This post is written by the National Center for College and Career Transitions or NC³T, a Gold Level sponsor of the 2018 Advance CTE Fall Meeting.

The most common image when talking about workforce development is that of a “leaky pipeline;” where we lose people at every key transition point along the way to the labor pool. In high school, we lose learners who drop out before graduation. Among those who do graduate, we lose the ones who don’t go on to some form of postsecondary education. Among those who do pursue postsecondary credentials, we have another round of dropouts who leave before earning a degree or certification. As a result, the final pool of qualified workers is much smaller than the pool we started out with.

Our workforce development model was designed in the 1960s, and it worked because the largest demographic cohort in history – the Baby Boomers – feed into the pipeline. There were a limited number of jobs requiring advanced skills or credentials. But things have changed – the Boomers are retiring, and the number of jobs requiring advanced education and training has grown exponentially.

To deal with this challenge, NC³T is advocating for a “gardening” mentality, in which every seed is nurtured. That means providing every single learner with opportunities to explore the world of work, gain hands-on experiences, identify their interests, develop a path and pursue the college and career options that provide the best possible fit. It works for them as students – there’s plenty of research on improved outcomes and levels of engagement – and it works for them as entrants into the workforce. And of course, it works for employers as well.

Our approach is one of Career Connected Learning, ensuring that connections to the real world – specifically, the world of work – are made for every learner. This is the heart of Career Technical Education (CTE). Our role is to build awareness, advocate, train, and support the work that educators and policymakers are doing in this arena. We look forward to working with all of you to build and manage rich, engaging experiences for all learners. Visit our website here.

This post is written by Project Lead The Way, a Diamond Level sponsor of the 2018 Advance CTE Fall Meeting.

If learners don’t know what’s possible, they can’t explore opportunities available to them and pursue paths that position them to thrive.

It is because of this that Project Lead The Way (PLTW) believes every student deserves access to high-quality career learning experiences – that is, learning experiences that show students the array of opportunities that exist and empower them to develop the knowledge and skills they need to take advantage of those opportunities.

PLTW’s Career Learning Approach

To support our career learning philosophy, PLTW provides transformative learning experiences for students and teachers across the United States through seamless, scaffolded PreK-12 curricular pathways and teacher training in computer science, biomedical science and engineering.

These efforts are proving effective. Independent third parties validate PLTW’s work, and we hear stories of impact every day from students and teachers nationwide. One PLTW middle school student stated:

“PLTW has made me think of goals that I never would have even thought of in the first place, and given me the confidence to pursue them.”

This approach to the classroom is invaluable for learners and businesses. Especially, as industries express concerns about a possible skills gap in the future workforce.

Linking Career Learning and CTE

Career learning exists in direct alignment with Career Technical Education (CTE). Really, CTE is career learning, and vice versa.

In communities across the country, CTE leaders and PLTW work together to provide learners with critical learning opportunities. But we have much more work to do. We need to revolutionize the approach to PreK-12 education, with an emphasis on learner-driven career learning experiences, starting at an early age. This includes equipping students with ways to measure their mastery of the skills in a manner that provides value and currency beyond high school. It also includes engaging all relevant stakeholders – from school administrators and educators, to industry, to public officials – in these efforts.

We look forward to continuing this conversation at the 2018 Advance CTE Fall Meeting in Baltimore, Maryland and discussing the ways we can collaborate to advance this important work. Learners are depending on us, and we can’t afford not to act.

Project Lead The Way (PLTW) is a nonprofit organization that provides a transformative learning experience for PreK-12 students and teachers across the U.S. PLTW empowers students to develop in-demand, transportable knowledge and skills through pathways in computer science, engineering, and biomedical science. PLTW’s teacher training and resources support teachers as they engage their students in real-world learning. Approximately 11,500 elementary, middle, and high schools in all 50 states and the District of Columbia offer PLTW programs. For more information on Project Lead The Way, visit pltw.org.

This post is written by the Fleck Education and Thomas P. Miller & Associates, a Gold Level sponsor of the 2018 Advance CTE Fall Meeting.

School counselors find connecting learners with Career Technical Education (CTE) coursework and career pathways to be an effective career advising and development strategy.  Yet, few counselors are able to make these connections. In their report, “The State of Career Technical Education” Career Advising and Development,” Advance CTE and the American School Counselor Association (ASCA) looked to see if states and their school counselors are using effective strategies, finding that more than half (58 percent) of states believe “they are only somewhat effectively serving K-12 learners with career advising and development systems” and less than 30 percent of middle school counselors connect students with CTE coursework or career pathways, despite the fact that the majority (87 percent) of those who use this strategy find it effective or extremely effective.

In their study of school counselors’ perceptions of competency in career counseling, Morgan, Greenwaldt, and Gosselin (2014) found that while school counselors did not identify specific training areas that would have helped them, they did acknowledge that continuing education was imperative based on what they received in their graduate preparation programs.  Overall, they mostly relied on their professional networks for support, describing casual, question-and-answer partnerships being used most frequently.

As providers of professional development, we witnessed this desire to consult and collaborate in our recent work conducting workshops with local State CTE Directors and school counselors.  Overwhelmingly, school counselors appreciated having a facilitated “nuts and bolts” discussion about CTE and programs of study, but especially valued being given the time to collaborate with one another.  This was reflected in a sample of their feedback on what they found helpful:

• “Solutions to challenges instead of just defining problems;
• [Obtaining] “need-to-know” information. I also liked that we were able to ask questions, confirm ideas, etc.;
• It was nice to collaborate with other counselors;
• Being able to hear about what others are doing with success;
• Being able to talk to fellow counselors; and
• Brainstorming with fellow educators.”

Because Advance CTE is recommending more effective professional development and resources to school counselors, and the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) now requires the provision of professional development for a wide variety of CTE professionals, CTE programs of study might consider the following opportunities:

• Provide professional development to currently practicing school counselors through workshops or webinars.  Allow for time to be devoted to collaboration and sharing;
• Identify if there is a formal or informal communication system among school counselors in the state—a listserv or website.  Consider creating a listserv for counselors geared toward career counseling and advising;
• Reach out to all school counselors at all levels – elementary, middle and high school – with developmentally appropriate information on CTE. For example, for elementary school counselors, it could be as simple as guidance on designing a field trip to a CTE program or center;
• Partner with your state’s school counselor association or become a sponsor of their statewide conference. Present at their conferences or professional development opportunities; and
• Collaborate with school counselor education programs in your state, particularly the faculty who teach the career theory/development course.  This is a required course for all school counselor education graduate programs and is typically taught by faculty who focus on theory with little to no opportunity for real-world application.

Finally, professional development that focuses on the practical skills of career counseling will help fill the knowledge gap experienced by most of today’s working school counselors.  This could include a “refresher” on interpreting career assessment results, how to have developmentally appropriate career conversations with students, and identifying connections between Career Clusters® or areas of interest.

Fleck Education and Thomas P. Miller & Associates will attend the 2018 Advance CTE Fall Meeting in Baltimore scheduled for October 22-24, 2018. For more information on our services, please contact Kelly Dunn at [email protected].