Roles of CTE Liaisons in Developing New CTE Programs Slide Assignment: MB 1-3 Jolena 4-14 MB 15-25 Jolena - remainder From the Program: In 2015 the ASCCC passed a resolution calling for the creation of a CTE liaison position to all local senates. The liaison can be a powerful advocate for CTE and assists in keeping senates and curriculum committees informed on the rapid statewide developments in CTE. In this session, we will explore ways faculty can access the academic senate and the shared governance system to better support CTE program development on your campus. (CTE Strand) Roles of CTE Liaisons in Developing New CTE Programs Marie Boyd, Chaffey College Jolena Grande, Cypress College

SESSION OUTCOMES Explore ways faculty can access the academic senate and the shared governance process Explore academic support for program develop, program support program improvement Review CTE Curriculum requirements for the non-CTE Curriculum Chair Review strategic practices which will enhance your local CTE curriculum approval process.

Outline of Presentation Definition of CTE Liaison from ASCCC Resolution Suggestions from ASCCC CTE Leadership Committee Suggestions from Strong Workforce Taskforce - Curriculum Development Suggestions

DEFINITION – CTE FACULTY LIAISON The Academic Senate for California Community College is actively seeking to build a stronger CTE faculty voice in response to the 2015 Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy recommendations. During the 2015 Spring Plenary, the statewide Senate body approved Resolution 17.02 S15 establishing the CTE Faculty Liaison position. In response to Resolution 17.02 S15, the ASCCC Executive Committee approved the following expectations for CTE faculty liaisons appointed by local senate presidents. These expectations are only suggestions that local senates should consider when selecting a faculty member. The Executive Committee understands that many local senates, and faculty in general, have limited resources and time; thus, liaisons can do as little or as much as they have time and resources. There are, however, two most basic expectations for the CTE Faculty liaison: 1) sign up for the ASCCC CTE listserv--CTEFaculty@listserv.cccnext.net; and 2) communicate with their local senate, local campus CTE faculty, and noncredit faculty regarding statewide CTE conversations relevant to his/her college.

ASCCC CTE Leadership Committee SUGGESTIONS – CTE LIAISON Attend local senate meetings and report as needed about statewide issues of concern in CTE Facilitating local and regional CTE discussions Identify CTE issues of concern locally or regionally Communicate opportunities for CTE faculty to participate in CTE related statewide initiatives, workgroups, committees and taskforces to ensure that CTE interests are represented Communicate the Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy recommendations and participate in conversations to implement system-wide policies and practices that may significantly affect career technical education programs Create a mechanism to communicate with CTE faculty on your campus around issues of common concern Serve as a conduit between the local CTE faculty and the CTE Leadership Committee representatives in your area Identify CTE faculty at your college and in your region to serve locally and statewide on committees and taskforces As funding permits, attend state-level events (CCCAOE, ASCCC) and regional consortia meetings http://asccc.org/cte-faculty-liaison

Strong Workforce Recommendations Evaluate, strengthen, and revise the curriculum development process to ensure alignment from education to employment. Evaluate, revise, and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval. Improve program review, evaluation, and revision processes to ensure program relevance to students, business, and industry as reflected in labor market data. Facilitate curricular portability across institutions. Develop, identify and disseminate effective CTE practices. Clarify practices and address issues of course repetition for CTE courses when course content evolves to meet changes in skill requirements. There are more than 75 supporting directives to the recommendations, and within the area of curriculum, there are 6 individual recommendations and 17 different tasks where faculty can be involved in helping to implement these goals.

Evaluate, strengthen, and revise the curriculum development process to ensure alignment from education to employment. 7. a. Create consistent mechanisms for improved regional engagement of business and industry in the curriculum development process. b. Provide state-level leadership and coordination in developing model curricula that can be customized and considered for adoption by faculty and colleges. c. Create a process for the development of collaborative programs between colleges. d. Support faculty and colleges in developing and expanding the use of contract education to meet the dynamic needs of business and industry in an expedited manner.

EXAMPLE: JOIN YOUR LOCAL CURRICULUM COMMITTEE Understand local approval process (which will be changing (hopefully for the better) this Fall! Understand deadlines and timelines Understand local CTE curriculum issues such as Low unit certificates Stackable certificates Collaborative CTE programs MQs for CTE faculty

EXAMPLE: WORK WITH YOUR CENTER OF EXCELLENCE The Centers of Excellence deliver labor market research customized for community college decision making and workforce development. As a grant-funded technical assistance provider, the COE work with colleges, regions and the sector networks to: Identify opportunities and trends in high growth, emerging, and economically critical industries and occupations. Estimate the gap between labor market demand, available training, and existing or future workers. Help regions respond to workforce needs by providing them quality information for decision-making.

EXAMPLE: Work With Your Center of Excellence

EXAMPLE: WORK WITH SECTOR NAVIGATORS This is from the 2017 CTE Leadership Academy Linda Zorn and Jim Caldwell

What We Do Alignment Connectivity Strategy Facilitation Coordination Labor Supply/Demand State/Federal Mandates Industry Standards Funding Industry Economic Development Strategy Sector-based Statewide Focus Regional Implementation Facilitation Coordination Industry Advisories Priority Initiatives Multi-College Collaboration Investment Curriculum Alignment Professional Development doingwhatmatters.cccco.edu

EXAMPLE: WORK WITH REGIONAL CONSORTIUM – OPPORTUNITY TO OUTREACH AND BUILD RELATIONSHIPS Consortium does not “approve” but rather “reviews” (Title 5 §55130 (b)(8)(E) ) Should only look at undue impact on nearby programs and need demonstrated through LMI Attend CTE Deans meetings if possible – that’s where programs are usually reviewed Become familiar with your consortium’s website Become familiar with your consortium’s regional plan

Evaluate, revise, and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval. 8. a. Provide state-level coordination to ensure a streamlined curriculum approval process at the Chancellor’s Office. b. Provide sufficient staffing and resources in the Chancellor’s Office to accelerate the state-level curriculum approval process. c. Identify and disseminate effective practices in local curricula adoption and revision processes and provide technical assistance for faculty and colleges.

