Category: Leadership Matters

Networking & collaboration to support CTE

Posted on by acte

The Missouri River divides South Dakota in half. And residents can speak on the differences between their East River and West River mentalities. East River is primarily a corn and wheat growing territory, with large numbers of pork and poultry operations. While West River is generally ranching with some dryland farming — truly a place where the buffalo roam. Residents on the western half of the state might tuck their jeans in their cowboy boots (to avoid snakes in high grasslands). And East River folks do not. A long-standing friendly debate carries on over which is the superior place to live and attend school.

But in 2020, when the South Dakota Department of Education (SD DOE) launched two statewide Perkins consortia to promote collaborative planning and support for career and technical education (CTE), regional administrators knew they would need to meet in the middle.

Stakeholders work together to strengthen relationships, share knowledge and contribute to strong CTE leadership for the state as a whole.

Before the development of these statewide consortia, funding was scattered in small pots, making large purchases more difficult. It was easy to sink into a mindset of doing things the same way every year without change or innovation. However, with the enactment of Perkins V in 2018, the SD DOE began to have hard conversations (L. Scheibe, personal communication, June 29, 2022). Could the state create a statewide consortium model with two full-time directors on different sides of the state? Could this make the difference? It was a risk and investment that South Dakota was willing to take.

How does it work?

Ways of thinking must be different. Because the needs for manufacturing, health care, industrial operations and agriculture fluctuate based on geographic region. With different personalities on each side of the state, the eastern and western directors have made it a priority to work well together. Directors Fawn Hall and Sara Vande Kamp, Ed.D., keep in close contact and exchange ideas.

Since this was new for everyone, processes and procedures needed to be written and implemented well from the start. Roles and responsibilities for all stakeholders — school districts, technical colleges and South Dakota Department of Education — were addressed early on in order to facilitate successful completion of the federal Perkins guidelines. Collaborative activities included working on Comprehensive Local Needs Assessments (CLNAs), conducting long-term planning, completing budget requests and reimbursements, ordering Perkins items, developing and tracking professional development, managing inventory, navigating site visits, providing guidance, and receiving feedback from involved parties. This was, and continues to be, an iterative process always being tweaked to meet the specific needs of each consortium.

How does this work support educators?

Employers and education leaders widely report gaps between education and industry standards. And to bridge these gaps in South Dakota, the Perkins consortium directors communicate with high schools regularly and conduct annual site visits wherein they discuss the needs of the educators. Hall and Vande Kamp and their colleagues want to know what the CTE community needs. And how they can, as a collective unit, invest Perkins funding in shared professional development experiences and materials. This is also discussed at each consortium’s annual meeting host.ed with the respective technical schools: Western Dakota Technical College and Southeast Technical College.

These annual meetings provide time for postsecondary CTE faculty to discuss program activities and share ways for high schools to participate. These opportunities may include campus tours, workshops on industry-specific topics, and more. Industry leaders are also invited to share what is happening in and around South Dakota. So that education can walk hand-in-hand with industry needs. The directors, each of whom tries to attend the other’s meeting, and the SD DOE also take time to give updates and announce things to come.

Networking is critical to collaboration and growth for a healthy Perkins consortium.

The SD DOE took a unique approach by asking Western Dakota Technical College (in Rapid City, South Dakota) and Southeast Technical College (in Sioux Falls, South Dakota) — two schools on opposite sides of the state — to hire professional staff members that act now as statewide Perkins consortium directors. Of note: Consortium groupings are not based solely on geographic region. Therefore, if a district in the middle of the state (or even all the way on the east) leans more toward the west, they are welcome to join that consortium or vice versa.

Conclusion

South Dakota is off to a great start! These consortia have given our rural communities a stronger voice and helped to spread knowledge and funding throughout the state. In fact, a joint CTE professional development event is being planned, tentatively, for the fall of 2023. We hope this will allow CTE faculty statewide to meet new people and visit other schools. These consortia have helped to expand ideas and opportunities for our state, and they can make an impact that will last for years to come.

