Get documents about "CTE_Presentation_2020_complete
Document Sample
A Work in Progress
Career and Technical
Education
A 2020 Vision
State of Tennessee
Phil Bredesen
Governor
“When you step back and look at all the things we
can do to improve the quality of our workforce and
the quality of life for our young adults, there’s
nothing more important than raising the high school
graduation rate. It’s the key to continuing an
education or, at a minimum, getting a decent job that
pays a decent wage and offers decent benefits.”
September 12, 2006
“We have no higher calling than to educate our children.”
2005-06
Tennessee Department of
Education
Lana Seivers
Commissioner
Helping Teachers Teach and Children Learn
Career & Technical Education
Vision
To provide Tennessee students the opportunity to
participate in a rigorous and relevant career and
technical education program that leads to academic
achievement and successful employment in a global
economy
Preparing today’s students for tomorrow’s opportunities
Career and Technical Education
Mission
Preparing today’s students for tomorrow’s opportunities
CTE Demographics
Sixty percent of Tennessee high school students
are enrolled in a CTE course
About 170,000 students (non-duplicated) take a
CTE course annually
The total enrollment in career and technical
courses equals about 299,000 students
(duplicated) annually
CTE programs include students in grades 7 to 12
CTE serves a total of 128 school districts and 3
special state schools
Postsecondary Demographics
27 Tennessee Technology Centers (TTCs) served 28,267
students during FY 2004 – 2005.
13 Community Colleges Applied Science degree programs
served 39,124 students during FY 2004 – 2005
Tech Prep, administered by the Tennessee Board of Regents,
serves as a transition link for students in CTE programs from
grades 8 through the associate degree as part of the state’s
P-16 initiative
In FY 2004 – 2005 Tech Prep helped 2,142 secondary
students gain postsecondary credit
611 high school students have dual enrollment in TTCs
The Challenge for Change
―Knowledge alone, without knowing how to apply it is
inadequate. Students need both rigorous and relevant
standards if they are to be prepared to function in a
technological, information based society.‖
Dr. Willard Daggett
The Challenge for Change
―When I compare our high schools to what I see
when I’m traveling abroad, I am terrified for our
workforce of tomorrow.‖
Bill Gates
The Challenge for Change
―One of the pillars of economic prosperity—our scientific
and technological superiority—is beginning to atrophy even
as other nations are developing their own human capital.‖
National Business Roundtable
What Does the Research Show?
―More high school students are getting a jump-start on
postsecondary studies, but not at the pace found in
other states.‖
High Schools That Work
What Are the Challenges for Tennessee
CTE?
• Increase the high school graduation rate
• Raise teacher and student levels in academic and
technical achievement
• Change misperceptions
• View all students as candidates for postsecondary
education and/or training
What Works? Rigor and Relevance
• Access to challenging career/technical studies
• High expectations
• A rigorous program of study
• Appropriate levels of literacy, numeracy, and science in
career and technical programs
• Planned transitions from secondary to postsecondary
A coordinated, concentrated plan
developed with four pillars supporting the
2020 vision
• Academic Achievement
• Articulation
• Communication
• Professional Development &
Teacher Certification
Academic Achievement
Provide a rigorous and relevant curriculum for all
courses for all students
Research: Academic Achievement
• Graduation Rate: In Tennessee career and technical concentrators graduate at
an 11% higher rate than the state average.
• Placement: Follow-up research of career and technical concentrators finds 92
% of graduates show a positive placement in postsecondary, military, or the
workplace.
• Almost 97% of CTE concentrators achieve mastery of the competencies
taught in the career and technical curriculum.
