Tennessee Career and Technical Education

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TennesseeCareer and Technical Education
A Work in Progress
A 2020 Vision
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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

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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.
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Mission of the Tennessee Department of
Education
Timothy K. Webb Commissioner
Helping Teachers Teach and Children Learn
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Mission of Tennessee Career Technical
Education
Ralph Barnett Assistant Commissioner
Preparing todays students for tomorrows
opportunities
Archives
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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

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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)

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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

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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

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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

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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

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The Four Pillars of the 2020 Plan
Academic and Technical Achievement Transitions C
ommunication Educator Quality
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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.

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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)

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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
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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. .
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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.
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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

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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.
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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.

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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)

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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
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Transition Strategies
Goal CTE concentrators receive post-secondary
credit or industry certification.
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Transition Strategies
Goal CTE Concentrators receive post-secondary
credit or industry certification.
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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

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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.
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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)

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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
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Communication Strategies
Goal 1 Improve the image of Career and
Technical Education.
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Communication Strategies
Goal 1 Improve the image of Career and
Technical Education.
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Communication Strategies
Goal 2 Increase the support of Career and
Technical Education through the general public,
community stakeholders, and policy makers.
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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

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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.

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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)

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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
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Educator Quality Strategies
Goal 1 School Counselors, CTE Directors and
teachers will receive quality professional
development.
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Educator Quality Strategies
Goal 2 Career and Technical Education licensure
and certifications will provide CTE endorsed
directors.
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Educator Quality Strategies
Goal 2 Career and Technical Education licensure
and certification processes will be reviewed.
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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.

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The Year 2020

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