Sara Vande Kamp, Ed.D., is the eastern Perkins consortium director at Southeast Technical College in Sioux Falls, South Dakota. She provides CTE vision and guidance to 27 school districts while closely working with the SD DOE. As a lifelong learner, Vande Kamp considers it a joy to work in the world of education. She also enjoys finding new coffee shops and spending time outdoors with her husband and two daughters.

Read more in Techniques: Making education >amp; workforce connections.

Bridging the achievement gap

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There’s a lot to love about the state of Minnesota. There are wonderful people, the famous state fair, and two beautiful cities flanked along the mighty Mississippi River. However, to stand up as a bastion of opportunity for career and technical education (CTE), educators in Minnesota know they must reckon with some of the state’s shortcomings.

Across the nation, and in Minnesota, there exists an incredible disparity regarding women in technical careers. Most jobs requiring a technical degree employ less than 25% percent women. Achievement gaps such as these stem from a variety of factors like income disparity and access to opportunity. And they require a nuanced approach to resolution.

Passionate educators produce big results.

Dedicated, passionate educators like Bayza Sumpter Weeks, the executive director of community partnerships at Dunwoody College of Technology, in Minneapolis, Minnesota, are working hard to address the disparities. Weeks elevates opportunities for underrepresented groups from high school through higher education and into their careers. She is spearheading two major programs for the college: Pathways to Careers and Women in Technical Careers.

Pathways to Careers

The Pathways to Careers program begins in as early as 11th grade, identifying diverse students, building relationships and providing mentors. Individuals are invited to a summer program that focuses on team building, community service and career exploration. Then, with the assistance of their mentors, they may spend the following school year participating in project challenges and exploring postsecondary enrollment options. Following graduation, students are invited to participate in more summer programming, which involves job shadowing, industry visits and college preparation. The program also offers a stipend as well as the opportunity to receive a scholarship.

“The program introduce young students to a variety of opportunities,” said Weeks. “Introducing students to technical careers, professionals, and project challenges allows them to properly navigate these opportunities that so many aren’t typically aware of coming out of high school.”

In an effort to address a persistent achievement gap, Weeks is working to strengthen the Pathways to Careers program. This program connects the college with community partners to develop pathways for underserved and underrepresented students from Minneapolis, to help them reach graduation and connect with local resources. Weeks has expanded the network of partnerships with businesses and aligned community partners. And, with their support, Weeks hopes to build a strong network for students to access high-quality CTE. This is true regardless of whether they attend Dunwoody.

Women in Technical Careers

The Women in Technical Careers (WITC) scholarship program provides students with up to $10,000 per year. Eligible participants also receive a $1,500 child care stipend. Throughout the program, students are mentored by women professionals from the same industry and placed in a cohort that involves monthly professional development workshops. On top of that, participants engage in one-on-one advising and a summer orientation exclusively for women in the cohort.

WITC helps women succeed in technical degree completion at Dunwoody and prepares them for careers following graduation. The program is aimed at both women starting their careers and those looking to make a career change. And just like with the Pathways to Careers program, Weeks is leveraging community and business partners. Women within various technical industries offer their service and expertise to mentor and work alongside students as they navigate their pathways to professional careers.

“Dunwoody’s long-standing community partners will be crucial to eliminating barriers for women to enter and succeed in technical industries,” explained Weeks.

Look forward to new opportunities.

We know these efforts can’t address inequities across the greater Minnesota area or the entire country. But the efforts of Bayza Sumpter Weeks are making an incredible impact on the community. And they can be replicated. Hiring needs for jobs requiring technical skills continue to increase across the state and country, and Weeks has identified an opportunity to bridge the achievement gap while filling those workforce needs.

“We’ve seen a lot of success through these programs, and I hope to continue building and refining them so we can continue to make an impact on the lives of our students and across the entire industry,” she said.

