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Getting to Know the 2022- 2024 Advance CTE – ECMCF Fellows Part 2

Thursday, November 17th, 2022

In September, 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 post continues our series to introduce each Fellow participating in the second cohort of emerging leaders from 14 states, including 12 professionals of color.

Kayla Brossett, Louisiana

Kayla Brossett has more than a decade of experience designing and managing strategic industry partnerships, with a specialty in workforce development, diversity, equity, inclusion, and student career services. Currently, she serves as the US Director of Employer Partnerships at the Wadhwani Foundation. She earned a bachelor’s degree in journalism from Northwestern State University and a master’s degree in communications from Grambling State University.

Jomarie Coloriano, Wisconsin

Jomarie Coloriano’s professional experience is deeply influenced by her passion for social justice and systems reform. She has received multiple accolades for her work in diversity, equity, and inclusion and student support including being named the 2021 Gateway Technical College DEI Champion, the National Association of Student Personnel and the Administrators NOW 2020 Professional in Inclusion, Currently, she serves as a Multicultural Support Specialist at Gateway Technical College and an adjunct faculty member in the School of Liberal Arts and Sciences and School of Protective and Human Services. Jomarie is also a doctoral candidate in the Leadership for the Advancement of Learning and Service program at Cardinal Stritch University.

Yolanda Flores, Florida

Yolanda Flores specializes in supporting and preparing refugee and migrant learner populations for secondary and postsecondary success. Her more than two decades of experience include an instructor, school administrator, grants coordinator, and special populations program administrator. Currently, she serves as Administrative Director for Postsecondary, Adult & Community Education for Collier County Public Schools. Flores earned a bachelor’s degree in social science education from the University of Central Florida and a master’s degree in educational leadership from the University of South Florida.

Amy Hodge, Policy Associate

By Stacy Whitehouse in Uncategorized
Tags: Access and Equity, ECMCF Fellows, Florida, Louisiana, professional development, wisconsin

Getting to Know the 2022- 2024 Advance CTE – ECMCF Fellows

Tuesday, November 1st, 2022

Over the next several weeks, this blog series will introduce each Fellow participating in the second cohort of emerging leaders from 14 states, including 12 professionals of color.

Dr. Tempestt Adams, North Carolina

Dr. Tempestt Adams’ career path has cultivated a passion for teacher preparation, career and technical education (CTE), and college and career readiness. Currently, she serves as an assistant professor of CTE at Appalachian State University. Dr. Adams earned a bachelor’s degree in business and marketing education from North Carolina State University, a master’s degree in business administration from Pfeiffer University, and a doctorate in curriculum and instruction from the University of North Carolina at Charlotte.

Shelsi Barber-Carter, Arkansas

Shelsi Barber-Carter has over 12 years of experience in education administration, including coordinating postsecondary programs and managing regional and state teams to implement Strengthening Career and Technical Education for the 21st Century Act (Perkins V) programs. Currently, she serves as an education and career consultant while pursuing a doctoral degree in educational administrative leadership and research at Liberty University. She received a bachelor’s degree in microbiology and a master’s degree in public administration from Southern University A&M College.

By Stacy Whitehouse in Uncategorized
Tags: Access and Equity, ECMCF Fellows, professional development

2022 Advance Fall Meeting Recap – Forward Together: Amplifying Voices of CTE Leaders

Wednesday, October 26th, 2022

Advance CTE’s 2022 Fall Meeting included five breakout sessions that connected timely topics of advocacy of CTE, equipping attendees with strategies to elevate their voice and the voices of learners and partners to advance high-quality, equitable policies.

This post provides a recap of top strategies and resources shared in each breakout, which featured speakers from state teams, national non-profits, philanthropy and education research and communications.

Engaging Policymakers to Create CTE Champions

With over 30 gubernatorial elections and legislative elections in all but four states, 2022 will likely lead to major changes and transitions in the year ahead for education leadership. Speakers from Education Commission of the States, Advance CTE and the state of Washington provided guidance and tips to successfully prepare for and navigate these transitions. In particular, state CTE leaders should focus on identifying their core messages on the value of CTE, conducting research on what newly elected leaders care most about (and what CTE success stories can be shared from their home districts or communities), and leveraging ambassadors and partners to help carry forward priorities and get the ear of new leaders and their transition teams.