Academic Timeline
Goal 1: Transition to 16 clusters and develop programs of study, culminating
with end-of-program assessments 1 2 3
Goal 2: 80% of career and technical concentrators will complete the dual path
by 2012 1 2 3 4
Transition to 16
career clusters with Increased high level academics &
programs of study emphasis on real world problem solving
2005 2006 2007 2008 2009 2010 2012 2015 2020
Academic: 2005
• Review and compare the 7 state CTE clusters with
the national 16 clusters
• Discuss programs of study with end of program
assessments for CTE students
• Discuss sixteen clusters for all secondary students
Return
Academic: 2006
• Expand state CTE 7 clusters to national 16 clusters
• Review/revise and develop programs of study within
each cluster
• Align programs of study with postsecondary partners
• Submit cluster recommendations to the High School
Redesign committee
• Plan 16 cluster implementation
Return
Academic: 2007
• Provide information to the public
• Offer professional development on clusters to LEAs
• Support LEA implementation
Return
Academic: 2008-2012
• Plan for 80% of career and technical concentrators to complete the dual
path by 2012
• Integrate college preparatory mathematics, science, language arts, and
social studies with CTE 9-12 courses
• Encourage real world projects as tool for learning academic content
• Develop a structured system of extra help
• Require teacher certification in all courses that lead to student
certification
• Support teacher collaboration to integrate instruction
• Develop end of course assessments
• Restructure the perception of career and technical education
• Plan for all students to choose a major from one of the 16 career clusters
Return
Academic Goals and Strategies
Goal: Transition to sixteen clusters and develop sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.1 Review seven existing Completed Will Lewis May 2005
clusters with staff
1.2 Review CTE programs, Completed Will Lewis May 2005
sub-clusters, and
courses
1.3 Review the national Completed Will Lewis May 2005
sixteen clusters
1.4 Review CTE seven Completed Will Lewis May 2005
existing clusters with the
national sixteen clusters
1.5 Review and discuss Completed Will Lewis September 2005
cluster pathways with
end-of-program
assessment for CTE
students
1.6 Review and discuss Completed Will Lewis October 2005
sixteen clusters for all
secondary students
Return
Academic Goals and Strategies
Goal: Transition to sixteen clusters and develop sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.7 Expand CTE seven Pending Will Lewis July 2006
existing clusters to the
national sixteen clusters
1.8 Review/revise and Pending Will Lewis July 2006
develop pathways within
each cluster
1.9 Review/revise and Pending Will Lewis July 2006
develop sequential
courses of study
1.10 Develop PMOC on Pending Will Lewis July 2006
end-of-course/program
assessment
1.11 Align Pending Will Lewis July 2006
pathways/sequential
courses of study with
postsecondary partners
1.12 Submit to SBE cluster Pending Will Lewis October 2006
recommendation
Return
Academic Goals and Strategies
Goal: Transition to sixteen clusters and develop sub-clusters with sequential programs of study,
culminating with end-of-program assessments.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.13 Develop PMOC on Pending Will Lewis November 2006
sixteen cluster
implementation
1.14 Division public relations Pending Will Lewis Spring 2007
1.15 Professional Pending Will Lewis Fall 2007
Development on
clusters to LEAs
1.16 Local school system Pending Will Lewis Fall 2007
implementation
1.17 Develop end of Pending Will Lewis Fall 2010
program assessment
1.18 Implement end of Pending Will Lewis Fall 2012
program assessment
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.1 A curriculum that blends In progress Will Lewis 2010
the essential content for
college-preparatory
mathematics, science,
language arts, and social
studies courses with
current standards and
courses in CTE in
grades 9-12
2.2 Increase access to In progress Will Lewis On-going
academic studies that
teach the essential
concepts from the
college preparatory
curriculum by
encouraging students to
use academic content
and skills to address
real-world projects and
problems
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.3 Provide a structured In progress Will Lewis On-going
system of extra help to
enable CTE students
who may lack adequate
preparation to complete
an accelerated program
of study that includes
high-level academic and
technical content
2.4 Increase access to In progress Will Lewis On-going
intellectually challenging
career and technical
studies, with a major
emphasis on using high-
level mathematics,
science, language arts
and problem-solving
skills in the modern
workplace and in
preparation for continued
learning
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.5 Require teacher PMOC in progress Will Lewis 2010
certification in all courses
that lead to student
certification
2.6 Get teachers to work In progress Will Lewis On-going
together to integrate
instruction
2.7 Correlate all course In progress Will Lewis 2008
standards to reflect
national or industrial
certification standards
2.8 Correlate all career and In progress Will Lewis 2010
technical course
standards to academic
core graduation
requirements
2.9 Develop end-of-course In progress Will Lewis 2010
program assessments
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.10 Work on restructuring In progress Thom Smith 2007
perception of career
and technical
environment and
culture
2.11 Require all teachers to In progress Will Lewis 2008
use the newly
approved standards,
courses, and
competencies
2.12 Strengthen students’ In progress Will Lewis On-going
reading, math, science,
and communication
skills, with a major
focus on reading
2.13 All CTE students will In progress Will Lewis Fall 2007
choose a major from
one of the sixteen CTE
career clusters
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.14 Meet postsecondary In progress Will Lewis 2012
(college) entry or
placement
requirements
2.15 Provide academic and In progress Will Lewis On-going
career related
knowledge and skills in
chosen career clusters
2.16 Provide opportunities In progress Will Lewis On-going
for CTE students to
earn college credit
through credit-based
transition programs
Return
Academic Goals and Strategies
Goal: Eighty percent of career and technical students will complete the dual path as a minimum
graduation requirement by 2012.
