Posts Tagged ‘internships’

Advance CTE 2023 Fall Meeting Sponsor Blog: Diamond Sponsor, CompTIA – The DNA of a Winning CTE Program

Monday, October 2nd, 2023

Tech organizations are in a constant race to find skilled and qualified workers who can keep up with ever-evolving demands. Skills and confidence gaps can throw a wrench in the works, making it tough for companies to meet their needs and for individuals to reach their full potential. That’s why addressing and tackling these gaps requires a well-thought-out plan that sets everyone up for success.

Angel Piñeiro, vice president of strategic academic relationships at CompTIA, shares a case study about how a technology company solved a skills and confidence gap problem by building a diverse future workforce pipeline with the largest school district in the country.

The Problem

In 2013, a large public school district, encompassing 1.1 million students and 1,800 schools, put out a contract to support their entire infrastructure. At the time, Piñeiro was the senior vice president of a national technology firm that won the multi-million-dollar contract. The problem was that they had two months to accomplish the following:

•         Hire 200-230 professionals, including technicians, engineers, dispatchers and more

•         Provide personnel with security clearances

•         Integrate the school district’s service desk into their firm’s service desk

“We managed to do it, but I will never, ever be put in that situation again,” Piñeiro said. To avoid running into the same problem in the future, Piñeiro needed a program in place that would create a pipeline of skilled and certified workforce.

The Solution

Faced with the challenge of rapidly recruiting skilled IT professionals, the initial solution was to work with local training providers, talent recruitment companies and college graduates. However, Piñeiro’s team realized that these approaches were not only expensive but also lacked the scalability needed to meet the demands of large-scale contracts. They also needed a solution that was efficient and repeatable – it needed to work for everybody.

Then, it clicked.

“There are schools in the cities. There are schools in the suburbs. There are schools in the rural areas. There are schools everywhere. So why not work with the schools?” Piñeiro said. After determining the key stakeholders they needed to work with, Piñeiro’s team came up with the DNA of a successful CTE program.

Innovation

The company adopted a visionary approach to address a significant hiring issue prevalent in the information technology sector. By collaborating closely with public schools, it ensured the program would be scalable, repeatable, and sustainable. The company recognized the program as a return on investment that directly influenced its bottom line. Today, the program tackles the well-known challenges in suburban and rural areas where resources might be scarce.

For more information, reach out to the CompTIA Workforce Solutions Team, Angel Piñeiro at [email protected]

By Layla Alagic in Advance CTE Fall Meeting
Tags: , , , , ,

Advance CTE 2023 Fall Meeting Sponsor Blog: Diamond Sponsor, iCEV – 5 Steps Toward Building a Sustainable CTE Program

Friday, September 29th, 2023

As a State Career and Technical Education (CTE) leader, you know the value of CTE in preparing learners for a wide range of work opportunities. But to elevate CTE’s impact, it’s essential to use your expertise to build programs that grow and thrive.

Through our conversations with CTE champions, here are five top tips we’ve summarized that are crucial to building a sustainable CTE program.

After reviewing each strategy, you’ll be better able to pursue the Advance CTE vision of CTE Without Limits.

1. Articulate Your Purpose

Identify your purpose and goals for your state’s CTE programs from the beginning. Ensure your objectives are clearly defined so you can use them to make your decisions. Consistent focus on your core goals is essential to developing a viable program.

Once you’ve defined your goals clearly, share the program’s value with your stakeholders. Prospective learners will gain insight into how the program could benefit their future.

2. Choose Relevant Courses

A key benefit of CTE is developing skills directly applicable to real-world work. Offering the right pathways and courses to teach these skills is a huge piece of any successful program.

Stay in tune with in-demand skills across industries and which careers learners are interested in. By implementing diverse courses with transferable skills, you’ll go further in preparing the next generation of workers.

3. Pursue Professional Development

Implementing ongoing professional development opportunities keeps educators current on CTE objectives, industry knowledge, and teaching strategies.

Effective professional development can take many forms, but supporting CTE instructors with relevant and varied opportunities demonstrates your commitment to their success in the classroom.

4. Build Partnerships within the Community

Connecting with businesses in local communities can create many opportunities for learners, including internships or part-time employment.

Contact companies and express your interest in creating partnerships between their professionals and learners. Making business connections at the state level can boost opportunities for programs and learners throughout your state.

5. Evaluate Your Programs

Implementing CTE at the state level is a long-term commitment to a model that will grow and evolve in a changing world.

From the beginning, gather feedback from involved parties—educators, learners, families, and industry partners. Collecting feedback on the effectiveness of a program offers immense value to all of these stakeholders.

Utilize data to determine if your CTE program is meeting its objectives and to make informed decisions.

