Leadership Development for Career and Technical Education and Workforce Education

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Leadership Development for Career and Technical
Education and Workforce Education

• David Dean, Idaho Division of
• Professional-Technical Education
• James McKenney, American Association of
• Community Colleges
• Rebecca A. Parker, The Ohio State
• University

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AACC and Leadership

• James McKenney, American
• Association of Community Colleges

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Community College Presidents TodayThe
Leadership GapNational Dissemination Center
Webcast
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Community College Growth
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The Leadership Gap - Vacancies

• In 2001, 45 of incumbent community college
  presidents said they plan to retire by 2007.
• In 2002, 79 of incumbent community college
  presidents said they plan to retire by 2012.
• The average age of presidents in 2002 was 56.

Sources AACC Survey, 2001 Weisman Vaughan,
2002
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Number of Years Until RetirementReported by
Community College Presidents in 2001
Source AACC, 2001
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The Leadership Gap Race and Ethnicity

• 80.1 of current community college presidents
  are White/Caucasian.
• 8.7 are African American.
• 6.8 are Hispanic.

Source AACC, 2004
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Distribution of Presidents by Race or Ethnicity,
2001
Source Weisman and Vaughan, 2002
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Distribution of Presidents by Race or Ethnicity,
2004
Source AACC, 2004
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Comparison StudentsDistribution by Race or
Ethnicity, 2002
Source National Center for Education Statistics,
2004
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The Leadership Gap - Gender

• 27.6 of current community college presidents are
  women.

Source AACC Database, 2004
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Comparison Students The Leadership Gap Gender

• 57.4 of current community college students are
  women.

Source National Center for Education Statistics,
2004
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Leadership Pathways
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Leadership Pathways Immediate Past Positions of
Presidents, 2000
Source Amey VanDerLinden, 2002 Note
Percentages do not add up to 100 because of
rounding.
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Leadership Pathways

• In 2000, average age of chief academic officer
  the primary position leading to the presidency
  was 54.
• The average age of administrators in the six
  senior-level positions identified as leading to
  community college presidencies was 52 in 2000.

Source Shults, 2001
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AACC and Leadership
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AACC and Leadership

• AACC Mission Statement, 2000
• Building a Nation of Learners by
  Advancing America's Community Colleges
• AACC Strategic Action Areas, 2000
• 3 of 6 Leadership developmentGoal Diverse,
  qualified leaders are available at all levels of
  our nation's community colleges. They understand
  the community college mission, values and vision
  and have the ability to implement them.

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AACC Competencies for Community College Leaders

• Organizational Strategy
• Resource Management
• Communication
• Collaboration
• Community College Advocacy
• Professionalism

Source AACC, 2002
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The Leadership Opportunity
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The Leadership Opportunity

• Fill vacancies with qualified, committed
  individuals
• Bring racial, ethnic, and gender diversity of
  leaders in alignment with communities and
  students
• Improve leadership at multiple levels

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The Leadership Opportunity

• Develop innovative, creative leaders to meet the
  demands of todays world.
• Rapid changes
• Resource-limited
• Technology-driven
• Increasing diversity

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Leading Forward Project

• July 1, 2003 to June 30, 2005

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Leading ForwardGoals

• Consensus
• Competencies of effective leaders
• Leadership development
• Leadership Commons
• Plan for future community college leadership
  development efforts

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Leading Forward AACC Leadership Summits
Purpose To understand current thinking and
practice in the field about approaches to
community college leadership development and to
develop a more integrated, national framework for
developing the nations community college leaders.
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Focus of Summits

• Discuss key knowledge, skills and values of
  effective leaders
• Determine effective leadership development
  strategies
• Examine current program offerings
• Develop shared agreement on national strategy

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Please check http//www.ccleadership.org to get
updates on the Leading Forward project.
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Idaho Leadership Institute

• David Dean, Idaho Division of
• Professional-Technical Education

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Idaho Leadership Institute Statistics

• 34 people inducted
• 33 people graduated / in process

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Idaho Leadership Institute Statistics

• 88 have masters degree
• 45 have / in process of PhD or specialized
  degree
• 42 currently in leadership positions
• 58 awarded administration certificate
• 15 have / in process of obtaining National Board
  Certification (NBC)

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Recommendations and Things Learned

• Nominations
• Mixture of secondary post secondary
• Extended training
• Different rigorous activities
• Partnerships
• Assigned readings

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CTAE Leadership Ohio!

• Rebecca A. Parker, The Ohio State
• University

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A Brief History of Ohios State Leadership
Efforts in Career Technical and Adult Education

• OVELI/OCTELI (12 years)
• Year long program
• Approximately 300
• OVELI/OCTELI fellows participated

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Commissioned Study

• Objectives
• Determine needs, design(s), and field-based
  preferences to prepare leaders for various roles
  throughout Ohios diverse delivery system of
  career-technical and adult education
• Through survey, field research and stakeholder
  engagement, develop a profile of the contemporary
  CTE leader
• Design and promote a continuum of professional
  development that builds capacity for
  instructional administrative, and policy
  leadership in CTAE

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Commissioned Study

• Highlight of Study Findings
• Three levels of leadership development are
  imperative
• Current trends identified in government,
  business and education documents
• Building relationships is critical for leaders
  with those internal and external to CTAE
• Leadership development experiences must focus on
  positioning career-technical education in the
  larger education and workforce development
  communities and in society

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PurposeTo create a pool of visionary leaders
who have the knowledge and skills necessary to
facilitate change and improve the quality of
career-technical and adult education programs.
CTAE Leadership Ohio!
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CTAE Leadership Ohio!

• Objectives for Academy Participants
• Develop their leadership capabilities
• Develop an understanding of policy development
  processes
• Develop an understanding of instructional
  leadership

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CTAE Leadership Ohio!

• (Continued)
• Establish meaningful personal and organizational
  partnerships and networks
• Identify strategies and procedures for data
  driven decisions
• Lead educational reform by helping their
  organizations to overcome resistance to change,
  accept new changes, and ground these changes in a
  new organizational culture.

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Components include
CTAE Leadership Ohio!

• Develop an individual leadership plan
• Select a mentor(s) to assist with plan
• Participate in 6 face-to-face meetings
• (including the Ohio Policy and Leadership
• Forum (ODE) and the National Policy Seminar)
• Participate in the distance delivery sessions
• related to leadership and CTAE program quality
  
• Create a professional portfolio
• Participate in discussions regarding selected
  readings

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CTAE Leadership Ohio!

• Program Content Themes
• Planning and Policy Development
• Collaboration
• Instructional Leadership
• Accountability/Evaluation

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CTAE Leadership Ohio!

• Role of
• Advisory Committee Members
• Suggestions for content and structure
• Suggestions for presenters and mentors
• Recruitment of participants
• Evaluation and feedback
• Identify new and emerging skill sets

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CTAE Leadership Ohio!

• Role of
• Internal Team Members
• Graduate Credit (Human Ecology, HRCD, EDU)
• Suggestions for Program Content and Speakers,
  Mentors
• Recruitment of Participants
• Evaluation and Feedback

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CTAE Leadership Ohio!