Career and Technical Education

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Career and Technical Education
A Work in Progress
A 2020 Vision
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State of Tennessee
Phil Bredesen Governor
When you step back and look at all the things we
can do to improve the quality of our workforce
and the quality of life for our young adults,
theres nothing more important than raising the
high school graduation rate. Its the key to
continuing an education or, at a minimum, getting
a decent job that pays a decent wage and offers
decent benefits. September 12, 2006
We have no higher calling than to educate our
children. 2005-06
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Tennessee Department of Education
Lana Seivers Commissioner
Helping Teachers Teach and Children Learn
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Career Technical EducationVision
To provide Tennessee students the opportunity to
participate in a rigorous and relevant career and
technical education program that leads to
academic achievement and successful employment in
a global economy
Preparing todays students for tomorrows
opportunities
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Career and Technical Education
Mission
Preparing todays students for tomorrows
opportunities
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CTE Demographics

• Sixty percent of Tennessee high school students
  are enrolled in a CTE course
• About 170,000 students (non-duplicated) take a
  CTE course annually
• The total enrollment in career and technical
  courses equals about 299,000 students
  (duplicated) annually
• CTE programs include students in grades 7 to 12
• CTE serves a total of 128 school districts and 3
  special state schools

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Postsecondary Demographics

• 27 Tennessee Technology Centers (TTCs) served
  28,267 students during FY 2004 2005.
• 13 Community Colleges Applied Science degree
  programs served 39,124 students during FY 2004
  2005
• Tech Prep, administered by the Tennessee Board of
  Regents, serves as a transition link for students
  in CTE programs from grades 8 through the
  associate degree as part of the states P-16
  initiative
• In FY 2004 2005 Tech Prep helped 2,142
  secondary students gain postsecondary credit
• 611 high school students have dual enrollment in
  TTCs

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The Challenge for Change
Knowledge alone, without knowing how to apply it
is inadequate. Students need both rigorous and
relevant standards if they are to be prepared to
function in a technological, information based
society. Dr. Willard Daggett
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The Challenge for Change

• When I compare our high schools to what I see
  when Im traveling abroad, I am terrified for our
  workforce of tomorrow.
• Bill Gates

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The Challenge for Change
One of the pillars of economic prosperityour
scientific and technological superiorityis
beginning to atrophy even as other nations are
developing their own human capital. National
Business Roundtable
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What Does the Research Show?

• More high school students are getting a
  jump-start on postsecondary studies, but not at
  the pace found in other states.
• High Schools That Work

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What Are the Challenges for Tennessee CTE?

• Increase the high school graduation rate
• Raise teacher and student levels in academic and
  technical achievement
• Change misperceptions
• View all students as candidates for postsecondary
  education and/or training

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What Works? Rigor and Relevance

• Access to challenging career/technical studies
• High expectations
• A rigorous program of study
• Appropriate levels of literacy, numeracy, and
  science in career and technical programs
• Planned transitions from secondary to
  postsecondary

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A coordinated, concentrated plan developed with
four pillars supporting the 2020 vision

• Academic Achievement
• Articulation
• Communication
• Professional Development Teacher Certification

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Academic Achievement
Provide a rigorous and relevant curriculum for
all courses for all students

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Research Academic Achievement

• Graduation Rate In Tennessee career and
  technical concentrators graduate at an 11 higher
  rate than the state average.
• Placement Follow-up research of career and
  technical concentrators finds 92 of graduates
  show a positive placement in postsecondary,
  military, or the workplace.
• Almost 97 of CTE concentrators achieve mastery
  of the competencies taught in the career and
  technical curriculum.