Finally, think about how to support learners through career and technical student organizations (CTSOs), expanded program offerings, and investments in technology. Making continual improvements statewide will lead to long-term success and sustainability.

Pursue CTE Without Limits in Your Program

When you use your expertise to build sustainable CTE programs, you can pursue the vision of CTE Without Limits and provide access to a diverse audience of learners.

But to provide a cohesive, flexible learning environment to better achieve these goals, many programs are relying on CTE data.

Visit the iCEV booth during the Advance CTE Fall Conference to learn more about how iCEV can support you in acquiring and using data to make decisions.

By Layla Alagic in Advance CTE Fall Meeting
Tags: , , , , , , ,

Elevating CTE’s Impact in Improving Workforce Development

Tuesday, September 26th, 2023

Career Technical Education (CTE) equips students with in-demand skills and knowledge, preparing them for successful careers in diverse career pathways. State CTE Directors are tasked with the crucial duty of promoting the integral role of CTE in improving workforce development efforts and subsequently their state economies. CTE is a pathway to a skilled and competitive workforce and below are strategies to effectively advocate for CTE’s potential impact.

Work-based learning experiences, such as internships, apprenticeships and on-the-job training, bridge the gap between classroom learning and practical application. Partnering with local businesses and community organizations is critical to expanding work-based learning opportunities for CTE learners. Demonstrating the tangible benefits of such experiences, including increased employability and a smoother transition into the workforce, reinforces the value of CTE as an effective workforce development pathway. 

This can be accomplished through elevating learner voice. Nothing speaks louder than success stories. State Directors can actively showcase the achievements of CTE alumni who have excelled in their careers after completing CTE programs. Featuring these success stories on websites, social media platforms and in local media can inspire current and prospective learners, parents and community members to view CTE as a viable path to achieving their career goals.

To strengthen CTE’s position as a workforce development pathway, an investment in modern infrastructure and technology is critical. Up-to-date equipment and technology not only enhance the learning experience but also demonstrate a commitment to providing learners with the necessary tools to succeed in the workforce. Additionally, leveraging workforce and economic trends to develop career pathways that are relevant to current labor needs creates the symbiosis needed for a properly functioning CTE ecosystem. State Directors can engage in outreach initiatives to build strong partnerships with stakeholders, highlighting CTE’s contributions to economic growth and prosperity. Engaging in conversations with employers and policymakers helps foster a shared vision and commitment to supporting CTE as a critical workforce development strategy.

Promoting CTE as a pathway to improving workforce development efforts is essential to creating a skilled and competitive workforce that meets the demands of a rapidly evolving job market. State Directors have the unique opportunity– and responsibility– to lead this transformative charge. By emphasizing industry-relevant skills, facilitating work-based learning opportunities, building strong partnerships, showcasing success stories and investing in modern infrastructure, CTE can remain at the forefront of workforce development initiatives.

For additional information, resources and tools on promoting CTE as a pathway to improving workforce development, please visit:

Brice Thomas, Former Policy Associate

By Layla Alagic in Uncategorized
Tags: , , , ,

ECMCF Fellow Feature: Shelsi Barber-Carter

Thursday, 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] 

By Layla Alagic in Achieving Equitable and Inclusive CTE
Tags: , , , , , , , , , , ,

Learner Perspectives: Tejas Shah, Advance CTE Intern

Monday, June 27th, 2022

Tejas Shah served as Advance CTE’s Spring 2022 Policy Intern. Prior to joining Advance CTE, he interned for elected officials, political candidates and a policy organization at the local level.  He is a rising junior at Cornell University majoring in Policy Analysis and Management. 

Introduction

This spring, I had the amazing opportunity to intern with Advance CTE, and support their state policy team. As I look back on my four months with Advance CTE, I am reflecting on my professional and personal growth. This post gives state leaders a learner’s perspective on being exposed to the field of Career Technical Education policy for the first time.

Where I Started

When I started my internship search for the spring semester, I knew I wanted to get real-world experience in the policy space. As a sophomore at Cornell University majoring in policy analysis, I am at that point in my college career where I am starting to think about my post-graduation plans. Thus, dipping my toes into a policy sphere that I had little experience with seemed exciting. Before interning with Advance CTE, I didn’t know much about CTE. I had heard the terms vocational education and work-based learning, and had a general idea about what that meant. However, my understanding of these topics contained  assumptions and biases that I hoped to, and did, recognize through this internship experience.

Learning About CTE Systems

The first project I was assigned to involved the New Skills ready network (NSrn) initiative. I transcribed interviews with education professionals across one of the six sites,  Nashville, Tennessee. I heard from principals, guidance counselors, and educators, each with a unique perspective on CTE policy within their community and how the NSrn initiative impacted learners and systems. Hearing from such a diverse set of individuals was illuminating. Although I graduated from a public high school, I never truly knew how much goes into ensuring learners have a high-quality education. 