Moving Beyond a Seat at the Table: Advancing CTE through Partnerships and Collaboration

The intersectionality of CTE leads the creation of high-quality partnerships to be not just good strategy but a necessity. The Bill and Melinda Gates Foundation and Achieving the Dream, both national partners of Advance CTE, shared best strategies to create partnerships that will better deploy and connect federal state and philanthropic resources, and ultimately address gaps that impede the success of learners. Speakers emphasized that successful partnerships must have shared objectives and mutual needs. When asked about the conditions philanthropic organizations seek when investing in a new partnership, three main areas are identified: flexibility, having the right individuals at the table and bought in, and an understanding that the partnership is not a product bought but rather an opportunity to create connections.

Connecting Data and Learner Voice for Next-Level Storytelling

This session featuring Advance CTE and Edge Research inspired attendees to amplify learner outcome data and testimonials to create impactful data stories. Attendees were reminded to be in the driver’s seat on creating data ‘headlines’’ and to be proactive in addressing assumptions others might make about data. First step routines were also provided, such as mapping schedules for quantitative and qualitative data collection, quantitative data reporting and qualitative data access opportunities and comparing timelines with storytelling opportunities.

Edge Research provided storytelling tips — one included creating three to five headlines that encompass a data point audiences might not expect, highlight the most urgent findings, and provide a call to action. It is important to humanize qualitative data through phrases such as ‘1 out of X families’ or ‘X number of children need Y’.

Advancing Your State’s CTE Goals through State Legislative Policy

Georgia and Advance CTE discussed effective processes and tools to leverage state legislative policy to advance CTE initiatives. You can find the high-level trends of 2021 state CTE policies documented in Advance CTE and ACTE’s Year in Review. Georgia shared the importance of having a concrete policy agenda and consistently involving stakeholders including the state’s ACTE chapter and state CTSO leadership, in its formulation and execution. They also emphasized the importance of leveraging the learner voice in demonstrating CTE’s value to legislators: “Figure out what they want, and show it to them.”

Supporting Visionary Local CTE Leadership

“Relationship building is the foundation of a robust CTE leaders onboarding system,” stated Dr. Valeria Williams, Director of CTE at the Mississippi Community College Board when explaining the key to successful support of local CTE leaders. Dr. Williams and Cathie Raymond, the State CTE Director in Arizona, provided insight on developing strong onboarding programs for local CTE leaders. Attendees were encouraged to plan early for onboarding to start before the new school/academic year and remain accessible to CTE leaders year-round through intentional technical assistance and convenings. Although CTE leader turnover is high, best practices were shared with the reminder of how retention starts early through identification and empowerment of outstanding teachers to stay in the field and eventually transition into CTE leadership roles, with a critical focus on diversifying leadership pipelines.

Advance CTE provides a plethora of resources to support CTE leaders in amplifying their voice and impact, including tools to communicate data, communicate with families and engage with policymakers and employers.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in Advance CTE Fall Meeting
Tags: Arizona, Communicating CTE, Data and Accountability, Georgia, Mississippi, partnerships, professional development, state policy, Year in Review

Legislative Update: Congress Set to Extend FY22 Funding Via CR

Friday, September 30th, 2022

The last two weeks, lawmakers in Congress have sought to pass temporary funding legislation intended to avoid a government shutdown. Elsewhere federal agencies have made changes to apprenticeship regulations and distributed new funds for teacher professional development and schools, while Congress celebrates Workforce Development Month.

Congress Closes in on Temporary Funding Extension

As shared previously, lawmakers in the House and Senate have not been able to reach consensus this year on the 12 individual spending bills that fund federal government operations and programs. As a result, lawmakers have been negotiating a continuing resolution (CR)—short-term legislation that simply extends current fiscal year 2022 (FY22) funding levels for a specific period of time. With the formal start of FY23 set to begin tomorrow (October 1), a CR will avert a government shutdown and related lapse in funding for federal programs like the Carl D. Perkins Career and Technical Education Act (Perkins V).

