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Tennessee Career and Technical Education

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Title: Tennessee Career and Technical Education


1
TennesseeCareer and Technical Education
A Work in Progress
A 2020 Vision
2
2020 Committee Contact Information
Senator Jim Tracy Tennessee Legislature Ralph
Barnett Tennessee Department of Education Dick
Ray State Board of Education Connie
Smith Tennessee Department of Education Gary
Nixon State Board of Education Marty
Willis Tennessee Department of Education David
Sevier State Board of Education Martha
Hicks Tennessee Department of Education John
Townsend Tennessee Board of Regents Will
Lewis Tennessee Department of Education Chelle
Travis Tennessee Board of Regents Dianne
Cashion Tennessee Department of Education Dean
Blevins CTE Director, Kingsport City Gay
Burden Tennessee Department of Education Steve
Clariday CTE Director, Cleveland City Nicole
Cobb Tennessee Department of Education Ann
Shipley CTE Director, Claiborne County Brandon
Williams Tennessee Department of Education Ellis
Hollerman CTE Director, Sumner County Branson
Townsend Tennessee Department of Education Bill
Moss CTE Director, Wilson County Thom
Smith Tennessee Council for CTE Dan
Whitlow Director of Schools Sara
Carter Nashville Chamber of Commerce Melissa
Barnett Asst Principal, Hendersonville HS

3
State of Tennessee
Phil Bredesen Governor
Adequately educating our young people is, and
always should be, Tennessees top priority.
In July, 2008, a national report by Achieve Inc.
recognized the success of Tennessee for its
efforts to align education standards with
real-world demands to increase student success.
4
Mission of the Tennessee Department of
Education
Timothy K. Webb Commissioner
Helping Teachers Teach and Children Learn
5
Mission of Tennessee Career Technical
Education
Ralph Barnett Assistant Commissioner
Preparing todays students for tomorrows
opportunities
Archives
6
Vision for 2020
  • To provide Tennessee students the opportunity to
    participate in a rigorous and relevant career and
    technical education program that leads to
    academic and technical achievement and successful
    employment in a global economy

7
TennesseeCareer and Technical Education (CTE)
Demographics (2008 data)
  • Approximately 90 of high school students
    (non-duplicated) take CTE courses annually
  • Students (duplicated) take an estimated 378,000
    CTE courses annually
  • CTE programs include students in grades 7 through
    12
  • CTE serves a total of 125 of 136 school districts
    and 3 special state schools
  • CTE has 104 Programs of Study (POS), 54 special
    POS, with a total of 3,016 POS implemented in
    school systems throughout the state (e-TIGER data
    report)

8
Tennessee Board of RegentsPost-Secondary
Demographicsfor Community Colleges FY 07-08
  • 27,218 students enrolled in 13 TBR Community
    Colleges Associate of Applied Science degree
    programs
  • At the Community Colleges, there were 11,647
    concentrators (30 college hours)
  • 44 of all post-secondary concentrators graduate
    within two years of concentration (almost double
    the graduation rate of the general community
    college population reference IPEDS)
  • Over 7,000 secondary students annually receive
    dual enrollment credit from TBR colleges and
    universities in academic and professional/technica
    l programs of study

9
Tennessee Board of RegentsPost-Secondary
Demographics forTennessee Technology Centers
(TTCs) FY 07-08
  • TTCs served 29,647 students (1,661 high school
    students) statewide and provided over 9.6 million
    hours (approximately 438,500 of high school clock
    hours) of training
  • TTCs awarded over 1,900 certificates, 4,184
    diplomas, and 8,063 supplemental certificates
  • 96.5 of TTC graduates passed national license
    exams on the first attempt
  • Over 89 of TTC graduates were placed in
    employment

10
Challenges for Tennessee CTE
  • Improving student performance in academic and
    technical achievement
  • Encouraging students to complete a focused CTE
    Program of Study
  • Presenting the growing opportunities in CTE to
    students, parents, administrators, counselors,
    and other CTE stakeholders
  • Viewing all students as candidates for
    post-secondary education including industry
    certification
  • Keeping teachers current in technological and
    skill changes in their field and in current
    teaching methods
  • Implementing the CTE Competency Attainment Rubric