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.17 Provide opportunities In progress Will Lewis 2012
for students to earn
college credit though
dual or concurrent
enrollment or
articulation agreement
2.18 Provide course In progress Will Lewis On-going
standard alignment and
articulation with
baccalaureate
programs
Return
Articulation
Provide transition programs, including articulation
and dual credit, to postsecondary education
Research: Articulation
• Forty one statewide articulation agreements have been signed between
secondary programs and postsecondary institutions in the past two years. In
these programs students have an opportunity to receive higher education
credit as a part of their high school studies.
(Tennessee Department of Education Data)
• Among dual credit participants, significantly more Career and Technical
Education students compared to non-CTE students attributed their decision to
attend college to their participation in dual credit.
(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)
Articulation Timeline
Goal : To increase the number of CTE students who successfully articulate to
postsecondary 1 2 3 4 5 6 7 8 9 10
Align curriculum Collect data; develop &
& study barriers implement articulation plans
2005 2006 2007 2008 2009 2010 2015 2020
Articulation
• Conducted two barriers to articulation studies
• Focus on industry certification
• Align Trade & Industry and Business
Technology curriculum
Articulation: 2005
• Develop an action plan from the articulation barriers
study—an ongoing project
• Hold transitions meetings—secondary and
secondary/postsecondary
• Align Trade & Industry and Business Technology
curriculum
• Focus Tech Prep grants and activities
Return
Articulation: 2006-07
• Submit SREB report to participants and build supplement
• Focus project management committee on transitions
• Build articulation plan based on barriers study
• Provide transitions grants to postsecondary
• Focus on acceptance of statewide articulation
• Focus on industry certification
• Share and replicate successful articulation strategies
• Provide professional development to educators on transitions
Return
Articulation: 2006-07
• Develop an articulation action plan
• Collaborate with High School Redesign committee
• Collect secondary to postsecondary transitions data
• Redesign Tech Prep at Tennessee Board of Regents
• Plan joint secondary/postsecondary activities—state
conference, staff meetings, advisory council meetings
• Build a memorandum of understanding between TBR and
SDE-CTE concerning articulation, dual enrollment, data
collection, and remediation
• Implement the Transition Initiative curriculum and the Special
Needs Students in CTE Resource
Return
Articulation: 2007-08
• Research the possibility of CTE students enrolling in RODP
courses and receiving dual credit
• Research the option of testing to validate articulated credit
• Develop a formal appeal process for students to deal with
disputes between secondary and postsecondary institutions
regarding dual enrollment and articulated courses
• Plan joint secondary-postsecondary activities
• Align Family & Consumer Sciences and Agriculture
curriculum
• Inform schools, students, and parents of articulation and dual
credit opportunities
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Articulation
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Conduct two barriers to Complete—presented to Dr. John Townsend June 2004
articulation studies state meeting of CTE
directors and post-
secondary staff
Develop an action plan from Imbedded in this action plan CTE 2020 Articulation Ongoing
the study Committee
PMOC on Transition Report to Commissioner— Ralph Barnett May 2006
will recommend Career Thom Smith
Clusters and roll the report
into the High School
Redesign Committee
Transitions planning Complete Ralph Barnett July 2005
meeting with postsecondary Thom Smith
Transition meeting Complete Ralph Barnett September 2005
Thom Smith
SREB Report to participants Received April 2006 Participants April 2006
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Articulation
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Supplement to the SREB In process Corry Curl and DACC June 2006
report
Present the SREB report After the supplement is Commissioner June/July 2006
complete
Transitions grants to post- Complete—will continue in Dr. John Townsend Annually
secondary 2006
Focus Tech Prep grants and On-going Dr. John Townsend 2005 and forward
activities
Align curriculum—Trade & Complete Sue Tucker 2005
Industry and Business Kara Burkett
Technology
Focus on statewide On-going SDE and post-secondary On-going
articulation and acceptance staff
of the same
Work with High School On-going Thom Smith, Dr. Gary Report in January 2007
Redesign Committee Nixon, Dr. David Sevier, and
John Leeman
Establish a staff position in Staff position filled Ralph Barnett Fall 2006
SDE for postsecondary
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Articulation
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Review policies for dual Not begun Articulation Committee Fall 2006
credit
Tech Prep redesign at Board Planning stage Ralph Barnett, James King, Summer or Fall 2006
of Regents Dr. Paula Short, and
Chancellor Manning
Attend Technical Deans’ and Planning stage Chelle Travis, Dr. Kay Clark, Fall 2006-Spring 2007
TTC Directors’ meetings to and Lana Pierce
do professional
development and gain input
on what policies may be
barriers to transitions into
postsecondary education.