Late Monday evening, September 26, Senate Democrats published the text of a CR to extend current fiscal year 2022 (FY22) funding levels through December 16, 2022. The proposed legislation also includes additional emergency funding for a wide array of other pressing national priorities, such as recent natural disasters and the ongoing Russian invasion of Ukraine; a summary of the CR’s major provisions can be accessed here. As reported last week, Senator Joe Manchin (D-WV) had hoped to attach environmental permitting reform legislation to this package which was a primary source of contention for both sides seeking agreement. On Tuesday afternoon, Sen. Manchin dropped this request when it became clear there was not enough support in the chamber to include it in this legislative measure. Following these behind-the-scenes discussions, the Senate took a series of votes and ultimately passed this CR by a margin of 72-25.

This measure was passed by the House earlier today along party lines. The passage of the CR is one of the last agenda items for Congress before the upcoming midterm elections. Lawmakers will likely spend most of their time between now and the elections in home states and districts campaigning. Lawmakers must revisit FY23 funding in December by either passing another temporary spending bill or completing work on the annual budget. As these efforts continue, Advance CTE will continue to work with its partners on Capitol Hill to secure robust investments in CTE, including Perkins V’s basic state grant program and other CTE community federal funding priorities.

ED Distributes $1 Billion in Title IV-A Funding

This past summer, Congress approved a bipartisan gun and school safety package in response to several mass shootings that took place across the nation. Dubbed the Bipartisan Safer Communities Act (S. 2938), the legislation made a number of modest changes to gun policy including strengthening background checks for gun purchases to include a review of juvenile justice records for individuals under the age of 21. In addition, the legislation invested significant new funding into K-12 schools to assist with mental health efforts within communities. These funds include an additional $1 billion for Every Student Succeeds Act’s (ESSA) Title IV-A Student Support and Academic Enrichment grant program—specifically to help states and school districts foster safer and healthier learning environments in schools.

On September 29, the U.S. Department of Education (ED) disbursed these funds to states and issued a Dear Colleague letter to chief state school officers encouraging them to emphasize student social-emotional learning and mental health needs, engagement with students and families, and prioritizing funding to meet the needs of the nation’s most underserved learners with these newly authorized federal resources. More information about the initiative can be found here.

Lawmakers Designate September Workforce Development Month

Earlier this month, Sen. Dianne Feinstein (D-CA) introduced S. Res. 780—a measure designating September 2022 as “National Workforce Development Month.” The effort garnered bipartisan support from nearly a third of the Senate upon introduction and was recently considered and agreed to in the upper chamber. A companion resolution was also introduced in the House and sponsored and led by Rep. Bonamici (D-OR). These resolutions are intended to elevate workforce development efforts across the nation and draw attention to the importance of investing in related systems of skill development.

DOL Formally Rescinds IRAP Rules

Over the last few years, the U.S. Department of Labor (DOL) sought to create a parallel subset of apprenticeship programs known as “Industry Recognized Apprenticeship Programs” (IRAPs). Compared to registered apprenticeship programs (RAPs), IRAPS had relatively fewer programmatic requirements and would be recognized by third-party entities authorized by DOL (known as standards recognition entities or “SREs”). While IRAPs were formally launched under the previous presidential administration, relatively few programs were ever fully implemented. For this and many other reasons, DOL formally published a new rule this week rescinding IRAPs’ existing federal authorization. Existing IRAPs and SREs are “. . . encouraged to consider registering their programs with DOL or a State Apprenticeship Agency (SAA). Such entities are encouraged to reach out to the Apprenticeship Director in their State to receive technical assistance and explore such options further.”