11
CTE MOTTO Rigor, Relevance, and Reason to
Achieve
  • Access to challenging career and technical
    studies aligned with industry standards
  • High expectations
  • Rigorous programs of study leading to high-skill,
    high-wage, and high-demand occupations
  • Appropriate levels of literacy, numeracy, and
    science in career and technical programs as
    identified by the Tennessee Diploma Project
  • Planned Seamless transitions from secondary to
    post-secondary
  • Explore career opportunities and identify skills
    necessary for success

12
The Four Pillars of the 2020 Plan
Academic and Technical Achievement Transitions C
ommunication Educator Quality
13
Pillar IAcademic and Technical Achievement
Timeline Strategies
Goal Provide integrated academic rigor in
relevant career and technical education programs
of study leading to high-skill/ high-wage/
high-demand occupations.

14
Research Academic andTechnical Skills
Achievement
  • Graduation Rate CTE concentrators graduate at a
    higher rate than non-CTE students. (e-tiger CTE
    Report Card)
  • Placement 6 months after graduation, 92 of CTE
    concentrators show a positive placement in
    post-secondary, military, or the workplace.
    (e-tiger CTE Report Card)
  • 97 of CTE concentrators achieve mastery of the
    competencies taught in the career and technical
    curriculum. (e-tiger CTE Report Card)

15
Academic and Technical Achievement Timeline
Development of a new program combining Math,
Science, and English concepts using Keyboarding
methodology. Pilot of technical skill
assessments Implementation of CTE rubric
New requirements for 9th graders (TN Diploma
Project)
All students graduate meeting workplace and
post-secondary readiness standards
Graduation of first class under TN Diploma Project
POS implemented
2013
2009
2018
2012
2014
2010
2016
2008
2020
16
Academic and Technical Strategies
Goal Provide integrated academic rigor in
relevant career and technical education programs
of study leading to high-skill/ high-wage/
high-demand occupations. .
17
Academic and Technical Strategies
Goal Provide integrated academic rigor in
relevant career and technical education programs
of study leading to high-skill/ high-wage/
high-demand occupations.
18
Challenges to Academic and Technical Achievement
  • Blending high level academic content with quality
    CTE studies
  • Professional development for academic and CTE
    teachers to integrate academic and CTE curriculum
    and instruction
  • Lack of a focused comprehensive career guidance
    system (pre-K to 16)
  • Enrollment of students in appropriate program of
    study
  • Attitude that only academic students are able to
    master complex material
  • Deficiencies in basic reading, writing, and math
    skills at the high school level
  • Low expectations of CTE students
  • Lack of academic and CTE teachers knowledge of
    modern workplace readiness standards
  • Institutionalize the Skills Assessment Rubric

19
Pillar IITransition
Timeline Strategies Goal 1
Goal CTE concentrators receive post-secondary
credit or industry certification.
Transition opportunities may include
articulation, dual enrollment, dual credit, or
other post-secondary credit.
20
Pillar IITransition
  • Definitions
  • Articulation A written agreement that awards
    students post-secondary credit. The process of
    aligning secondary and post-secondary curriculum
    that awards students post-secondary credit.
  • Dual Credit (credit by assessment) A
    post-secondary or high school course that is
    aligned to a post-secondary course that is taught
    at the high school by high school faculty for
    high school credit. Students are able to receive
    post-secondary credit by successfully completing
    the course, plus passing the assessment developed
    and/or recognized by the granting post-secondary
    institution. The institution will grant the
    credit upon enrollment of the student.
  • Dual Enrollment A post-secondary course, taught
    either at the post-secondary institution or at
    the high school by the post-secondary faculty
    (may be credentialed adjunct faculty), which upon
    successful completion of the course allows
    students to earn post-secondary and secondary
    credit concurrently. The student must meet dual
    enrollment eligibility under the TBR and UT
    policies.