Build a memorandum of Planning stage Chelle Travis April 2007
understanding between TBR
and SDE-CTE concerning
articulation, dual enrollment,
data collection, and
remediation.
Discuss what policies may Project not begun Chelle Travis and Fall 2006-Spring 2007
be barriers to transitions into postsecondary
postsecondary
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Articulation
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Research the possibility of Project not begun Chelle Travis, Dan Long 2007-08
CTE students enrolling in (online committee), Dr.
RODP courses and receiving Robbie Kendall Melton (TBR
dual credit. This would allow RODP staff)
students greater statewide
access for students for
receiving dual credit.
Implement the Transition In process TN AHEAD, Special Needs Fall 2006
Initiative curriculum and the PMOC, Chelle Travis,
Special Needs Students in Dr. John Townsend
CTE Resource to assist in
creating more successful
special needs transitions.
Research the option of testing Project not begun Chelle Travis, Dr. John 2007
to validate articulated credit. Townsend, Marty Willis
(PMOC on Assessments
Division Committee Chair)
Develop a formal appeal Project not begun Chelle Travis, Dr. John 2007-08
process for student disputes Townsend, Lana Pierce,
between secondary and Dr. Kay Clark
postsecondary institutions
regarding dual enrollment and
articulated courses.
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Communication
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Change name of Vocational- Legislation passed Ralph Barnett Effective June 27, 2006
Technical to Career and
Technical Education
Complete Communications In process Thom Smith, Chelle Travis March 2007
RFP (logo, career materials,
image).
Develop, share and Project not begun Dr. John Townsend Fall 2006
replicate successful Ralph Barnett
practices using media and
hard copies
Participate in Fall 2020 Committee Dick Ray Fall 2006
Governor’s Education
Forum, if held
Plan joint secondary/post- On-going SDE and TBR staff 2006 and forward
secondary activities—state
conference, regular staff
meetings, joint advisory
council meetings; post-
secondary include
secondary in selected
meetings
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Communication
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Produce a brochure for Planning state Chelle Travis Spring 2007
students, parents,
counselors, faculty and
administrators on courses
available for articulation and
dual credit. Include an
educational piece to
increase understanding of
both processes for students,
parents, counselors, faculty,
and administrators.
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Curriculum
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Align curriculum—Trade & Complete Sue Tucker 2005
Industry and Business Kara Burkett
Technology
Align curriculum—Family Project not begun Barbara Smith 2007-08
and Consumer Sciences Steven Gass
and Agriculture Chelle Travis
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Data
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Develop a proposal to On-going Dan Covington, Chelle 2007
request data needed from Travis
postsecondary
Report that lists high On-going; report produced; Dr. John Townsend Annually
schools, Tennessee needs more comprehensive
Technology Centers, and data
Community Colleges by
number of students who
articulate
Add one or more indicator(s) Planning stage Chelle Travis and PMOC Fall 2007
that would identify a CTE
dual enrollment student at
the secondary and
postsecondary levels
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
Professional Development
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Focus on Industry On-going SDE staff On-going
Certification
Professional development Planning stage Thom Smith, Will Lewis, 2006-07
for transitions—school Chelle Travis
boards, administration,
teachers; special focus on
new teachers, counselors;
session at drive-in
conferences; develop
materials for the same
Return
Articulation Goals and Strategies
Goal: To increase the number of CTE students who successfully articulate to postsecondary
School Counseling
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
Implement a curriculum for Planning Stage Chelle Travis, Nicole Cobb, 2007
student career guidance that Dr. Keith Brewer
will complement career
assessments for both
middle and high school
Return
Communication
Improve the image of Career and Technical
Education to all stakeholders:
•Communicate the effectiveness of programs
•Conduct research
•Use data analysis and other evaluative tools
Research: Communication
• The barriers to secondary/postsecondary transition indicates 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 and
articulation.