Shepard Rogers is a communications professional working across the technical education and professional field. Rogers is committed to uplifting marginalized voices and groups within the industry and working toward a more inclusive technical field.

Read more in Techniques: Technological Transformations.

Promising career pathways in Appalachia

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Late in 2018, a diverse group of companies, community and educators met to cement a partnership that would bring high-quality career pathways — apprenticeships — to southeastern Kentucky’s Appalachian region.

The Kentucky Advanced Technical College High, which was funded by a grant from the U.S. Department of Education, combined technical instruction with paid, on-the-job training under a skilled mentor. The goal was to help students in the region move smoothly from high school to postsecondary education and employment.

Kentucky Appalachia has been affected drastically by the loss of coal jobs, the opioid crisis, pervasive poverty, and health care disparities. To address these issues, the program partners expressed particular interest in developing apprenticeships for high-demand, high-growth occupations in allied health. Apprenticeships in these areas would provide both solid careers and needed services in the region.

Business-education partners in apprenticeship

The partnership enlisted the Institute for Workplace Skills >amp; Innovation (IWSI) America to develop the customized, innovative apprenticeship model. The group has previously provided technical support and program design to a wide range of businesses in the United States, United Kingdom, Singapore and Australia. Each apprenticeship program is unique and a hybrid model was developed to suit the local Appalachian circumstance.

The Appalachian model included the following elements:

  • Working with educational institutions and other training providers to align technical skills and workplace competencies
  • Working with educational institutions and employer partners to develop or modify curricular materials to meet changing business demands
  • Offering professional development and capacity-building sessions for apprentice trainers and educators to ensure that training engages apprentices in active learning
  • Identifying and training mentors to work with apprentices throughout the tenure of their apprenticeship
  • Identifying apprentice candidates from underserved populations and isolated service areas
  • Exploring and documenting employment pathway options for all apprentices participating in the program
  • Recruiting additional businesses from the region who agree to hire apprentices
  • Exploring comprehensive wraparound services to ensure apprentices can complete programs
  • Managing assessments of apprentices’ competencies to produce periodic progress reports and validate their ultimate certification as skilled workers
  • Developing long-term talent pipelines for employers

Career pathways in Appalachia | Medical student textbooks with pencil and multicolor bookmarks and stethoscope isolated on white

The Kentucky Advanced Technical College High partners include:

  • Appalachian Regional Healthcare
  • Primary Care Centers of Eastern Kentucky
  • University of Kentucky Healthcare
  • Hometown Pharmacy
  • Perry County Schools
  • Hazard Independent Schools
  • Hazard Community and Technical College

The career pathways program was launched in mid-2019, after months of intensive planning by the project partners. Students who progress through program completion can receive multiple credentials upon graduation, including a high school diploma, a U.S. Department of Labor accreditation, and even an associate degree. Beginning in ninth and tenth grade, interested students enroll in technical courses where they can earn both high school and college credit. The students also receive work experience in career areas related to their coursework, initially by job shadowing. Then, in their junior and senior years, the students may be hired as apprentices at local businesses.

Supporting students >amp; the economy in times of challenge

Launching shortly before the onset of the COVID-19 pandemic was not ideal. Despite that challenge, however, the partnership not only survived but thrived, with 65 students participating in the project to date. Some continue to work as apprentices for the programs health care partners; others enrolled in college to pursue interests in allied health — studying medicine or related fields. Still others discovered that careers in the health care field were not for them. Those learners shifted their dual college credit to another apprenticeship pathway, and we know they’ll find success.

Having resided in Kentucky for most of my adult life, I have witnessed the many challenges in Appalachia. I am proud of the partners and participants especially during the unprecedented time. Business, education, and community partners have come together to create a strong model for helping young people transition from school to meaningful work. Young people who may have left the area have stayed in Kentucky due to the partners’ investment in career pathways. They’re getting the education and experience they need to secure well-paying jobs in high-demand career fields.