21
Research Transition
  • Among dual credit participants, significantly
    more CTE students, compared to non-CTE students,
    attributed their decision to attend college to
    their participation in dual credit received in a
    CTE Program of Study.
  • (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)

22
Transition Timeline
Increase the number of CTE concentrators
receiving post-secondary credit or industry
certification
Common database to track student level data
capturing early post-secondary credits
Develop guide for dual credit/dual enrollment
All CTE concentrators receive early
post-secondary credit or industry certification
MOU with post-secondary Annual grants to
post-secondary
All students will graduate with a focus of study
2020
2010
2015
2008
2009
2012
23
Transition Strategies
Goal CTE concentrators receive post-secondary
credit or industry certification.
24
Transition Strategies
Goal CTE Concentrators receive post-secondary
credit or industry certification.
25
Challenges to Transition
  • Not all post-secondary institutions consider
    transition a priority
  • Incomplete data Cannot accurately track students
  • Communication barriers within and between pre
    K-12 and post-secondary
  • Not all high school CTE programs align or provide
    adequate rigor
  • Lack of consistent testing policies and
    guidelines for dual credit
  • Increase the number of students who receive
    industry certification
  • Funding for students who successfully complete an
    industry certification

26
Pillar IIICommunication
Timeline Strategies Goal 1 Strategies Goal 2
Goal 1 Improve the image of Career and Technical
Education. Goal 2 Increase the support of
Career and Technical Education through the
general public, community stakeholders, and
policy makers.
27
Research Communication
  • The barriers to secondary/post-secondary
    transition indicate 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
    articulation, dual credit, and dual enrollment.
  • (Laine Communications, 2004)

28
Communication Timeline
Focus career counseling on CTEs role in
transitions into post-secondary and the
workforce. First issue of CTE newsletter
1,) Alternative methods of communication
identified and utilized. 2.) One comprehensive
career development system implemented. 3.)
Develop statewide communication initiative.
2009
2018
2020
2012
2014
2010
2016
2008
29
Communication Strategies
Goal 1 Improve the image of Career and
Technical Education.
30
Communication Strategies
Goal 1 Improve the image of Career and
Technical Education.
31
Communication Strategies
Goal 2 Increase the support of Career and
Technical Education through the general public,
community stakeholders, and policy makers.
32
Challenges to Communication
  • Lack of statewide coordinated communication
    effort
  • Lack of combined, coordinated, communication
    system between secondary and post-secondary
    education
  • Maintaining an updated web site
  • Methods of identifying community resources
  • Identification of alternative methods of
    communication
  • Imparting the importance of positive
    communication at the state and local level
  • Create a consistent, quality message for
    understanding to stakeholders of what modern CTE
    is
  • Time consuming
  • Budget/Funding

33
Pillar IVEducator Quality
Timeline Strategies Goal 1 Strategies Goal 2
Goal 1 Administrators, Teachers and School
Counselors will receive quality professional
development. Goal 2 Career and Technical
Education licensure and certification processes
will provide CTE endorsed directors and master
teachers.

34
Research Educator Quality
  • 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) Carl D. Perkins Career and
    Technical Education Improvement Act of 2005)

35
Educator Quality Timeline
1.1 Establish relevant sessions with conference
planning stakeholders
All CTE directors will hav CTE director
endorsement and CTE teachers will be master
teachers
2.3 Required work experience and course content
reviewed for TI and Health Sciences
certifications
2.4 CTE Teach TN Program
2.1 Licensure and certifications will be reviewed
for CTE director employment standards
2.2 CTE director endorsement re-established
2.5 CTE Master Teacher Program
1.2 Re-establish Bridges Conference
2020
2010
2014
2016
2012
2018
2008
36
Educator Quality Strategies
Goal 1 School Counselors, CTE Directors and
teachers will receive quality professional
development.
37
Educator Quality Strategies
Goal 2 Career and Technical Education licensure
and certifications will provide CTE endorsed
directors.
38
Educator Quality Strategies
Goal 2 Career and Technical Education licensure
and certification processes will be reviewed.
39
Challenges to Educator Quality
  • Participation of academic and CTE teachers in
    planning integration of academic and CTE
    curriculum.
  • Communication between administrators and
    teachers.
  • Implementation of knowledge gained through
    professional development activities.
  • Participation in professional development
    activities.
  • Attitude that professional development activities
    provided do not pertain to administrators and
    teachers.
  • Funding/budgets.


40
The Year 2020

Long-Term Planning Continuous Improvement
Rigorous Career-Technical-Academic Program
Implementation of Federal and State
Requirements
Career Placement and Advancement
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