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Next Steps for CTE: Honoring the Past While Charting a New Future Kimberly Green NASDCTEc.

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Presentation on theme: "Next Steps for CTE: Honoring the Past While Charting a New Future Kimberly Green NASDCTEc."— Presentation transcript:

1 Next Steps for CTE: Honoring the Past While Charting a New Future Kimberly Green NASDCTEc

2 Congressional Reality Mid-term election mode No new money overall Pending relevant legislation:  Workforce Investment Act Reauthorization  Elementary and Secondary Education Act Reauthorization

3 Major driver in education - #1 What is the impact of Common Core Academic Standards on CTE?  Integration  Articulation Are College and Career Readiness the same?

4 Major driver in education #2 Education reform through policy Using ARRA and Race to the Top as a tool to advance reforms important to the Administration

5 CTE In The Spotlight Sustained interest  National Governors Association  National State Boards of Education  US Chamber of Commerce  National Conference of State Legislatures  National Association of State Boards of Education  American Youth Policy Forum  ASCD

6 Elliot Washor, the co-founder of Big Picture Learning the "two-tiered caste system of college- bound and work-bound education" is outmoded, and that "all high school education is, in large part, career education, just as all high school education is preparation for post secondary--make that lifelong--learning.”

7 Call to Action In February President Obama upon “every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma.”

8 The President’s Council of Economic Advisors July 2009 report - PREPARING THE WORKERS OF TODAY FOR THE JOBS OF TOMORROW

9 Economic projections support middle skills agenda Help Wanted: Projections of Jobs and Education Requirements Through 2018 by Center on Education and the Workforce at Georgetown University Help Wanted: Projections of Jobs and Education Requirements Through 2018 Skills2Compete Agenda of the Workforce Alliance Skills2Compete Agenda

10 Secretary of Education Need more programs that allow students to “work with their hands” Need more programs that provide a range of options, and that give students a reason to stay in school.

11 USDOE curious but not sure where CTE fits Secondary schools working group RTTT assessment grant College access program Financial literacy ESEA Interest in community colleges

12 New Visibility Brings Opportunity Unprecedented support at OVAE CTE perceived as a solution by the broader policy community:  Relevancy/Student Engagement  Assessment and Certification  Workforce pipeline

13 Honoring the Past but Looking Ahead Broad agreement that this interest is predicated on the assumption that… CTE is not vocational education.

14 14 THENNOW Vocational EducationCareer Technical Education For a Few StudentsFor All Students For a Few “Jobs”For All “Careers” 6 to 7 “Program Areas”16 Clusters – 79 Pathways In lieu of AcademicsAligns/Supports Academics Limited articulationPortable credit Secondary vs. PSSecondary w/ PS

15 Moving Beyond What is Required “Change is the law of life and those who look only to the past or present are certain to miss the future.” -President John F. Kennedy

16 Leadership to Promote Innovation and Excellence in CTE

17 Bold New Vision for CTE

18 The 5 Principles

19 CTE is critical to ensuring that the United States leads in global competitiveness.

20 CTE actively partners with employers to design and provide high-quality, dynamic programs.

21 CTE prepares students to succeed in further education and careers.

22 CTE is delivered through comprehensive programs of study aligned to the national Career Clusters’ framework.

23 CTE is a results-driven system that demonstrates a positive return on investment.

24 Programs of Study Framework Jointly developed by OVAE, states, and several associations Designed to expand the expectations of and define what a high quality POS should look like


26 POS Framework Insights There are 10 components and all are important Underlying assumptions: Build systems of POS Increase rigor and consistency of POS Components are not sequenced or leveled OVAE linking funding to this definition of POS

27 POS Framework Components 1. Legislation and Policies 2. Partnerships 3. Professional development 4. Accountability and Evaluation Systems 5. College and Career Readiness Standards

28 POS Framework Components 6. Course Sequences 7. Credit Transfer Agreements 8. Guidance Counseling & Academic Advisement 9. Teaching and Learning Strategies 10. Technical Skill Assessments

29 POS Framework Where to find: work_Unpacking_1-20-10.pdf


31 Looking Ahead: Reauthorization Need to start now Current influences impact on CTE What do we need out of federal legislation to support the future of CTE?

32 Here to stay … Innovation Competition Accountability Standards Assessments


34 Resources  Marketing toolkits/resources  Blog  One page issue briefs  Webinars  Coming in 2010 – New resources:– green programs of study, modules around each of 10 components

35 Thank you! Contact information: Kimberly Green 301-588-9630 This presentation is copyrighted by NASDCTEc/NCTEF 2010. All rights reserved.

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