OCTAE Launches Future Finder Challenge

Late last week, the U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) announced a $1 million “Future Finder Challenge” to accelerate the development of tools and related technologies that can support career navigation efforts for adults. “Developing digital career navigation tools for adult learners will expand equitable access to career opportunities — which will increase upward mobility and strengthen the broader American workforce,” OCTAE’s Assistant Secretary Amy Loyd, Ed.L.D., said during the announcement which was also intended to celebrate National Adult Education and Family Literacy Week. The challenge is structured as an “open innovation invitation” to spur the development of services, products, and programs that can more effectively support individuals search for and navigate opportunities in the labor market. A related press release from the department can be found here.

ED Awards $60 Million for Teacher Pipeline Efforts

On September 27, the U.S. Department of Education announced that it had awarded $60 million in new grant funding for the Supporting Effective Educator Development (SEED) grant program. The SEED program is intended to support evidence-based efforts that “. . . prepare, develop, or enhance the skills of [k-12] educators.” This round of grantmaking awarded 22 three-year grants which, according to the Biden Administration, brings the FY22 total for additional support for teachers to $285 million. More information on this announcement can be accessed here.

Steve Voytek, Policy Advisor

By Stacy Whitehouse in Public Policy
Tags: Apprenticeships, appropriations, Continuing Resolution, Department of Education, Department of Labor, OCTAE, professional development, Title IV-A, workforce development

Advance CTE Fall Meeting Sponsor Blog: Diamond Sponsor, iCEV – Optimizing ESSER Funding for Career Technical Education

Wednesday, September 28th, 2022

As part of its response to the coronavirus pandemic, the federal government provided a total of $280 billion for K–12 and postsecondary schools over three rounds of unprecedented investment into education. For perspective, $280 billion is 200 times the annual allocation for Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The Elementary and Secondary School Emergency Relief Fund (ESSER I, II, III) portion of each of the three emergency response bills totaled $189 billion for a range of uses from education technology to building costs and staff salaries. While states and districts were given wide discretion on how to invest the money, there are time limits for the money to be spent.

Although Career Technical Education (CTE) was not specifically called out in these emergency bills, many districts are using ESSER funds to prioritize and expand their CTE programs. ESSER dollars are intended to make up for lost instructional time and accelerating learning to get students back on track for grade level work and learning college and career skills, and CTE has an integral role in this process.

Blending ESSER & CTE Funding

To ensure the efficiency and sustainability of their programs, CTE educators have to be forward thinking and creative to ensure CTE programs receive an appropriate amount of the funds when state and district leaders are deciding where the money is to be spent. According to EducationWeek, most of ESSER I and II funds were spent on equipment to minimize coronavirus spread and connecting students to school from home. A minimum of 20 percent of ESSER III funds must be spent on compensating for lost instructional time, but districts can spend more if they so choose. Just under half of districts have allocated their funds, but some districts are still deciding where to allocate funding.

Ideas for Using ESSER Funds

Starting or Expanding Summer Camps & After-School Clubs – These can help accelerate learning to make up for lost instruction time during the pandemic. Both of these ideas have the advantage of additional CTE recruitment potential as they operate outside standard school hours, and include areas such as eSports, robotics, and other STEM activities.

Investing in Digital Curriculum – Schools and districts have made significant investments in technology in response to the pandemic, digital learning allows CTE programs greater flexibility in course delivery and facilitates individualized instruction.

Updating Labs with High-Tech Training Systems – The pandemic exacerbated the skills gap, and with Industry 4.0 and the acceleration of technology, CTE programs can struggle to keep pace with manufacturing changes in such areas as automation. Investing in industry-grade equipment will allow CTE programs to upgrade the technical skills they teach to prepare students for today’s workforce.

Professional Development & Training for Teachers –Investing in PD and training meets both ESSER and CTE objectives. It is particularly important for CTE teachers to participate in ongoing professional learning as it relates to new equipment and increasing technical skills.

The federal stimulus funds create an unparalleled opportunity to make a significant investment in CTE programs throughout the country, either for expansion or creation. CTE programs provide students with the academic, technical skills and practical experience they need to be successful in their post-secondary lives. This one-time infusion of ESSER stimulus funds makes this the ideal time to ensure high quality CTE programs have a central place in K–12 education to provide students with career-specific learning opportunities leading to additional career possibilities and equip students with a robust set of skills that prepare them for their future.

