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Getting to Know the 2024-2025 New York State Association of Career & Technical Education (NYSACTE) Postsecondary State Leaders Fellowship Fellows (Part 3)

Wednesday, December 18th, 2024

NYSACTE, Advance CTE, and ECMC Foundation are excited to introduce the Fellows of the inaugural cohort of emerging leaders from across New York State. The Fellows of the NYSACTE Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement.  This final blog in the series introduces the remaining five NYSACTE Fellows. 

Kristin Sine-Kinz, MBA, serves as the chief of staff and strategic marketing team leader for the Division of Economic & Workforce Development & Career Technical Education at Monroe Community College (MCC). Ms. Sine-Kinz has a rich background in professional services, having crafted business and marketing strategies for major brands like Motorola, Fisher Price, Kodak, and Honeywell. At MCC, Ms. Sine-Kinz reports to the division Vice President, and is deeply involved in strategic projects and initiatives, both college-wide and within her division. Her extensive 27-year career includes nearly 13 years at MCC, and a stint as the MCC Interim Vice President for Economic & Workforce Development & Career Technical Education. She holds an MBA from Western Governors University and a Bachelor of Fine Arts from the Rochester Institute of Technology.

Dr. Stacia Smith is an assistant professor in the Decision and Graphic Media Systems Department at SUNY Canton. She has been teaching computing and technology courses since 2009. Dr. Smith spent 12 years as the principal investigator for the Collegiate Science and Technology Entry Program (CSTEP), a New York State grant-funded program. In this position, Dr. Smith provided education assistance and academic enrichment services to minorities and economically disadvantaged students pursuing careers in STEM, health, or a licensed profession. She currently serves as chair of the Women in Engineering committee and is a member of the campus’s Affirmative Action committee. Dr. Smith is an experienced grant writer; she has secured over one million dollars in funding for her campus. Dr. Smith has a doctorate degree from Purdue University, a master’s degree from SUNY Potsdam, and a bachelor’s and associate degrees from SUNY Canton.

Siva Visveswaran serves as director of the Finger Lakes Workforce Development Center (FWD), which helps to drive the operations strategy and implementation of accelerated training programs and career exploration opportunities in the areas of Advanced Manufacturing, Skilled Trades, and IT. Through innovative partnerships across area employers, economic development nonprofits, community-based organizations and local colleges and schools, the FWD center aims to address critical skill gaps and labor shortages for the Finger Lakes region. 

Co-founding Topxight Labs LLC to incubate emerging businesses at the confluence of product design, commerce, machine learning, and data sciences. With a special focus in FinTech and EdTech and technology adoption in emerging markets. Responsible for defining Topxight’s thematic focus areas, its proprietary start-up incubation methodology called Survey-To-Scale, technology strategy for portfolio companies, industry and academia engagement, IP creation and authoring position papers. Companies incubated include: Alphabeta, Manoké, Cythereal, L4S, FlyBy, and GreenCoin. 

More than 25 years of experience in the IT industry as software developer, system engineer, enterprise architect and IT strategy consultant. Strengths & experience in incubating emerging technology organizations, developing business aligned IT strategies and building strong software engineering teams.

Eileen Will holds a Master of Public Administration (MPA) from Baruch College and a Bachelor of Arts (BA) from City College. She is currently in her third year as Perkins director at Hostos Community College in the South Bronx, where she is dedicated to advancing the success of students in Career and Technical Education (CTE) programs.

Eileen’s career began in social services, working with special populations, and has evolved into a strong focus on program development and community outreach. She has built a solid foundation in creating impactful initiatives that enhance access to education and resources.

Passionate about fostering pathways to success for CTE students, Eileen is committed to improving opportunities for all learners. She was honored with the Hostos Community College Manos a la Obra Award in 2023 for her outstanding management of the Perkins grant, and in 2024, she was selected for the ACTE NextLevel Postsecondary CTE Leadership Program.

Quindell Williams is currently the workforce talent and development coach for the Career and Technical Education Department, in the Syracuse City School District. Prior to this role, Quindell spent a few years teaching the PTECH Remotely Piloted Aircraft Systems (RPAS) program to high school students. Through his passion for mentorship and drone technology, Quindell has enjoyed helping students reach their potential in the classroom.

