employment. This infrastructure can span informational technology and administrative and business service to physical building design and upgrades.
All partners emphasized that investment in career advising, coaching and job search professionals who are often “overloaded and undervalued” as critical to build a cohesive career preparation ecosystem with seamless transitions among education and work experiences.
Promising potential of federal stimulus funding: All panelists elevated federal stimulus funding as a historic opportunity to reimagine infrastructure and state initiative investment in the lens of CTE Without Limits and not just make upgrades to existing systems.

During the breakout sessions, attendees elevated the importance of involving learner voice in the design of career preparation ecosystems and prioritizing the needs of learners with those of other stakeholders such as government and industry. Attendees also highlighted the need for manageable, tangible steps from both the top down and the bottom up to enact lasting change, and the acknowledgement that true cohesion between systems of learning and work is extremely complex and all partners will be learning during the execution of this principle.

First Steps

The foundational steps offered by the panelists may seem obvious at first glance, but are often skipped in favor of pursuing project-based work and are critical to establishing a shared understanding of success.

Shared Vision and Definitions: Chocolaad elevated the importance of cultivating a shared vision, metrics and data infrastructure among all stakeholders at the outset of this work. The need for comprehensive, informed and accurate data was termed a “shining light” for executing both this first step and the principle at large.
Leadership Buy-in: Winters emphasized the importance of governors and other top leaders specifically communicating their commitment to making systemic change and collaboration a priority when current systems are designed to encourage siloed progress.
Equity at the Center: Ahmad elevated the importance of centering equity, a foundational commitment within CTE Without Limits, in all aspects of implementation but particularly in determining the “who and the why” of systemic change. The prior two recommendations are strongly connected to this step, as a shared understanding and equity is critical to measuring progress towards equitable career preparation ecosystems.

Visit the CTE Without Limits web page to read the full vision and access resources to communicate the vision to stakeholders, including a promotional video, slide deck and five sector-focused fact sheets.

Register for Advance CTE’s second lunch and learn scheduled for June 22 at 4:00PM ET featuring Amanda Bergson-Shilcock, Senior Fellow at the National Skills Coalition; Mimi Lufkin, CEO Emerita at the National Alliance for Partnerships in Equity; and Stephanie McGencey, Executive Director at the American Youth Policy Forum

By Stacy Whitehouse in Uncategorized
Tags: career preparation, CTE Without Limits, Infrastructure, Webinars

This Week in CTE

Saturday, May 15th, 2021

Developed with input from nearly 200 national, state and local education and workforce development leaders and supported by 40 national organizations, Without Limits: A Shared Vision for the Future of Career Technical Education lays out five inter-connected and equally critical principles.

This Week in CTE: May 10 – 14, 2021

Each learner engages in a cohesive, flexible, and responsive career preparation ecosystem

This week we extend congratulations to the 57th class of U.S. Presidential Scholars! Of the 161 high school seniors selected, 20 outstanding learners from CTE programs have been awarded this honor for their accomplishments. The 2021 class of U.S. Presidential Scholars in CTE represent the following states: Arizona, Delaware, Florida, Iowa, Maryland, Massachusetts, Michigan, Missouri, Pennsylvania, Puerto Rico, Texas, Utah, Washington, West Virginia and Wisconsin.

A full press release can be found here.

Each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem

This week career tech centers in Ohio received a visit from Lieutenant Governor Jon Husted, who serves as the Director of the Governor’s Office of Workforce Transformation. During the site visits, learners shared reasons for participating in career pathways and early postsecondary opportunities (EPSOs).

Reflecting on his visits Lt. Gov. Husted stated, “We have to have more students who are taking their career seriously at an earlier age, gaining some real world experience, preparing for work, earning college credits without having to run a bunch of debt, and make the education affordable and effective.”

Read more from learners and about the career tech site visits in this article published by Dayton Daily News.

#CareerTech @LtGovHusted visits @MVCTC & highlights the importance of thinking about career early, gaining experience and earning credits without taking on debt @OhioOWT https://t.co/2iYmedtIbO

— Ohio Higher Ed (@OhioHigherEd) May 12, 2021

Each learner skillfully navigates their own career journey

“Some students are already working in the field part time…students who are skilled in masonry will always be able to find work because of demand.”- Holly Pore, District Career Technical Education Director, Rowan-Salisbury Schools.

North Carolina CTE students competed this past week at Skills Rowan, a skills-based competition where Rowan-Salisbury schools showcase their industry skills. Despite the challenges due to the pandemic in hosting a competition that mimics years past, students were still able to feel value from competing and receiving the opportunity to be the true navigator of their career journey.

Read more in this article published by the Salisbury Post.

Each learner’s skills are counted, valued, and portable

Advance CTE’s newly released communications research indicates that learners who participate in CTE are more prepared for and more likely to plan to complete college. When states build more cohesive systems where early EPSOs such as dual enrollment are fully counted, valued and portable, learners have more equitable paths to college and career success.

Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways provides the following four key strategies to achieve this goal and highlights effective programs in Ohio, Tennessee and Utah:

Advancing buy-in and systems alignment through institutional partnerships;
Building robust and streamlined state policy that builds EPSOs into career pathways;
Funding EPSOs on the margins through state incentives to remove financial barriers for learners; and
Prioritizing equity and removing burdensome admissions and administrative barriers to participation.

View this brief and other New Skills ready network resources here.

Each learner can access CTE without borders

Learners with a career interest in agriculture can register to attend a free virtual internship experience with industry professionals. Do you need career experiences for students despite the pandemic? Attendees will learn:

How to pursue jobs in agriculture and more;
How to sustainably source and deliver a variety of meat and seafood to peoples’ homes; and
How to add seaweed to cattle’s diet to reduce methane emissions.

Educators should attend with learners to explore agricultural jobs and practice asking questions live!
Date: Thursday, May 20
Time: 12:30 pm ET/9:30 am PT.

Brittany Cannady, Senior Associate Digital Media

By admin in Advance CTE Resources, CTE Without Limits, Resources
Tags: Arizona, CTE Without Limits, Delaware, Florida, Iowa, Maryland, Massachusetts, Michigan, Missouri, News Skills Ready Network, North Carolina, Ohio, Pennsylvania, Puerto Rico, tennessee, texas, Utah, washington, West Virginia, wisconsin

Posts Tagged ‘CTE Without Limits’

Vision Commitments ‘Vlog’ Episode 2: Challenging our Limits to Quality CTE

This Week in CTE

Vision Commitments ‘Vlog’ Episode 1: Prioritizing Diversity, Equity, and Inclusion in CTE Without Limits

Leveraging Federal and State Talent Pipeline Investments to Achieve a CTE Without Limits

CTE Without Limits Summer Lunch and Learn #1 Recap: Building Foundational Relationships and Infrastructure Key Areas of Focus for First Vision Principle

This Week in CTE

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