Deborah Williamson is vice president of special projects and operations at the Institute for Workplace Skills and Innovation America. Previously, she oversaw New Mexico’s Bureaus of Wage >amp; Hour, Human Rights, Public Works, and Child Labor and was general manager of juveniles’ services for the Kentucky Court of Justice.

Meet Carla Arciniega, postsecondary CTE fellow

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Meet Carla Arciniega, project coordinator and Perkins lead at Lane Community College. Her Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills did you develop as part of the Postsecondary Leadership Success Program at ACTE?

I expanded my overall knowledge on career and technical education (CTE). By engaging in the program, I gained a deeper understanding of educational policy.  The ability to better understand legislation and proposed initiatives can help me become a better advocate for the communities we serve.

Further, I developed stronger relationships with individuals, groups and organizations who are dedicated to CTE with a focus on social equity and justice. Increasing collaborative work across disciplines can help me better understand the challenges that our students face.

With a focus on research and application, I want to promote change in CTE and to build more inclusive environments. ACTE’s postsecondary fellowship program has helped improve my organizational development skills. In collaboration with my cohort, I explored innovative ideas — considered what works and what doesn’t — and implemented some to meet the demand of our labor market.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

One of the great perks of the postsecondary fellowship with ACTE is the exposure to professional development opportunities that can be shared with colleagues. As part of Perkins planning in my institution, I have encouraged my colleagues to explore the programs that ACTE has to offer. Further, I have explored professional development related to inclusion, access, equity and diversity access and inclusion to ensure that our programs of study serve our students and communities equitably.

A main institutional goal for Lane Community College has been to increase collaboration with our educational school districts and our industry partners. Active engagement in conversations, planning and projects with our partners has been crucial in enhancing our programs of study and our student success efforts. Communication and collaboration raise awareness and promote the importance of CTE in our communities.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

The pandemic brought more attention to inequities and lack of access for students in special populations. Not every student has the proper tools to engage in their educational programs. But there are several tools that can help. For example: Provide mobile labs for students in rural communities who can’t commute to main campuses.

But I believe it’s most important that CTE educators understand who our students and potential students are. This is key. Identifying, specifically, where the gaps lie can help us build stronger learning communities and elevate student success. Then we can work collaboratively with all stakeholders to develop strong support networks for our students. Basic needs must be met before anyone can fully engage in their education.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College
  • Rebecca Farley, dean of instruction at Bakersfield College
  • Brian Rick, CTE navigator at Southeastern Illinois College

Meet Brian Rick, postsecondary CTE fellow

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Met Brian Rick, career and technical education (CTE) navigator at Southeastern Illinois College. His Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills did you develop as part of the Postsecondary Leadership Success Program at ACTE?

To be a good leader, you must see what other good leaders do. I believe in the value of networking and learning from others. Every person brings something to the table, and it’s great to meet people from other areas and see and understand their methods and skills. It’s also great to work with these people who share the same passion for CTE. Over the past year, we have worked together to promote the value of CTE and ensure success for our students.

Further, I have gained skills to be more of a transformational leader: working together, leading, being led, and empowering others to become leaders. I am grateful for the opportunities to learn and foster a data-driven approach to problem-solving. And, finally, I have become more strategic in my work to guide my institution forward.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

The pandemic only accelerated a loss of educational opportunities happening in our school districts. In response, I took time to research and develop ways to increase program offerings. And I worked with educators throughout my state to create hybrid programming to serve students in rural areas. Offering classes in a hybrid format has also proven to be budget friendly. Though adapting to COVID-19 was a major undertaking, at the end of the day, we innovated to support the growth and development of our communities.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

CTE provides many pathways to a prosperous future. But misconceptions remain. Students and their families often don’t know about the many options available. The first way to achieve the goal of equitable access is through education about what’s out there. Many students do not know about grant resources that can help them pay for tuition, books, or even child care and housing in certain situations. We must do a better job of publicizing all the great opportunities CTE can offer.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College
  • Rebecca Farley, dean of instruction at Bakersfield College

Meet Rebecca Farley, postsecondary CTE fellow

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Meet Rebecca Farley, dean of instruction at Bakersfield College. Her Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills did you develop as part of the Postsecondary Leadership Success Program at ACTE?