Before becoming an Educator in CTE, Quindell spent nearly 10 years in Broadcast Television at CNY Central in Syracuse, as a videographer and drone pilot. He is a proud graduate of Onondaga Community College and SUNY Oswego.

To learn more about the NYSACTE Fellowship please visit https://www.acteonline.org/nysacte/nysacte-postsecondary-fellowship/.

By Jodi Langellotti in Advancing Equity in CTE
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Getting to Know the 2024-2025 New York State Association of Career & Technical Education (NYSACTE) Postsecondary State Leaders Fellowship Fellows (Part 2)

Tuesday, December 17th, 2024

NYSACTE, Advance CTE, and ECMC Foundation are excited to introduce the Fellows of the inaugural cohort of emerging leaders from across New York State. The Fellows of the NYSACTE Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. This blog series will briefly introduce each NYSACTE Fellow. 

Asantewa K. Holley is the vice president of operations for Northland Workforce Training Center (NWTC). Ms. Holley has worked in the financial industry for eighteen years holding multiple operational management roles.  Ms. Holley holds an MBA from The University of Buffalo, B.S. in accounting from Empire State College, and is a 2020 Graduate of Leadership Buffalo, 2023 Graduate of the New York Association of Training and Employment (NYATEP) Workforce Academy, and Fellow of the Oishei Foundation’s Karen Lee Spaulding Leaders of Color. 

Ms. Holley currently serves as a board member for Housing Opportunities Made Equal (HOME), the Michigan Street Preservation Corporation – Nash House, Goodwill WNY, Leadership Buffalo, Community Advisory Board for Buffalo Toronto Public Media, and Trustee at True Bethel Baptist Church. Ms. Holley is a member of the National Black MBA Association, WNY Chapter. She has won several awards including Business First 40 Under 40, Purposeful Women of Faith Business and Finance awardee, and the Buffalo Black Achiever Award. Ms. Holley was recently appointed as a commissioner to the City of Buffalo Commission of Citizen’s Rights & Community Relations.

Dr. Kristen Klein serves as the supervisor for adult & secondary programs within the Career and Technical Education Division at Western Suffolk BOCES. In this role, she oversees the postsecondary School of Allied Health Sciences, the Office of Financial Aid, and institutional accreditation processes. Dr. Klein is also an Adjunct Assistant Professor at Hofstra University where she teaches research methodology in the Department of Counseling & Mental Health Professions.

With a Doctor of Education in Educational Leadership and Policy Studies, specializing in Higher Education, Dr. Klein is deeply committed to advancing student success. Her research explores the factors that enhance academic outcomes for chronically ill and disabled postsecondary students, reflecting a dedication to inclusivity and equity in education.

Outside of work, Dr. Klein is a passionate distance runner and powerlifter. Her approach to life mirrors her athletic pursuits, combining endurance and strength to overcome challenges and achieve goals. She finds joy and balance in her family life and in caring for her beloved sphynx cat, Rocky.

As the Director of Constituent Services and Grant Administrator for a New York State Senator in Central New York, Dr. Tatiana C. Parker helps constituents navigate challenges with state and local agencies, understand state government functions, and provides state capital grant direct technical assistance to local municipalities and non-profit organizations.

Beyond her professional work, Tatiana is a purpose-driven leader committed to building stronger, more inclusive communities. Through active involvement with local and national non-profit organizations such as Delta Sigma Theta Sorority, Inc., the National Council of Negro Women, Inc., and Lambda Kappa Mu, Inc., she equips individuals with the knowledge, resources, and networks needed to achieve upward mobility.  

A recognized leader, Tatiana was named one of Syracuse’s 40 Under 40 (2018) and received the SUNY Chancellor’s Award for Student Excellence (2019), the highest student honor within the State University of New York system. She is also an alumna of Leadership Greater Syracuse, LeadUP CNY, and Nourishing Tomorrow’s Leaders community-based programs. 

