Integrating CTE Advocacy into Discussions about Core Academics

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Integrating CTE Advocacy into
Discussions about Core Academics
By Stephen Dewitt

IF YOU HAVE NOt YEt READ                      that the link between CTE and academ-         in many forms and simply bringing
ACtE’S LAtESt ISSUE BRIEF, “CtE’S             ics is strong.                                awareness to issues that have not been
ROLE IN ADOLESCENt LItERACY,”                     In October, ACTE submitted a state-       considered could lead to positive change.
make sure to review Alisha Hyslop’s           ment to the NGA and CCSSO concern-            For instance, I recently spoke to a CTE
article on page 18 in this issue of Tech-     ing the development of the common core        member who brought several core aca-
niques. The article provides a synopsis       college- and career-ready standards. The      demic teachers from her school with her
of the Issue Brief, which outlines the        statement is available on the “Issues and     to ACTE’s Annual Convention. Prior
adolescent literacy challenges the nation     Advocacy” Web page of the ACTE Web            to the event, these teachers were skepti-
is facing and includes information and        site. Some of our basic positions pro-        cal about why they should be involved
examples of career and technical educa-       moted in that document and through our        in CTE issues. After participating in the
tion (CTE) programs that are helping the      conversations with leaders in the com-        Convention they were not only “sold” but
many students who are struggling with         mon core movement are:                        were excited about the prospect of a more
literacy skills. It’s clear that more needs                                                 integrated academic-CTE work environ-
to be done to ensure all students have         • “Career-readiness” skills vary             ment and what it could mean for their
the basic core academic skills needed to         depending on the career path of            students and themselves professionally.
succeed in the workplace, and in life for        the individual.                            Remember as you enter these conversa-
that matter.                                   • Students must be able to apply             tions that you have a support network
    CTE has a lot to offer and needs to be       academic skills in the workplace in        through ACTE. Use the ACTE “Issues
a part of the policy discussions related to      order to truly be considered “career       and Advocacy” pages, the Issue Briefs,
this topic. For instance, many of today’s        ready.”                                    Techniques articles, message boards, and
CTE programs require higher levels             • Students will also need technical          other professional development events to
of core academic competency than the             and employability skills in addition       support your work and
				
DOCUMENT INFO
Description: The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), which represents state education department leaders, has initiated an ambitious effort intended to develop a common core of state standards in English-language arts and mathematics. Some of our basic positions promoted in that document and through our conversations with leaders in the common core movement are: * "Career-readiness" skills vary depending on the career path of the individual. * Students must be able to apply academic skills in the workplace in order to truly be considered "career ready." * Students will also need technical and employability skills in addition to academic skills in order to be fully "career ready." * "College ready" should be defined in broad terms to include two-year postsecondary institutions and other forms of higher education.
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