Josh Witherspoon, Content Development Specialist, iCEV

By Stacy Whitehouse in Advance CTE Fall Meeting
Tags: Digital learning, ESSER, Fall Meeting, professional development, Stimulus Funding, summer youth

New Mini-Brief Series Highlights Progress Towards Cohesive, Learner-Centered Postsecondary Data Systems in Five States

Thursday, August 18th, 2022

Two years ago, Advance CTE launched the Advancing Postsecondary CTE Data Quality Initiative (PDI), supported by ECMC Foundation. Through the initiative, five grantees have received funding, technical assistance and access to a national peer learning network to:

1) Examine critical problems of practice and;

2) Implement innovative solutions to improve the quality, and use of postsecondary CTE data.

Grantee states and agencies include the: Alabama Community College System (ACCS); Delaware Department of Education; University of the District of Columbia Community College; Florida Department of Education, and; Oregon Higher Education Coordinating Commission.

By supporting states to improve their postsecondary Career Technical Education (CTE) data quality and use, Advance CTE is attending to a foundational commitment – actionable, transparent and trustworthy data – in Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Each of the five foundational commitments are critical to states’ abilities to enact the Vision principles. Actionable, transparent and trustworthy data underlies a coordinated, learner-centered career preparation ecosystem.

About the Briefs

In the coming months, Advance CTE will release a series of four briefs to share strategies put in place by the PDI states to advance postsecondary CTE data quality and use. The first brief explores how postsecondary CTE data can be used in support of state education and workforce goals, and features Alabama and Florida.

The second brief advances a theory of change for centering learners in postsecondary CTE data collection and use, featuring the District of Columbia and Oregon. The topics of briefs three and four will be fostering a positive culture of data use among CTE stakeholders and building a strong data infrastructure across systems and silos, respectively.

Shared Challenges

As with many projects underway over the last two years, states’ implementation of their PDI action plans were challenged by staff-level capacity constraints due to the coronavirus pandemic. However, many of the grantees’ plans were validated by the context of the pandemic, which demonstrated the critical nature of effective – and data-driven – career preparation systems to meet states’ education and workforce goals.

An evergreen challenge that the PDI states wrangle with is how best to build well-integrated data systems across the silos of state agencies and in collaboration with postsecondary institutions. Further, examining and implementing ways to more effectively communicate CTE data continues to be a priority.

Common Strategies for Success

Despite these challenges, each of the grantees has demonstrated a commitment to improving postsecondary CTE data to improve learner outcomes. All five states have used stakeholder engagement processes to drive the development and use of new data elements or reports. And each has invested in professional development strategies to foster a strong culture of data use.

Visit the Learning that Works Resource Center to read the first two briefs and for additional data and accountability resources

Candace Williams, Data and Research Manager

By Stacy Whitehouse in Publications, Resources
Tags: Alabama, data quality, Delaware, District of Columbia, ECMC Foundation, Florida, learner voice, Oregon, postsecondary, professional development, Stakeholder engagement, system alignment

Digital Badges: Professional Recognition for the Modern Workforce

Monday, October 25th, 2021

Submitted by iCEV, 2021 Fall Meeting Sponsor

Skills Verification in the Digital Age

Digital badges are a powerful way to take charge of professional growth and development, and they have become a popular way for individuals to upskill and advance their careers. Businesses, schools and organizations use digital badges to provide skills verification and offer opportunities for career advancement.

Digital badges signify the learner has completed a formally approved set of standards or competencies. Learners earn badges when they complete specific tasks to prove their knowledge and skills. Earning badges is a professional way for learners to share career development experiences with others and highlight their commitment to knowledge expansion in a particular area.

Because they are an online representation of knowledge, skills and accomplishments, digital badges provide an opportunity to promote those attributes through various channels. Digital badges can be added to email signatures and digital resumes or shared on social media platforms. A digital badge provides verifiable metadata that describes the qualifications and process required to earn the digital badge, making it easier for others to recognize the learner’s expertise and achievements.