Tatiana holds an A.S. in Human Services from Onondaga Community College, a B.A. in Political Science from SUNY Oswego, an M.A. in Social and Public Policy, and a Professional Certificate in Community Advocacy from Empire State College, and an Ed.D. in Executive Leadership from St. John Fisher University. Her research focuses on social capital’s role in economic mobility, especially for historically disadvantaged populations.

Tatiana’s work bridges education, workforce development, and community, aligning with NYSACTE’s mission to prepare individuals for meaningful careers and civic engagement.

Joe Salamone is a passionate and dedicated educator with a deep commitment to fostering innovative learning experiences that prepare young people for success. Currently serving as the Assistant Director of Career Pathways Programs at Ulster BOCES, Joe is driven by a belief that all students deserve equitable access to high-quality CTE opportunities that connect their learning to real-world careers while helping them grow into good humans who are also future-ready.  Recognized as an educational innovator, Joe is skilled in developing and implementing cutting-edge programs that engage students and promote their academic and career growth. He is eager to contribute his expertise and collaborative spirit to initiatives that empower students and strengthen CTE programs across New York State. 

Dr. Randelle Sasa has two decades worth of experience in nursing practice, education, and research. He is currently an associate professor and chair of the Department of Nursing at the College of Staten Staten Island of the City University of New York (CUNY). In this role, Dr. Sasa supervises around 350 students, and 75 faculty members across associate, bachelor’s, master’s, and doctoral programs in nursing.  Dr. Sasa’s research interests include Filipino caring, health disparities among Asian American and Pacific Islanders, men in nursing, and high-impact educational practices (HIPs) in nursing. Dr. Sasa teaches Medical-Surgical Nursing, Critical Care, and Nursing Research. Dr. Sasa’s most recent professional recognitions include the 2024 Gene Tranbarger Research Award by the American Association for Men in Nursing (AAMN), and the 2023 Elsevier Educator of the Year Award by the Organization of Associate Degree Nursing (OADN).

To learn more about the NYSACTE Fellowship please visit https://www.acteonline.org/nysacte/nysacte-postsecondary-fellowship/.

By Jodi Langellotti in Advancing Equity in CTE, Uncategorized
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Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 4)

Friday, 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/

By Layla Alagic in Achieving Equitable and Inclusive CTE
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Welcome Ada Ejiogu to Advance CTE!

Friday, September 6th, 2024

My name is Ada Ejiogu, and I am delighted to be joining Advance CTE as the senior director of operations. I will be leading the organization’s operations and financial strategies, ensuring they are efficient, effective, and grounded in principles of equity, inclusion, and compliance. 

Over the past two decades I have worked in various roles in several organizations focused on global health and international development. I am committed to impacting lives positively and empowering people to maximize their potential. While most of my previous work has focused on international development, most of my functional experience has focused on developing clear strategies, efficient operations, and effective project management. I believe that the rich and extensive experiences I bring will be beneficial to Advance CTE, its members, and its work.  

Prior to joining Advance CTE, I was a director of operations at the Population Council, leading a large complex global research project consortium, and had overseen large portfolios of funding and research activities ensuring timely completion on budget. When I worked with the Elizabeth Glaser Pediatric AIDS Foundation, I led unique partnership development and management to build innovative partnerships and creative collaborations. At Columbia University’s ICAP, I managed the largest award with USG funding, designed and implemented project activities and operational systems, set up and expanded project offices, hired and trained staff, engaged with donors and partners, managed risk, and monitored compliance. Before that, I had worked at the Ford Foundation, managing a large portfolio with grantees across West Africa.  

I am very passionate about education and providing access to opportunities for people to thrive and excel in their chosen careers. My mother was an educationist, and my parents instilled the importance of education and continuous learning. I took it to heart by getting a law degree, then a master’s in business administration, and subsequently, I returned to school to get a master’s in public administration and a master’s in public health from Columbia University, New York. While I was at Columbia University, as a graduate student leader, I initiated and led the implementation of the first two annual African Economic Forum bringing world leaders and experts to speak at Columbia University on how to improve various sectors including public health, education, and business. This annual forum has been successfully held at Columbia University for almost two decades now and continues to allow for effective education, access to career opportunities, and collaboration with leadership on important subjects.    