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Academic Timeline
Goal 1 Transition to 16 clusters and develop
programs of study, culminating with
end-of-program assessments 1 2 3 Goal 2 80
of career and technical concentrators will
complete the dual path by 2012 1 2 3 4
Transition to 16 career clusters with programs of
study
Increased high level academics emphasis on
real world problem solving
2006
2012
2020
2008
2009
2007
2010
2005
2015
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Academic 2005

• Review and compare the 7 state CTE clusters with
  the national 16 clusters
• Discuss programs of study with end of program
  assessments for CTE students
• Discuss sixteen clusters for all secondary
  students

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Academic 2006

• Expand state CTE 7 clusters to national 16
  clusters
• Review/revise and develop programs of study
  within each cluster
• Align programs of study with postsecondary
  partners
• Submit cluster recommendations to the High School
  Redesign committee
• Plan 16 cluster implementation

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Academic 2007

• Provide information to the public
• Offer professional development on clusters to
  LEAs
• Support LEA implementation

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Academic 2008-2012

• Plan for 80 of career and technical
  concentrators to complete the dual path by 2012
• Integrate college preparatory mathematics,
  science, language arts, and social studies with
  CTE 9-12 courses
• Encourage real world projects as tool for
  learning academic content
• Develop a structured system of extra help
• Require teacher certification in all courses that
  lead to student certification
• Support teacher collaboration to integrate
  instruction
• Develop end of course assessments
• Restructure the perception of career and
  technical education
• Plan for all students to choose a major from one
  of the 16 career clusters

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Academic Goals and Strategies
Goal Transition to sixteen clusters and develop
sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
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Academic Goals and Strategies
Goal Transition to sixteen clusters and develop
sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
Return
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Academic Goals and Strategies
Goal Transition to sixteen clusters and develop
sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
Return
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
Return
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
Return
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
Return
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
Return
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Academic Goals and Strategies
Goal Eighty percent of career and technical
students will complete the dual path as a minimum
graduation requirement by 2012.
Return
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Articulation
Provide transition programs, including
articulation and dual credit, to postsecondary
education
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Research Articulation

• Forty one statewide articulation agreements have
  been signed between secondary programs and
  postsecondary institutions in the past two years.
  In these programs students have an opportunity to
  receive higher education credit as a part of
  their high school studies.
• (Tennessee Department of Education Data)
• Among dual credit participants, significantly
  more Career and Technical Education students
  compared to non-CTE students attributed their
  decision to attend college to their participation
  in dual credit.
• (National Research Center in Career and Technical
  Education, 2006)
• Career and Technical Education students were
  significantly more likely than their matched
  non-CTE counterparts to report feeling prepared
  for the social and academic challenges of
  college.
• (National Research Center in Career and Technical
  Education, 2006)

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Articulation Timeline
Goal To increase the number of CTE students who
successfully articulate to postsecondary 1 2 3
4 5 6 7 8 9 10
Align curriculum study barriers
Collect data develop implement articulation
plans
2006
2015
2020
2008
2009
2007
2010
2005
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Articulation

• Conducted two barriers to articulation studies
• Focus on industry certification
• Align Trade Industry and Business Technology
  curriculum

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Articulation 2005

• Develop an action plan from the articulation
  barriers studyan ongoing project
• Hold transitions meetingssecondary and
  secondary/postsecondary
• Align Trade Industry and Business Technology
  curriculum
• Focus Tech Prep grants and activities

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Articulation 2006-07

• Submit SREB report to participants and build
  supplement
• Focus project management committee on transitions
• Build articulation plan based on barriers study
• Provide transitions grants to postsecondary
• Focus on acceptance of statewide articulation
• Focus on industry certification
• Share and replicate successful articulation
  strategies
• Provide professional development to educators on
  transitions

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Articulation 2006-07

• Develop an articulation action plan
• Collaborate with High School Redesign committee
• Collect secondary to postsecondary transitions
  data
• Redesign Tech Prep at Tennessee Board of Regents
• Plan joint secondary/postsecondary
  activitiesstate conference, staff meetings,
  advisory council meetings
• Build a memorandum of understanding between TBR
  and SDE-CTE concerning articulation, dual
  enrollment, data collection, and remediation
• Implement the Transition Initiative curriculum
  and the Special Needs Students in CTE Resource