As a postsecondary fellow with ACTE, I have grown in my ability to develop a shared vision for career and technical education (CTE) work in my area. Further, I learned strategies for building a more welcoming and inclusive culture. I am grateful for the opportunity to have broadened my professional network and to have learned from experts who are positively impacting their communities.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

Navigating the challenges of the COVID-19 pandemic has required nearly constant innovation.  As we shifted to fully remote operations in March 2020, I launched a weekly Zoom check-in across our service area to ensure we maintained connections. The shift in meeting modality and broader inclusion of all partner schools yielded rich conversations about the challenges our students and faculty were facing. These discussions allowed us to generate potential solutions leveraging our collective resources. And we used this online space to build community. We celebrated successes, located technology resources, brainstormed ideas to increase engagement, and mourned the loss of one of our students together.

As we began the Summer 2020 term, senior agriculture science had completed their entire program of study except for two lab courses.  We worked diligently to prepare hybrid versions of the final two courses, including complex lab rotations at the college farm. With creativity and collaboration, we pooled our resources and worked through numerous challenges to execute the classes our students needed. It was remarkable to watch the commitment of the faculty, staff, administration, and students intensify collectively to ensure the pandemic did not derail this cohort’s opportunity for degree completion.

  • The high school provided transportation to ensure the distance was not a barrier.
  • College faculty provided lab stations across every room at the farm to ensure social distancing guidelines were followed. And they volunteered their time to ensure students were supported.
  • The college maintenance and operations team sanitized workspaces between rotations for student and faculty safety. The college faculty teamed up to ensure students were supported through the rotations.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

CTE programs are well positioned to help drive economic recovery. Administrators must leverage targeted collaboration with faculty, staff, and industry partners to identify needs and opportunities in the labor market. CTE leaders, consider how your programs might benefit from expanding industry advisory committees, meeting more frequently with them, and listening carefully.

Next, provide a variety of work-based learning experiences so that students may develop industry-validated skills and help increase their future marketability. Equally as important, CTE leaders must seek substantive input from students to clearly understand their challenges, aspirations, and perceptions of the programs and services provided. In close collaboration with students and industry leaders, CTE partners can help all students achieve career success.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Shelsi Barber-Carter, postsecondary CTE fellow

Posted on by acte

Meet Shelsi Barber-Carter, career and technical education (CTE) coordinator at Baton Rouge Community College. Her Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary Leadership Success Program at ACTE?

As a postsecondary fellow with ACTE, I hope to develop leadership skills that will help me establish a true foundation in CTE. This may include communication, networking and organization. When these three skills are put into place, there is a greater dynamic for implementing vision and goals. The role of a leader is not a title to indulge in, but leadership carries a responsibility to move people toward a common goal in support of the greater good. Leaders operate in service, trust, consistency, potential and respect. To add, such skills must correlate with the capacity to make a vision into a reality.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

Daily, I seek to engage students and colleagues through motivation and inspiration. Since the beginning of COVID-19, I found myself working with a phenomenal a team to promote a public resource for secondary and postsecondary students, faculty and staff, and nontraditional students. On this one-stop-shop platform — known as Career Waves 2 — all potential CTE students can view high-demand careers throughout region 2 of Louisiana.

Individuals create a portfolio that will give them access to internships, externships, and job offerings, as well as degrees and certifications. To add, participants may view livestreamed presentations and recorded videos that focus on math skills, career building, resume writing, mock interviews, and so much more. Career Waves 2 helped us ensure students’ access to CTE during the pandemic.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

Start by identifying programmatic successes and then drill down to find the problems. Many programs look at the need first without even considering the success of what is already in place. Looking at what has been achieved will help to identify many cracks in the system. Trust and believe, errors in the system will always peep out!! So, what do we do? Glad you asked!