This project made me reflect on my own high school experience. Through this project, I learned that high-quality career pathways would have helped me narrow down my career interests before I entered college. Additionally, hearing from guidance professionals about the significance of a high-quality guidance program was extremely interesting. I did not know career and technical education were options I could take advantage of. My guidance counselor had hundreds of other students to assist – perhaps a guidance department based on academic flexibility and smooth transitions from secondary to post-secondary education would have opened doors I did not know I had access to.

I also had the opportunity to build on my learning about writing a blog by highlighting another New Skills ready network site, Boston, Massachusetts. I heard from experienced professionals within high schools and postsecondary institutions, and learned about a variety of dual-enrollment initiatives in place that link secondary and postsecondary experiences. Like high-quality pathways, ensuring secondary learners have access to college-level learning opportunities significantly impacts postsecondary readiness and completion outcomes. I took a few classes at my high school that offered college credit. However, very few of these credits transferred to my postsecondary institution. Fortunately, I was not relying on these credits to graduate. However, through this project, I came to realize that for some students, getting college credit for high school classes can significantly improve a learner’s chances to succeed in college-level coursework and achieve a postsecondary attainment. I never realized that my college credits not transferring were symptoms of a larger issue that Advance CTE hopes to address.

What I especially enjoyed about my experience at Advance CTE was the infusion of equity in all the projects that I completed. My supervisor always made it a priority to bring equity to the forefront of our discussions. I was exposed to a variety of different readings, resources, and interviews that highlighted the importance of integrity of support for each learner within the education system. For example, I became aware of the importance of wraparound supports for learners. I lived a very privileged life – my parents had access to a vehicle and my house had stable internet. However, for learners who don’t have access to such resources, receiving a high-quality education is much more difficult. Additionally, through supporting  the New Skills ready network project, I was introduced to the systemic racism and inequality that exists within the education sphere, which is reflected through gaps by race and ethnicity in participation in high-demand career pathways. Breaking down these systemic barriers and stereotypes is work that I now realize is extremely important to making sure all students, regardless of background, have equitable access to high-quality education.

Skillbuilding Journey

My experience at Advance CTE was a great opportunity for me to build my professional skills. This internship was the first time I was charged with managing projects. At first, it was a challenge to have the confidence to take on projects with a lot of responsibility. However, the staff at Advance CTE gave me plenty of resources to help me to be proactive in my task management. For example, I utilized Basecamp to remind myself of the checkpoints I needed to complete for a project. Breaking down a daunting assignment into smaller, more digestible pieces made it much easier for myself to understand what needed to be done. Additionally, splitting up projects into smaller portions made it easier to notice when I was falling behind. Coming out of this experience, I feel much more confident in my proactive communication skills. I have found myself applying these strategies to my college work as well. I have started to map out my assignments on Google Calendar. I can look a week, a month, or a whole semester ahead to make sure I am prioritizing my tasks and budgeting my time efficiently and effectively. 

In addition to my project management development, this opportunity has strengthened my adaptability skills. Many of the deadlines set at the beginning of projects changed, some of which were last minute due to unforeseen circumstances. In some cases, receiving information or feedback from outside sources took longer than expected. In others, staff changes meant changing project roles. Though some of these changes could be dizzying, it helped strengthen my ability to be flexible. Projects and the needs of Advance CTE’s members constantly evolve, and being able to adapt to such changes is important. For example, I was tasked with updating pages on the Advance CTE website. However, during the project, the manager left Advance CTE, so my supervisor and I had to learn together to execute the project. This was intense at first, but it was a great learning experience as well. Proactive communication and collaboration allowed me to adapt and carry out the project successfully. 

At the end of every month, I would have a check-in with my supervisor where we pinpointed skillbuilding areas that I have excelled in, and skillbuilding areas that I could improve upon. These monthly meetings were extremely beneficial in my development as a professional. I was given the ability to see my progress firsthand. We would brainstorm strategies to implement over the course of the following month to bolster my skillbuilding process. Through discussing hypothetical situations and deconstructing problems that occurred during the previous month, these monthly meetings were especially important in increasing my confidence within the internship program. Guidance and constructive criticism are paramount for learner development, in and out of the classroom.

Appreciation and Next Steps 

I want to thank all the staff at Advance CTE. Their constant support and direction has been extremely helpful in my career exploration and development. This internship solidified my interest in researching and communicating policy. This summer I will serve as an intern for the Office of the Deputy Secretary for the U.S. Department of Housing and Urban Development. I look forward to continuing to broaden my skill set and policy experiences! 