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Articulation 2007-08

• Research the possibility of CTE students
  enrolling in RODP courses and receiving dual
  credit
• Research the option of testing to validate
  articulated credit
• Develop a formal appeal process for students to
  deal with disputes between secondary and
  postsecondary institutions regarding dual
  enrollment and articulated courses
• Plan joint secondary-postsecondary activities
• Align Family Consumer Sciences and Agriculture
  curriculum
• Inform schools, students, and parents of
  articulation and dual credit opportunities

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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Communication
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Communication
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Curriculum
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Data
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Professional Development
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Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
School Counseling
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Communication
Improve the image of Career and Technical
Education to all stakeholders

• Communicate the effectiveness of programs
• Conduct research
• Use data analysis and other evaluative tools

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Research Communication

• The barriers to secondary/postsecondary
  transition indicates that there needs to be more
  collaboration between the two levels.
• (CORD Barriers Surveys, 2004-2005)
• Research shows there is a lack of understanding
  by parents, students, teachers and counselors
  about Career and Technical Education and
  articulation.
• (Laine Communications, 2004)
• Career and Technical Education is going through
  an image change in which the general public is
  beginning to realize that an education that
  includes career and technical studies improves
  the overall graduation rate.

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Communication Timeline
Goal 1 Improve the image of Tennessee Career
Technical Education 1 Goal 2 Institutionalize
the vision 1 2 Goal 3 Document that CTE works
through evidence based research 1 2 Goal 4
Engage public policy holders to support CTE 1
Focus CTEs role in workforce development
conduct report research on CTE impact engage
stakeholders
Redefine build a new CTE image
2006
2015
2020
2008
2009
2007
2010
2005
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Communication

• Organize the Division to build a data warehouse
• Build curriculum research area with best
  practices
• Report CTE system performance measured through
  the state report card

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Communication 2006

• Rename the system
• Develop a new logo and look
• Communicate name change to the field
• Begin an implementation process on all documents
• Provide collected CTE data online
• Target key critical constituencies

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Communication 2007

• Distribute to stakeholders information about CTE
  programs
• Activate a strong advisory council network
• Focus CTEs role in workforce and economic
  development
• Provide focused professional development to
  stakeholders
• Conduct national research on CTE
• Provide collected CTE data online
• Provide focused staff development on effective
  practices
• Conduct research on CTE economic educational
  impact
• Identify model programs in Tennessee other
  states to replicate
• Engage postsecondary other stakeholders
• Conduct a media relations program
• Provide richer career resources

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Communication 2008

• Implement the plan to establish market the
  vision for CTE
• Increase awareness of what CTE really is
• Create a common language and understanding of CTE
• Empower the CTE community to contribute to the
  realization of the CTE vision
• Institutionalize the key changes
• Present the vision to the community through local
  civic and community based groups
• Provide collected CTE data online
• Engage postsecondary stakeholders Labor
  Workforce Development
• Target key critical constituencies

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Communication 2009-2020

• Implement the plan to establish market the
  vision for CTE
• Increase awareness of what CTE really is
• Create a common language understanding of CTE
• Empower the CTE community to contribute to the
  realization of the CTE vision
• Institutionalize the key changes
• Provide collected CTE data online
• Engage postsecondary stakeholders Labor
  Workforce Development
• Target key critical constituencies

Return
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Communication Goals and Strategies
Goal 1.0 Improve the image of Tennessee Career
and Technical Education
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Communication Goals and Strategies
Goal 2.0 Institutionalize the vision
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Communication Goals and Strategies
Goal 2.0 Institutionalize the vision
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Communication Goals and Strategies
Goal 3.0 Document that CTE works through
evidence-based research
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Communication Goals and Strategies
Goal 3.0 Document that CTE works through
evidence-based research
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Communication Goals and Strategies
Goal 4.0 Engage public policy holders to support
CTE
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Professional Development Teacher Certification
Provide focused, relevant professional
development for teacher and administrator
preparation

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Research Professional Development