I live in the DMV area and I love to travel and volunteer. I volunteered in building community leadership programs that helped professionals and learners from various walks of life acquire different skills that enable them to thrive in their career of choice. I also volunteered with Toastmasters International and successfully led a division of almost 40 clubs to excel in providing opportunities for learners to build communication and leadership skills. 

Ada Ejiogu, senior director of operations

By Layla Alagic in Our Staff
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State Innovations in Career Technical Education: Building a Clean Energy Workforce

Tuesday, April 23rd, 2024

To solve pressing climate-related challenges including droughts, forest fires, sea level rise and others, the nation needs a workforce prepared to address those challenges. The clean energy sector, in particular, helps provide solutions for the future of the planet, and the economic case for expanded investment in clean energy jobs is clear: in 2022, clean energy jobs grew in every state and, with a national 3.9% job growth, outpaced national employment growth.1 To prepare young people for the future of this emerging economy, states and local education agencies are turning to Career Technical Education (CTE) to develop both the technical and academic skills needed while providing specialized training to ensure learners are environmentally aware and can enter into environmentally-focused careers.

Some states focus on a broad strokes approach that expands access to the sector as a whole. Last year, Massachusetts created a Clean Energy Innovation Career Pathway, to “inspire the next generation of clean energy experts in Massachusetts by providing students experiential learning opportunities in the field.” In September 2023, six high schools began piloting this pathway. The state also announced multiple financial investments in the development of training opportunities, including a $2.5 million grant to Benjamin Franklin Cummings Institute of Technology to create their Center for Energy Efficiency and the Trades and achieve a goal of connecting 50% of graduates to climate-connected occupations by 2026.

Other states developed more focused career-specific pathways in close collaboration with industry partners. Georgia, for example, developed an electric vehicle career pathway in response to a $5 billion investment from electric vehicle manufacturer Rivian, who seeks to hire 7,500 workers across four counties in Georgia. This type of approach reveals the importance of employer partners who can demonstrate and speak to the value of CTE training programs for the clean energy sector.

Local education agencies are also adopting hyperlocal programs in response to hyperlocal need. The Urban Assembly New York Harbor School focuses on preparing learners specifically for maritime careers, and is focused heavily on careers centered on the clean workforce, including in marine biology research, aquaculture, and ocean technologies, among other pathways. They have partnered with the Billion Oyster Project to provide learners with hands-on experiences and direct connection to mentors in the industry, in turn developing young practitioners eager to engage in this space. The Billion Oyster Project reports engaging with over 11,000 New York City students since 2014.

Environmental education, climate literacy, and exposure to workforce opportunity are vital to recruitment and retention of young people in the clean energy space. To prepare for the economic future of this emerging space, high quality and equitable CTE needs to remain at the forefront to ensure that all young people can find, decide on and engage in these types of future careers.  

Advance CTE is currently doing work in environmental education by partnering with the Delaware Department of Education to explore the future environmental literacy competencies within and across Delaware Pathways. Read about the project

Read more about policies enacted in CTE Clean Energy and Renewables and other CTE-related policy trends of 2023 in State Policies Impacting CTE: 2023 Year in Review.

Dan Hinderliter, associate director, state policy

By Layla Alagic in Public Policy
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Lawmakers Celebrate CTE Month, Progress on FY24 Remains Uncertain | Legislative Update

Friday, February 16th, 2024

Over the last two weeks, lawmakers in the House and Senate have continued to formally recognize the importance of Career Technical Education (CTE) and celebrated February as CTE Month® in a number of ways. Elsewhere, appropriations leaders continue to work on federal funding measures, Advance CTE endorsed several new pieces of legislation and federal agencies released new equity plans. 

New Challenges Emerge in FY24 Funding Process

The Senate remained in session last weekend to pass a highly anticipated supplemental national security aid package. Following that action, the Senate adjourned and is not expected to return to Capitol Hill until February 26. Meanwhile, the House met for an abbreviated work period this week where Republican lawmakers impeached Department of Homeland Security Alejandro Mayorkas. This action in the House will trigger a trial in the Senate when lawmakers return later this month. Due to Senate rules that require addressing this issue upon their return, this upcoming trial may impact ongoing negotiations, largely occurring behind the scenes, on federal fiscal year 2024 (FY24) spending, including the Labor-HHS-ED appropriations measure that funds the Carl D. Perkins Career and Technical Education Act (Perkins V) and other programs administered and overseen by the U.S. Departments of Education (ED) and Labor (DOL).