Introducing iCEV Digital Badges

iCEV is committed to providing lifelong learners the tools necessary to achieve academic and professional goals. In an ever-changing marketplace, it is essential to communicate skills and credentials effectively. iCEV has partnered with Credly to offer a modernized version of credentials through digital badging. This fall, iCEV will begin offering digital badges to anyone who earns an industry certification hosted on the iCEV Certification Testing Platform; iCEV has already started awarding badges to educators who attend an iCEV professional development event.

iCEV first began awarding digital badges at CTE Inspired, a virtual conference hosted by iCEV. Badges were awarded to presenters, as well as attendees, based on the number of sessions attended. Nearly 2,000 presenters and recipients received an iCEV digital badge by participating in CTE Inspired.

Whether an individual earns an industry certification or an educator receives professional development credit, the digital badges awarded by iCEV offer a portable, verifiable method for professional accomplishment. Visit our website to learn more about iCEV’s new digital badging initiatives.

By admin in Advance CTE Fall Meeting
Tags: CTE Fall Meeting, Digital badges, iCEV, Industry Certifications, professional development

New Postsecondary State CTE Fellowship Takes Equity-Centered Approach to Address Leadership Talent Pipeline Diversity

Monday, August 2nd, 2021

Today, Advance CTE and ECMC Foundation announced a new initiative to strengthen and diversify the postsecondary state Career Technical Education (CTE) talent pipeline. The Postsecondary State CTE Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship), will announce its first cohort in October 2021.

Building state CTE systems where learners of color feel welcome, supported and have the means to succeed is critical to improving equitable CTE access and outcomes. To accomplish this, learners need to see themselves in the educators and administrators of our educational institutions and systems. Simply put, we need more diversity in the state CTE leadership pipeline. While CTE learner populations overall mirror the nation’s demographics, our state CTE leadership composition is largely White. This Fellowship aspires to take a first step at building a more robust and diverse state postsecondary CTE leadership pipeline.

Fellowship Design and Support

The Fellowship recruitment process is designed with intentional actions to reach professionals of color, with the goal of the majority of the Advance CTE- ECMCF Fellows being racially diverse. The strengths-based curriculum is designed to build strategic leadership skills rooted in equity and collaboration. Finally, the individualized supports, including coaches, will meet the aspiring leader where they are at. Here is a bit more about the Fellowship:

Collaboration and Input from Leaders of Color: Advance CTE established a National Advisory Committee for the Fellowship, consisting of national organizations and state-level institutions and eight CTE leaders of color. This National Advisory Committee is guiding every step of the Fellowship – from curriculum to the evaluation of outcomes; and will help select each cohort of Fellows.
Intentional and Individualized Supports: The Fellowship includes several features that strive to remove barriers to participation, including a $1,800 stipend; conducting workshops virtually; monthly, individual coaching sessions from national and state CTE leaders; and access to all Fellowship coaches to build connections and receive support from topic-area experts.
Spaces to Build Meaningful Networks and Build Social Capital: Each Fellowship cohort is intentionally small, with a maximum of 15 Fellows, to allow for the development of meaningful connections, and networking spaces will be provided outside of the workshop sessions. Additionally, Fellows will attend and be given the opportunity to present at meetings and conferences hosted by Advance CTE and the ECMC Foundation as another means to build connections, social capital and gain visibility at a national level.
Project with Professional Impact: Fellows must complete a real-world project in their workplace or community. Fellows will receive individualized support from their coach throughout the design, planning and execution of the project and will present the project’s results and impact with the National Advisory Committee.

Visit the Fellowship web page for more information and a promotional toolkit to share the Fellowship with a potential applicant. The deadline for applications for the first cohort is September 15, 2021.

Visit the Learning that Works Resource Center for more resources to enhance equity and access in CTE programs and talent pipeline initiatives.