EXAMPLE: TIGHTEN LOCAL CTE CURRICULUM APPROVAL PROCESSES & REQUIREMENTS Building in CTE Program Requirements into your local approval process Education Code § 78015 labor market information(LMI) data are specifically required for new Career Technical Education (CTE) program proposals, where available.

Improve program review, evaluation, and revision processes to ensure program relevance to students, business, and industry as reflected in labor market data. 9. a. Engage employers, workforce boards, economic development entities, and other workforce organizations with faculty in the program development and review process. b. Promote effective practices for program improvement (retooling) and program discontinuance based upon labor market data, student outcomes and input from students, faculty, college staff, employers, and workforce partners.

EXAMPLE: WORK WITH ADVISORY COMMITTEES The most appropriate curriculum questions: About course and program/certificate content Course objectives Course and program/certificate descriptions Other relevant items from a COR need to be discussed and recorded in the minutes.

EXAMPLE: CREATE CTE CURRICULUM SUPPORT MATERIALS AND NETWORKING OPPORTUNITIES FOR YOUR FACULTY Create Support Materials, i.e., Best Practices to Use When Dealing with Advisory Boards Create local CTE listserv to push out messages Create opportunities for CTE faculty to network locally Connect with other CTE liaisons

EXAMPLE: REPORT INFORMATION TO CTE FACULTY FROM STATE WORKSHOPS, PROGRAMS, AND OTHER NEWS SOURCES http://www.asccc.org/calendar/list/past-events

Facilitate curricular portability across institutions. 10. a. Scale up and resource the “C-ID” (course identifier) system for CTE courses, certificates and degrees to enable articulation across institutions. b. Disseminate effective practices for streamlining and improving processes for recognizing prior learning and work experience and awarding credits or advanced placement toward CTE pathways. c. Enable and encourage faculty and colleges, in consultation with industry, to develop industry-driven, competency-based and portable pathways that include stackable components and modularized curricula, work-based learning opportunities, and other support services.

Develop, identify and disseminate effective CTE practices. 11. a. Develop a website repository of CTE model curricula that faculty and colleges can select and adapt to their own needs. b. Develop an interactive system where regional industry stakeholders can provide feedback to both validate and enhance the quality of CTE programs.

EXAMPLE: TRACK C-IDS FOR CTE CURRICULUM Draft C-IDs for CTE curriculum in the following areas: Engineering Tech, LVN, Addiction Studies, Culinary Arts, Graphic Design, Health Information Technology, Real Estate, Social Work and Human Services Water and Wastewater Technology https://c-id.net/view_draft.html

Clarify practices and address issues of course repetition for CTE courses when course content evolves to meet changes in skill requirements. 12. a. Clarify interpretation of course repetition regulations to assist colleges in implementing policies and practices. b. Identify and disseminate best practices for using noncredit to provide opportunities for CTE students to build skills and knowledge. c. Revise existing policies regarding the use of a state-required audit fee to provide colleges with the necessary flexibility to allow auditing of credit courses previously completed as an option for students to refresh their skills and knowledge.

EXAMPLE: Local BPs/APs Familiarize yourself with T5, and related local Board Policies and Administrative Procedures, under which a course can be repeated.

PARTICIPATE IN THE TOP CODE RE-ALIGNMENT PROJECT The Code Alignment Project is a faculty-led process for examining the reporting codes (TOP, CIP, SOC, and SAM) that program awards, to ensure that they appropriately match the content of the curriculum. The project is lead by the Academic Senate for California Community Colleges, working with the Chancellor’s Office, the Centers of Excellence, and WestEd. More money for your college: codes impact both Perkins and Strong Workforce Program allocations. More aid for your students: erroneous codes can jeopardize federal financial aid and veterans benefits, because it may appear that your students are enrolled in programs that don't exist. Information to support cross-college alignment efforts: you'll have clear documentation on target occupations and more specific information on the skills included in the program, which can support articulation.

SUMMARY: SUGGESTIONS FOR INCLUDING CTE LIAISONS IN THE DEVELOPMENT OF NEW CTE CURRICULUM Report information to CTE faculty from state workshops, programs, and other news sources Invite CTE Liaison to local curriculum committee meeting Tighten local CTE curriculum approval process/requirements Track C-IDs for CTE curriculum Understand Minimum Qualifications and how your local college handles related issues Create CTE Curriculum support materials and networking opportunities for your faculty

SUMMARY: SUGGESTIONS FOR INCLUDING CTE LIAISONS IN THE DEVELOPMENT OF NEW CTE CURRICULUM Participate in your college’s shared governance procedure Work with Advisory Committees Work with your Center of Excellence Work with your regional consortium Work with Sector Navigators Participate in the Top Code Realignment Project Other suggestions?

Roles of CTE Liaisons/Developing New CTE Programs Marie Boyd marie.boyd@chaffey.edu Jolena Grande jgrande@cypresscollege.edu