At this time, it remains unclear how lawmakers will ultimately move forward with FY24 appropriations legislation beyond the upcoming expiration dates of current funding rapidly approaching on March 1 and March 8. Reportedly, appropriations leaders are currently negotiating potential “policy riders” that some lawmakers are seeking to attach to these funding measures, including Labor-HHS-ED. House lawmakers are currently scheduled to return after a recess period on February 28, leaving only a few days to determine a pathway forward. As these efforts continue to take shape, Advance CTE is continuing to advocate for robust funding for Perkins V’s formula grant program.

CTE Month Continues With Co-Chair Appearances and a New Senate Resolution

Yesterday, House CTE Caucus co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR) made an appearance on C-SPAN’s Washington Journal program to talk about the importance of CTE and the role it plays in the wider economy. The two leaders fielded questions from viewers and spoke at length about their experiences with CTE, the importance of the federal investment made by Perkins V and highlighted the immense value CTE programs provide to learners, especially by providing multiple pathways to postsecondary education, training and careers. These lawmakers also introduced the Counseling for Career Choice Act, bipartisan legislation that would strengthen career counseling services available to K-12 students. Advance CTE was proud to endorse this legislation upon introduction. In addition, House Education and Workforce Committee Chair Virginia Foxx (R-NC) provided floor remarks celebrating CTE month and emphasizing the important role CTE programs have in providing learners with valuable and durable skills. 

On the other side of the Capitol, Senate CTE Caucus co-chair Senators Tim Kaine (D-VA), Todd Young (R-IN), Tammy Baldwin (D-WI) and Ted Budd (R-NC) introduced and passed a bipartisan resolution recognizing February as CTE month within the chamber. “This month and every month, let’s work to expand access to CTE, including by passing my JOBS Act to allow students to use Pell Grants for job training programs, and build an economy that works for everyone,” Senator Kaine remarked upon its passage. 

Advance CTE applauds all of these lawmakers for their ongoing leadership on this issue and extends our community’s deep appreciation for continuing to elevate and highlight the significant importance of CTE this month and throughout the year.

Bipartisan Childcare CTE Bill Introduced

Earlier this week, Representatives Annie Kuster (D-NH), Lori Chavez-DeRemer (R-OR), Mike Lawler (R-NY) and Bonamici introduced the Early Childhood Workforce Advance Act. The legislation would provide new resources for CTE programs and aims to address significant workforce shortages in this critical sector of the economy. “The Early Childhood Workforce Advancement Act intentionally leverages CTE programs and ensures that these efforts are connected to ongoing state and local efforts to strengthen early educator workforce pipelines,” Advance CTE’s Executive Director Kate Kreamer shared upon the bill’s introduction. More information on the proposal can be found here.

ED Publishes Updated Equity Action Plan

At the beginning of the week, ED formally released its 2023 update to the Department’s existing “Equity Action Plan,” outlining new commitments to advance equity in education. ED identified five key focus areas: improving college access and completion rates for underserved students; ensuring equitable resources for learning recovery; expanding educational opportunities for justice-impacted individuals to improve outcomes; advancing equity in career and technical education; and increasing mental health resources in underserved communities. In the plan, ED notes that it hopes to improve data transparency with regards to Perkins V data, host a future webinar series on equity in CTE and propose broadened equity indicators as part of its priorities for potential legislative updates to Perkins V in the years ahead. Read the full plan here.

Steve Voytek, Policy Advisor 

By Layla Alagic in Public Policy
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ECMCF Fellow Feature: Davil Jackson

Friday, September 29th, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE — ECMCF Fellows include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

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

Tell me more about your journey to the Fellowship. 

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

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

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

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

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

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

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

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

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

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

How has the Fellowship expanded your network? 