(Laine Communications, 2004)
• Career and Technical Education is going through an image change in which
the general public is beginning to realize that an education that includes career
and technical studies improves the overall graduation rate.
Communication Timeline
Goal 1: Improve the image of Tennessee Career & Technical Education 1
Goal 2: Institutionalize the vision 1 2
Goal 3: Document that CTE works through evidence based research 1 2
Goal 4: Engage public policy holders to support CTE 1
Focus CTE’s role in workforce development;
Redefine & build a conduct & report research on CTE impact; &
new CTE image engage stakeholders
2005 2006 2007 2008 2009 2010 2015 2020
Communication
• Organize the Division to build a data
warehouse
• Build curriculum research area with best
practices
• Report CTE system performance measured
through the state report card
Return
Communication: 2006
• Rename the system
• Develop a new logo and look
• Communicate name change to the field
• Begin an implementation process on all documents
• Provide collected CTE data online
• Target key critical constituencies
Return
Communication: 2007
• Distribute to stakeholders information about CTE programs
• Activate a strong advisory council network
• Focus CTE’s role in workforce and economic development
• Provide focused professional development to stakeholders
• Conduct national research on CTE
• Provide collected CTE data online
• Provide focused staff development on effective practices
• Conduct research on CTE economic & educational impact
• Identify model programs in Tennessee & other states to replicate
• Engage postsecondary & other stakeholders
• Conduct a media relations program
• Provide richer career resources
Return
Communication: 2008
• Implement the plan to establish & market the vision for CTE
• Increase awareness of what CTE really is
• Create a common language and understanding of CTE
• Empower the CTE community to contribute to the realization of the CTE
vision
• Institutionalize the key changes
• Present the vision to the community through local civic and community
based groups
• Provide collected CTE data online
• Engage postsecondary stakeholders & Labor & Workforce Development
• Target key critical constituencies
Return
Communication: 2009-2020
• Implement the plan to establish & market the vision for CTE
• Increase awareness of what CTE really is
• Create a common language & understanding of CTE
• Empower the CTE community to contribute to the realization of the
CTE vision
• Institutionalize the key changes
• Provide collected CTE data online
• Engage postsecondary stakeholders & Labor & Workforce
Development
• Target key critical constituencies
Return
Communication Goals and Strategies
Goal: 1.0 Improve the image of Tennessee Career and Technical Education
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.1 Rename the system Name change approved CTE staff, SDE legislative Effective June 27, 2006
liaison
1.2 Adopt a theme and Developed CTE staff, stakeholders FY 2007
positioning
1.3 Develop a new logo and Developed CTE staff FY 2007
look
1.4 Implement the plan to Communications RFP, CTE staff FY 2007-2020
establish and market the Phase II written
new vision for CTE
1.5 Target audiences to Key stakeholders identified 2020 Committee FY 2006
communicate the plan
Return
Communication Goals and Strategies
Goal: 2.0 Institutionalize the vision
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.1 Identify key contacts in In process, on-going CTE staff, 2020 Committee FY 2006-2020
priority
2.2 Capture the CTE story In process, on-going CTE staff, Consultants FY 2006-2020
2.3 Establish CTE’s new In process, on-going; CTE staff, RFP/CP FY 2007
image in word and prototype developed
visuals
2.4 Increase awareness of In process, on-going CTE staff, RFP/CP Immediate—FY 2006-2020
what CTE really is
2.5 Create common In process, on-going CTE staff, RFP/CP Immediate—FY 2006-2020
language and
understanding
2.6 Empower the CTE In process, on-going CTE staff, RFP/CP Immediate—FY 2006-2020
community to contribute
to the realization of the
vision for CTE
Return
Communication Goals and Strategies
Goal: 2.0 Institutionalize the vision
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.7 Institutionalize the key In process, on-going CTE staff, RFP/CP Immediate—FY 2007-2020
changes
2.8 Focus CTE’s role in In process, on-going CTE staff, State Council, FY 2007
workforce and economic RFP/CP, Economic Impact
development Study
2.9 Provide focused Planning stage CTE staff FY 2007
professional
development to career
and technical directors to
present the plan
2.10 Present the vision to Planning stage CTE staff, career and FY 2007-2020
the community through technical directors
local civic and
community based groups
Return
Communication Goals and Strategies
Goal: 3.0 Document that CTE works through evidence-based research
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
3.1 Conduct national In process CTE staff, RFP/CP FY 2007
research on CTE
effectiveness
3.2 Organize division to Done Assistant Commissioner Completed
promote CTE research
3.3 Build curriculum Done Director CTE Completed
research area with best
practices research
components
3.4 Provide on-line data In Process Director CTE FY 2006-2020
