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Career and Technical Education

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Title: Career and Technical Education


1
Career and Technical Education
A Work in Progress
A 2020 Vision
2
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
3
Tennessee Department of Education
Lana Seivers Commissioner
Helping Teachers Teach and Children Learn
4
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
5
Career and Technical Education
Mission
Preparing todays students for tomorrows
opportunities
6
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

7
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

8
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
9
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

10
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
11
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

12
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

13
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

14
A coordinated, concentrated plan developed with
four pillars supporting the 2020 vision
  • Academic Achievement
  • Articulation
  • Communication
  • Professional Development Teacher Certification

15
Academic Achievement
Provide a rigorous and relevant curriculum for
all courses for all students

16
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.

17
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
18
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

Return
19
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

Return
20
Academic 2007
  • Provide information to the public
  • Offer professional development on clusters to
    LEAs
  • Support LEA implementation

Return
21
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

Return
22
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
23
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
24
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
25
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
26
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
27
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
28
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
29
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
30
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
31
Articulation
Provide transition programs, including
articulation and dual credit, to postsecondary
education
32
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)

33
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
34
Articulation
  • Conducted two barriers to articulation studies
  • Focus on industry certification
  • Align Trade Industry and Business Technology
    curriculum

35
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

Return
36
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

Return
37
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

Return
38
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

Return
39
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
Return
40
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
Return
41
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
Return
42
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Articulation
Return
43
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Communication
Return
44
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Communication
Return
45
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Curriculum
Return
46
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Data
Return
47
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
Professional Development
Return
48
Articulation Goals and Strategies
Goal To increase the number of CTE students who
successfully articulate to postsecondary
School Counseling
Return
49
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

50
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.

51
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
52
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

Return
53
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

Return
54
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

Return
55
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

Return
56
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
57
Communication Goals and Strategies
Goal 1.0 Improve the image of Tennessee Career
and Technical Education
Return
58
Communication Goals and Strategies
Goal 2.0 Institutionalize the vision
Return
59
Communication Goals and Strategies
Goal 2.0 Institutionalize the vision
Return
60
Communication Goals and Strategies
Goal 3.0 Document that CTE works through
evidence-based research
Return
61
Communication Goals and Strategies
Goal 3.0 Document that CTE works through
evidence-based research
Return
62
Communication Goals and Strategies
Goal 4.0 Engage public policy holders to support
CTE
Return
63
Professional Development Teacher Certification
Provide focused, relevant professional
development for teacher and administrator
preparation

64
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)

65
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
66
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

Return
67
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

Return
68
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

Return
69
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.

Return
70
Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
Return
71
Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
Return
72
Professional Development Goals and Strategies
Goal 1.0 Improve professional development for
teachers and CTE directors
Return
73
Professional Development Goals and Strategies
Goal 2.0 Address teacher recruitment needs and
requisite certification requirements
Return
74
Professional Development Goals and Strategies
Goal 2.0 Address teacher recruitment needs and
requisite certification requirements
Return
75
Professional Development Goals and Strategies
Goal 3.0 Provide quality professional
development for CTE directors
Return
76
The Year 2020

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