• Through effective professional development, the
  integration of academic content into CTE subjects
  increases student achievement by 10.
• (National Research Center in Career and Technical
  Education, 2004)
• Professional development programs for career and
  technical educators provide training to develop
  effective rigorous and challenging integrated
  academic and career and technical education
  curricula, jointly with academic teachers.
• (Sec. 124 (3) Cark D. Perkins Career and
  Technical Education Improvement Act of 2005)

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Professional Development Teacher Certification
Timeline
Goal 1 Improve professional development for
teachers 1 2 3 Goal 2 Address teacher
recruitment needs and requisite certification
requirements 1 2 Goal 3 Provide quality
professional development for CTE directors 1
Provide high quality professional development
address highly qualified for CTE expand teacher
recruitment options
2006
2015
2020
2008
2009
2007
2010
2005
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Professional Development Teacher Certification
2005

• Provide high quality professional development for
  new teachers
• Survey new teachers
• Modify state conference to include recommended
  changes
• Determine the feasibility of a Central Clearing
  House for the purpose of assisting and providing
  licensure information
• Allow TTC teachers to count teaching experience
  at the TTC as work experience
• Develop a reciprocal agreement for teachers with
  professional trade shop licenses from other states

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Professional Development Teacher Certification
2006

• Roll out Career Academic Technical Integration
  (CATI) models at major state and national
  conferences
• Conduct Building Transitions from High School to
  Postsecondary Education and Careers exit meeting
• Provide professional development for secondary
  and postsecondary personnel to review findings of
  the Barriers to Articulation studies conducted
  by CORD
• Award Academy/Small Learning Community/Transition
  grants
• Develop high quality professional development for
  new teacherscontinue to work on new teacher
  training
• Develop better delivery methods of professional
  development for new teachersidentify
  trainers/mentors in Trade Industry and Health
  Science
• Address professional development for academic
  integration/collaboration
• Broaden Regional Study Councils to include TTC
  personnel, community college dean, Tech Prep
  coordinator
• Review the 18 required hours for Trade Industry
  and Health Science
• Coordinate with Teach Tennessee where teacher
  shortages exist
• Provide professional development conference,
  focused on career guidance, for 500 school
  counselors statewide
• Provide leadership conference for 10,000 students
  this fall

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Professional Development Teacher Certification
2007

• Revise Gateway teacher training to include CTE to
  support curriculum integration
• Institute an annual CTE/Academic/Secondary-Postsec
  ondary Transition Conference
• Provide professional development for LEAs on
  developed clusters
• Provide professional development on
  end-of-sequence assessment for state secondary
  and postsecondary staff
• Expand CATI opportunities to LEAs
• Conduct a CTE/Academic/Transition Conference
• Award Academy/Small Learning Community/Transition
  implementation grants
• Develop high quality professional development for
  new teacherscontinue to work on new teacher
  training
• Develop better delivery methods of professional
  development for new teachers
• Provide training for Trade Industry and Health
  Science mentors
• Broaden to include all program areas
• Identify regional mentors
• Look at possibility of regional service (perhaps
  partner with TTU to train regional mentors)
• Develop an ongoing mentoring program
• Develop a type of CTE Master Teacher program

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Professional Development Teacher Certification
2008

• Conduct professional development for LEAs on
  cluster development
• Provide professional development to LEAs on
  end-of-sequence assessments
• Provide professional development for secondary
  and postsecondary personnel to develop
  articulation agreements for every CTE course
  sequence.

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Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
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Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
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Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
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Professional Development Goals and Strategies
Goal 2.0 Address teacher recruitment needs and
requisite certification requirements
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Professional Development Goals and Strategies
Goal 2.0 Address teacher recruitment needs and
requisite certification requirements
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Professional Development Goals and Strategies
Goal 3.0 Provide quality professional
development for CTE directors
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The Year 2020

Long-Term Planning Continuous Improvement
Rigorous Career-Technical-Academic Program
Implementation of Perkins IV
Career Placement and Advancement