Stacy Whitehouse, Senior Associate for Communications and State Engagement

By Stacy Whitehouse in Uncategorized
Tags: Equity and Access, postsecondary cte, professional development

Playbook Offers Upskilling Models to Help Companies, Employees and Communities

Tuesday, July 11th, 2017

UpSkill America, part of the Aspen Institute’s Economic Opportunities Program, recently released its Upskilling Playbook. This document highlights promising practices and examples of employer upskilling strategies, and offers guidance on how other employers can implement these practices. Through upskilling, an employer can invest in the long-term competitiveness and success by encouraging existing employees to gain new skills and advance through a company. Research shows that upskilling can help company bottom lines, and increase employee retention, as most employees expect some version of upskilling as a benefit of employment.

The playbook offers several models for companies to adopt, including apprenticeship, pre-employment training, as well as providing support and incentives for completion of certifications and postsecondary degrees. One example cited is Amazon’s Career Choice Program, which will pre-pay 95% of tuition and fees for an employee to earn a certificate or associate degree in a high-demand occupation.

Even companies who already provide tuition assistance may not be fully realizing the potential of upskilling, according to recent research carried about by UpSkill America. Many companies see these benefits merely as recruitment tools when looking for new hires. The playbook argues that companies should imbed upskilling as a cornerstone of company culture.

Report Explores Effective Teacher Professional Development Models

A new report from the Learning Policy Institute (LPI) explores the question of effective professional development for teachers through a review of 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. Their research found that effective professional development, including professional learning communities, incorporates the following elements:

Is content focused
Incorporates active learning
Supports collaboration
Uses models of effective practice
Provides coaching and expert support
Offers feedback and reflection
Is of sustained duration

Unfortunately, realities within institutions can hinder effective professional development, including insufficient resources (in both time and funding), as well as a poor school climate. LPI recommends evaluating the use and time of school schedules to create more opportunities for professional learning, as well as regularly conducting needs assessments and gathering feedback from educators to determine the areas of highest need for professional learning.

Odds and Ends

The American Youth Policy Forum (AYPF) has been creating and compiling resources related to foster, juvenile justice and crossover youth. Included in those resources are several recorded webinars detailing promising practices in providing career pathways for systems-involved youth. While there are many challenges and barriers to success for these youth and the organizations devoted to helping them, several institutions have uncovered some promising strategies worth exploring further.

The National Coalition for Women and Girls in Education (NCWGE) recently released a report about the history and progress of Title IX, which prohibits sex-based discrimination in federally funded education programs. While the report covers many topics, there is an entire section devoted to gender disparities Career Technical Education (CTE). The report finds that though progress has been made in CTE, large gaps remain, and there is certainly more work to be done.

Two publications have recently ranked institutions that effectively fight the nation’s skills gap. The first, from The New York Times, describes seven postsecondary institutions that take innovative approaches to supporting students through completion. The second, from Forbes, ranks two-year institutions based on the same “return on investment” focus of their rankings of four-year institutions.

Ashleigh McFadden, State Policy Manager

By admin in Uncategorized
Tags: CTE teachers, juvenile justice, professional development, skills gap, Title IX, upskilling

Announcing CTE & Literacy: The Common Core Institute

Thursday, March 13th, 2014

The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) in partnership with the Association for Career and Technical Education, the College Board, and Student Achievement Partners are excited to announce a two-day institute for CTE educators on the Common Core State Standards, with a focus on literacy in technical subjects on April 16-17 in New York City.

The two-day workshop is designed to beÂ a practical, interactive and collaborative learning opportunity for CTE educators at any level, and across all Career Clusters.Â Â Participants will gain a deeper understanding of the Common Core literacy standards, be provided with resources that they can use freely to provide local training, and have access to tools to help support the ongoing implementation of the Common Core literacy standards in their own communities.Â Â

The Institute registration is free, although participants will be responsible for travel and accommodations. Â Priority will be given to teams of educators from individuals schools, districts or states.

Learn more and registerÂ HERE!

When: Â April 16-17, 2014

Where: New York City, NY

Why: To gain in-depth fluency with the Common Core literacy standards and the tools and skills needed to support effective implementation in your schools and communities.

By Kate Blosveren Kreamer in Meetings and Events
Tags: common core state standards, professional development

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