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

By Layla Alagic in Achieving Equitable and Inclusive CTE
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Exploring Summer Youth Employment Programs: Increasing Access Through Career Pathways

Wednesday, July 19th, 2023

Summertime is fast approaching and many learners are looking for ways to spend their summers. Summer Youth Employment Programs (SYEP) are an excellent opportunity for learners, usually ages 14-25, to gain valuable work experience and career exploration. Unfortunately, many of these programs struggle with connecting the experiences learners gain with the work-based learning (WBL) continuum. Statewide implementation of SYEP also seems to have significant barriers. 

To help address these concerns, Advance CTE called together a shared solutions workgroup (SSWG) of experts across the Career Technical Education (CTE) ecosystem to identify the common barriers and introduce recommended actions that states, local districts and intermediaries could use to address them. Additionally, the SSWG looked at ways to help make the return on investment for industry partners clear. This culminated in the creation of the Exploring Summer Youth Employment Programs brief.

One highlight of the brief was the elevation of various SYEP experiences from across the country that offered innovative ways to deliver these WBL opportunities to their learners. These were strong local, statewide and national programs that not only informed some of the selections for the SSWG, but also served as a springboard for the recommendations developed. Below are just two examples of the many presented in the brief.

Finding alignment with Advance CTE’s vision CTE Without Limits for a cohesive, flexible and responsive career preparation ecosystem that closes equity gaps in educational outcomes and workforce readiness helped frame the context of the programmatic recommendations. Below are a few examples of the recommended actions from each of the stakeholder groups:

State Agencies

Intermediaries

Local School Systems

SYEP can be a powerful tool for developing interest in and supporting career pathways for learners. The Exploring Summer Youth Employment Programs brief helps state leaders connect learner classroom experiences to meaningful work experiences. Building a connection to the WBL continuum elevates an interesting summer employment experience into one that supports purposeful learner entry into the workforce.

For additional information on work-based learning:

Brice Thomas, Policy Associate

By Layla Alagic in Public Policy
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New Resource: Elevating Family Voice in Career Pathways

Wednesday, October 5th, 2022

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls on leaders to ensure that each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem. One avenue Advance CTE is utilizing to realize this vision is  the New Skills ready network, a JPMorgan Chase & Co. funded initiative which draws on cross-sector partnerships in six cities composed of state, regional and local partners. Building flexible and responsive career pathways systems at each level requires leaders to provide meaningful and ongoing mechanisms for elevating learner voice, and the voices of learners’ families and communities, to share their unique experiences and have direct and ongoing input into the design and delivery of career pathways.

As state leaders continue to assess and adjust program throughout the career pathways continuum, including CTE, steps should be taken too identify the full scope of institutional barriers in policies and programs, develop learner-centric programs and interventions and build trust with marginalized learners and communities to ensure their voices and perspectives are brought to the forefront of decisions. 

In support of this effort, Advance CTE’s new brief, Elevating Family Voice in Career Pathways,  includes five strategies as well as actions, tools and resources leaders can leverage to effectively and meaningfully engage families in every stage of career pathways development. 

This resource details the challenges and opportunities associated with family engagement and provides promising approaches to comprehensive family engagement practices. Some examples of promising approaches and strategies that are meaningfully engaging families include:

Read about more promising examples and five implementation strategies in Elevating Family Voice in Career Pathways  For more resources on developing high-quality career pathways, please visit the New Skills ready network series page in the Learning that Works Resource Center .

Haley Wing, Senior Policy Associate

By Stacy Whitehouse in Publications
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Legislative Update: Senate Passes Reconciliation Bill While CHIPS Legislation is Signed into Law

Monday, August 8th, 2022

Over the last week, Senate Democrats united and passed significant new climate and healthcare legislation which is expected to be voted on  by the House later this week. Elsewhere President Biden signed new advanced manufacturing legislation into law while the Commerce Department announced new American Rescue Plan grantees. Meanwhile, House Republicans unveiled new postsecondary education legislation while the Senate confirmed a new postsecondary leader at the U.S. Department of Education (ED). 