reporting CTE data
collected
3.5 Identify model programs In Process Program Consultants FY 2007
in Tennessee and other
states (to replicate)
3.6 Provide focused staff In Progress Director CTE FY 2006-07
development of effective
data research practices
Return
Communication Goals and Strategies
Goal: 3.0 Document that CTE works through evidence-based research
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
3.7 Support research for In Process TCTEC, CTE, UM FY 2007
CTE economic impact
3.8 Support research for Planning TCTEC, CTE, UM FY 2007
CTE education impact
Return
Communication Goals and Strategies
Goal: 4.0 Engage public policy holders to support CTE
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
4.1 Activate a strong Activate CTE Directors, State FY 2007
Advisory council network Advisory Council
professional
development
4.2 Engage Post-secondary Initiated—In Progress CTE Assistant Fall 2006-2020
Community Colleges, Commissioner, SREB, P-16
TTCs, and universities Council
as stakeholders
4.3 Engage Department of Initiated—In Progress CTE Staff, TCTEC Fall 2006-2020
Labor and Workforce
Development as a
stakeholder
4.4 Conduct a media To be initiated CTE Staff Spring 2007-08
relations program
4.5 Provide richer career To be initiated CTE Staff Spring 2007-08
resources
4.6 Target key critical To be initiated CTE Staff, 2020 Spring 2006-2020
constituencies by title
and influence
Return
Professional Development
& Teacher Certification
Provide focused, relevant professional
development for teacher and administrator
preparation
Research: Professional Development
• 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) Cark D. Perkins Career and Technical Education Improvement Act of 2005)
Professional Development &
Teacher Certification Timeline
Goal 1: Improve professional development for teachers 1 2 3
Goal 2: Address teacher recruitment needs and requisite certification requirements 1 2
Goal 3: Provide quality professional development for CTE directors 1
Provide high quality professional
development; address highly qualified for
CTE; expand teacher recruitment options
2005 2006 2007 2008 2009 2010 2015 2020
Professional Development & Teacher
Certification: 2005
• Provide high quality professional development for new teachers
Survey new teachers
Modify state conference to include recommended changes
• Determine the feasibility of a Central Clearing House for the
purpose of assisting and providing licensure information
• Allow TTC teachers to count teaching experience at the TTC as
work experience
• Develop a reciprocal agreement for teachers with professional
trade shop licenses from other states
Return
Professional Development & Teacher
Certification: 2006
• Roll out Career Academic Technical Integration (CATI) models at major state and national conferences
• Conduct ―Building Transitions from High School to Postsecondary Education and Careers‖ exit meeting
• Provide professional development for secondary and postsecondary personnel to review findings of the
―Barriers to Articulation‖ studies conducted by CORD
• Award Academy/Small Learning Community/Transition grants
• Develop high quality professional development for new teachers—continue to work on new teacher
training
• Develop better delivery methods of professional development for new teachers—identify
trainers/mentors in Trade & Industry and Health Science
• Address professional development for academic integration/collaboration
• Broaden Regional Study Councils to include TTC personnel, community college dean, Tech Prep
coordinator
• Review the 18 required hours for Trade & Industry and Health Science
• Coordinate with Teach Tennessee where teacher shortages exist
• Provide professional development conference, focused on career guidance, for 500 school counselors
statewide
• Provide leadership conference for 10,000 students this fall
Return
Professional Development & Teacher
Certification: 2007
• Revise Gateway teacher training to include CTE to support curriculum integration
• Institute an annual CTE/Academic/Secondary-Postsecondary Transition Conference
• Provide professional development for LEAs on developed clusters
• Provide professional development on end-of-sequence assessment for state secondary and postsecondary
staff
• Expand CATI opportunities to LEAs
• Conduct a CTE/Academic/Transition Conference
• Award Academy/Small Learning Community/Transition implementation grants
• Develop high quality professional development for new teachers—continue to work on new teacher training
• Develop better delivery methods of professional development for new teachers
Provide training for Trade & Industry and Health Science mentors
Broaden to include all program areas
Identify regional mentors
Look at possibility of regional service (perhaps partner with TTU to train regional mentors)
Develop an ongoing mentoring program
• Develop a type of CTE Master Teacher program
Return
Professional Development & Teacher
Certification: 2008
• Conduct professional development for LEAs on cluster
development
• Provide professional development to LEAs on end-of-sequence
assessments
• Provide professional development for secondary and
postsecondary personnel to develop articulation agreements for
every CTE course sequence.