Tejas Shah, Spring 2022 Policy Intern

By Stacy Whitehouse in Uncategorized
Tags: , , , ,

Poll finds overwhelming support for more CTE, internships in high school

Thursday, September 18th, 2014

Research Image_6.2013A new PDK/Gallup poll released Tuesday showed 87 percent of Americans believe high school students should receive “more education about possible career choices.” Further, a majority of Americans agreed that the factors that help students get a good job include working on a real-world project, possessing employability skills such as teamwork and dependability, and having a mentor or advisor.

These results came from the second installment of the 46th annual PDK/Gallup poll. Be sure to check out our coverage of the first data release here, which primarily focused on the Common Core State Standards.

The findings add to a growing cadre of support for CTE in preparing students for success in both college and careers. The disaggregated survey results were filtered into the following categories: national total, public school parents and political affiliation.

Public school parents strongly agreed that high school students should be required to participate in at least one paid or unpaid internship and should be allowed to earn credits toward graduation from instruction they receive outside of school or online. However, results were mixed about whether students should specialize in a career area of their choice during high school.

Given the enthusiasm shown here for exposing students to more career opportunities, there are clear opportunities to continue educating parents and the public about the benefits of CTE and further breakdown the mentality of CTE as an either/or decision for students — particularly when it comes to preparation for college and careers.

Andrea Zimmermann, State Policy Associate

By admin in Research
Tags: , , , ,

Legislative Update: ESEA, Bills Introduced

Friday, October 21st, 2011

Senate Marks Up ESEA

The Senate Health, Education, Labor and Pensions Committee met on Wednesday to begin markup the draft Elementary and Secondary Education Reauthorization bill introduced by Senator Tom Harkin (IA) last week. The markup was threatened with delays when Senator Rand Paul (KY) objected to the Committee meeting longer than two hours after the Senate convened on Wednesday. This is a procedural rule, rarely employed in the Senate, that is almost always waived. Senator Paul was concerned that no hearing had been held on the bill this session (10 were held last session) and he felt there was not enough time to review the bill before the markup. On Thursday, Senators Harkin and Enzi (WY) reached an agreement with Senator Paul that in exchange for dropping his objection, the Committee will hold a hearing on the bill on November 8.

The Committee reported the bill last night by a vote of 15-7. Three Republicans, Senators Enzi, Lamar Alexander (TN) and Mark Kirk (IL), joined all Democrats in voting for the bill. Senator Harkin hopes to bring the bill to the floor for debate and a vote before Thanksgiving.

During the markup, Senator Richard Blumenthal (CT) introduced an amendment to expand internships and apprenticeships, with the goal of alleviating dropouts and providing skills training. Because the amendment would require locals to use the money for this purpose, several Senators opposed it, but said they would support it if it were an allowable use of funds. Blumenthal agreed to withdraw the amendment and change the language, but wants to be sure that there are strong incentives for locals to use funding for internships and apprenticeships.

Bills Introduced

Teachers and First Responders Back to Work Act

This week Senators Menendez (NJ), Reid (NV), Harkin (IA), Stabenow (MI) and Casey (PA) introduced S. 1723, Teachers and First Responders Back to Work Act.  The bill contains the provision of the American Jobs Act that provides $35 billion to create or protect education jobs, as well as jobs for police officers and firefighters.  The jobs supported in this bill are not just teachers, but any public school K12 employee.

However, last night the Senate failed to invoke cloture on the bill by a vote of 50-50. All Republicans voted against it, as did Senators Lieberman (CT), Nelson (NE) and Pryor (AR). As result, the bill will not be voted on.

Preparing Students for Success in the Global Economy Act

Senators Jeff Merkley (OR), Al Franken (MN), Mark Begich (AK), and Kirsten Gillibrand (NY) introduced S. 1675, Preparing Students for Success in the Global Economy Act. This bill aims to increase student access to courses in STEM subjects and provide additional resources to recruit, train, and support STEM teachers.

Grantees must include in their applications a description of how their activities will be coordinated with other programs and activities, including Perkins-funded CTE programs. Local subgrantees must also describe in their applications how grant funds will be coordinated with programs and activities, including Perkins-funded CTE programs.

“If we don’t train our children for the jobs of the future, we won’t be able to compete in the future,” Merkley said. “Whenever I talk to companies like Intel back in Oregon, they tell me that STEM education is key, and in far too many schools, the resources aren’t there to prepare our students for careers in engineering and science. This legislation will help address this deficit.”

 

Nancy Conneely, Public Policy Manager

By admin in Legislation
Tags: , , , , , , , , , , ,

 

Series

Archives

1