Senate Passes Long-awaited Reconciliation Package

Over the weekend, the Senate remained in session to consider the Inflation Reduction Act of 2022 (H.R. 5376)– legislation that would make significant new investments in the nation’s capacity to produce and use greener sources of energy while expanding healthcare access for millions of Americans. The bill will generate more than enough new federal revenue to offset these investments while also decreasing the federal deficit by over $300 billion. Earlier iterations of this proposal, known as the Build Back Better Act, included significant new investments in Career Technical Education (CTE) and workforce development, but lawmakers were unable to come to consensus on these and many other initiatives originally included in this package. Senate Democrats were able to pass this legislation by a simple majority vote via the chamber’s budget reconciliation process. The House is now expected to take up and pass this proposal later this week. 

President Biden Signs CHIPS & Science Act Into Law

As we shared previously, Congress recently approved the Chips and Science Act (H.R. 4346). This legislation will provide substantial new funding for the nation’s advanced manufacturing sector to increase the capacity to produce semiconductor chips– a component that is needed in many pieces of consumer electronics used by millions of people daily. On August 2, President Biden formally signed this legislation into law. Advance CTE and its partners were disappointed that language regarding the expansion of federal Pell grants for high-quality, shorter-term CTE programs was not included in the final package, along with a number of other important proposals initially considered as part of this legislation. 

However, the bill will provide some modest workforce development investments targeted specifically at sectors of the economy needed to produce semiconductor chips that may be of interest to the CTE community as the legislation is implemented in the months and years ahead. These investments include funding to broaden the Hollings Manufacturing Extension Partnership (MEP) program to support workforce training partnerships benefiting manufacturers as well as $200 million in new funding for the National Science Foundation to promote wider workforce development recruitment into these fields. Advance CTE is continuing to analyze this legislation and will be monitoring the implementation of this law in future for further opportunities that may be created as a result of the bill’s recent enactment. 

House Republicans Introduce Short-term Pell Proposal 

Last week, House Education and Labor Committee Ranking Member Virginia Foxx (R-NC), committee member Elise Stefanik (R-NY), along with Rep. Jim Banks (R-IN) introduced the Responsible Education Assistance through Loan (REAL) Reforms Act. This legislation would make a number of changes to existing federal student loan programs which have been at the center of continued disagreement between Congressional Democrats and Republicans. In addition to these provisions, the legislation includes a slightly reframed proposal that would allow learners to use federal Pell grants in certain shorter-term CTE programs. The bill includes a different set of requirements for these programs to qualify for Pell grants, including provisions that would require graduates to realize earnings gains that exceed the costs of the program. While a similar proposal was not ultimately included in the recently passed CHIPS and Science Act legislation noted elsewhere, its inclusion here demonstrates continued congressional support for the need to provide better support for learners pursuing postsecondary educational pathways with more direct linkages to careers. A fact sheet about the REAL Reforms Act can be found here. 

Commerce Department Announces Good Jobs Grantees 

On August 3 the U.S. Department of Commerce announced $500 million in new grants for 32 regional workforce partnerships across the country. These grants were part of the Department’s “Good Jobs Challenge,” a grant initiative funded by the American Rescue Plan passed exclusively by Congressional Democrats last year. Awardees will be pursuing a number of education and training initiatives connected to key economic sectors to help support the ongoing recovery from the pandemic. Among the 32 grantees to secure funding through this program was Hampton Roads Workforce Council– a local workforce center in House Education and Labor Committee Chairman Bobby Scott’s (D-VA) district which he recently visited to promote these efforts. 

Senate Confirms Assistant Secretary for Postsecondary Education 

Last Thursday the Senate formally confirmed Nasser Paydar to be the next Assistant Secretary for the Office of Postsecondary Education (OPE). Paydar was previously the Chancellor of Indiana University-Purdue University Indianapolis and the Executive Vice President of Indiana University. In a statement following his confirmation, Secretary of Education Miguel Cardona welcomed this new development saying, in part, “Dr. Paydar brings to the U.S. Department of Education more than three-and-a-half decades of experience as a university leader and educator, during which time he has demonstrated an unwavering commitment to creating accessible pathways to college and careers for students of all ages, abilities, and backgrounds.” 

Steve Voytek, Policy Advisor

 

By Stacy Whitehouse in Legislation, Public Policy
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