Return
Professional Development Goals and Strategies
Goal: 1.0 Improve professional development for teachers and CTE directors
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.1 Develop high quality Some implementation has All program consultants May 30, 2007
professional occurred; study on-going Will Lewis
development for new Thom Smith
teachers
• New teachers
surveyed
• Changes initiated at
the 2005 state
conference
• Continue to work on
new teacher
training
Return
Professional Development Goals and Strategies
Goal: 1.0 Improve professional development for teachers and CTE directors
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.2 Develop better delivery
methods of professional
development for new
teachers
Mentors being planned as a Will Lewis, Thom Smith September 2006
• Identify pilot program at TTU
trainer/mentors in
Trade & Industry
and Health Science
• Provide training for Training will be based on Thom Smith August 2007
T & I and HS results of pilot
teacher/mentors Will Lewis, program Summer 2007
• Broaden to include To be planned consultants
all program areas
• Identify regional To be done Program consultants, TTU
mentors March 2007
representative, Thom Smith
• Look at possibility In the process of being
of regional service Summer 2007
planned using results of the Thom Smith
(perhaps partner pilot
with TTU to train
regional mentors
• Develop ongoing To be done Thom Smith, TTU Summer 2007
mentoring program representative
Return
Professional Development Goals and Strategies
Goal: 1.0 Improve professional development for teachers and CTE directors
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
1.3 Develop a CTE Master To be studied Moss, Leeman, Shipley August 30, 2007
Teacher program
1.4 Address ―Highly Not addressed
Qualified‖ for CTE
teachers teaching CTE
courses for core
academic credit
1.5 Address professional Presently being done Thom Smith July/August 2006;
development for through CATI grants; 2006-07 school year
academic planned professional
integration/collaboration development institutes and
workshops
1.6 Broaden Regional Study Not addressed Field Service Staff Fall 2006
Councils to include
• TTC personnel
• CC Dean
• Tech Prep
Coordinator
Return
Professional Development Goals and Strategies
Goal: 2.0 Address teacher recruitment needs and requisite certification requirements
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.1 Determine the feasibility Completed
of a Central Clearing
House for the purpose of
assisting and providing
licensure information
2.2 TTC teachers to be able Completed
to count teaching
experience at the TTC
as work experience
2.3 A reciprocal agreement Completed
for teachers with
professional trade shop
licenses from other
states
2.4 Review the 18 required PMOC currently address Sue Tucker, Will Lewis,
hours for T & I and HS this issue Teresa Williamson, Dean
teachers for content Blevins
Return
Professional Development Goals and Strategies
Goal: 2.0 Address teacher recruitment needs and requisite certification requirements
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
2.5 Coordinate with the •Met with Earlene England Will Lewis, Program Survey to be done
Teach Tennessee •Survey to determine future Consultants, Thom Smith, May 2006
need John Leeman
program where
teacher shortages
exist
Return
Professional Development Goals and Strategies
Goal: 3.0 Provide quality professional development for CTE directors
STRATEGIES STATUS PERSON(S) TIMELINE
RESPONSIBLE
3.1 Set up a mentoring In process Professional Development Fall 2007
program for new Committee
directors.
3.2 Determine a 3-year To be addressed Professional Development Fall 2007
process based on Committee
needs of new
directors.
3.3 Plan a sequential To be addressed Professional Development Spring 2007
process of topic Committee
offerings.
3.4 Develop a working To be addressed Thom Smith Summer 2007
relationship with the
Tennessee Academy
for School Leaders
(TASL).
Return
The Year 2020
Long-Term Planning
Continuous Improvement
Rigorous Career-Technical-Academic Program
Implementation of Perkins IV
Career Placement and Advancement