  1. Collect data from the past three to five years. This will help identify trends, which is a necessary step in developing short- and long-term goals.
  2. Develop a formal strategic plan that evaluates CTE programs through the eyes of students and industry partners.
  3. Involve the community! We cannot assume that we know it all.

Is there anything else you’d like to share?

Thinking about equitable access, BRCC plans to launch a CTE mobile lab funded through Carl Perkins Reserve dollars to service our rural areas. Secondary students will have the opportunity to access dual enrollment and CTE certifications. Further, postsecondary students and staff will use the unit as a mobile learning center for CTE pathways identified as in high demand. We call it CTE on-demand!

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College

Meet Darlene O’Rourke, postsecondary CTE fellow

Posted on by acte

Meet Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College. Her Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary CTE Fellowship?

The leadership skills that I hope to develop include team building, strategic thinking and communication. Currently, I supervise a large team, some of whom I have worked with for many years. Others are new. This was highly challenging in remote and hybrid environments, and with the added stress of so much uncertainty. I spend a lot of time communicating with my team about their comfort levels with regard to COVID-19, how they are managing their workloads, and what skills they would like to develop in the near term. It is my hope that, as I continue to develop my own skills, I will be able to steer the team as changes come our way. I hope that they feel supported, listened to and valued.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

CTE programs can provide equitable access by offering courses and programs on a flexible basis: online, hybrid and on-campus. CTE can also work to ensure that student services offer flexible supports so that all may benefit. Further, ongoing professional development offers opportunities for CTE faculty and staff to enhance teaching and serving students with an equity focus.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

I believe that I helped inspire my CTE colleagues throughout the pandemic by simply not giving up hope. And after listening to faculty and students describe challenges they faced, I tried to develop solutions. For example, students in our Engineering Technology programs often struggle with one course — even when they are on campus. This course causes students to drop out of the program and out of the college at an alarming rate. So, my team and I designed a peer tutoring program that was fully online and open to anyone enrolled in that challenging course.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Martha Payán-Hernández, director of CTE at Fullerton College
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Ashlee Spannagel, postsecondary CTE fellow

Posted on by acte

Meet Ashlee Spannagel, dean of career and technical education (CTE) and workforce development at Southeastern Community College. Her Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary CTE Fellowship?

I am grateful for the opportunity to expand my professional network. The postsecondary CTE fellowship at ACTE has helped me connect with other like-minded individuals. We share a passion and desire to improve CTE and serve in a capacity of leadership where we can truly impact change. I look forward to further developing my communication skills and my abilities to plan and implement scalable, long-lasting change.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

Perhaps the greatest need I saw among my team during the pandemic was the desire and true need to feel connected to something larger: serving students, being part of the institution, being part of a team, etc. I worked very hard to be intentional about connecting with those on my team. And I learned to look for small opportunities to reach out, provide recognition and reinforce positivity. This helped to maintain a certain level of engagement among the team.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

There is a tremendous opportunity and a great challenge ahead for those of us who are blessed to work in CTE. We will need to rise to the occasion to meet the ever-changing needs of the workforce, technology, students and their families. While this may be difficult, we will persist, innovate and excel as we always have.

Programs of study will need to be closely examined and modified to ensure continued viability and relevance in this new environment. We must continue to review programs to ensure they are as aligned to industry standards as possible. Finally, we must adapt and evolve to meet the needs of our students, providing stackable, nationally recognized credentials as well as access to online training and strong support systems in place.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Martha Payán-Hernández, director of CTE at Fullerton College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Meet Dan Adams, postsecondary CTE fellow

Posted on by acte

Meet Dan Adams, former statewide director of career pathways at the Oregon Higher Education Coordinating Commission. He’s currently a stay-at-home dad. His Techniques interview appears as part of a digital-exclusive spotlight series on fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the Postsecondary CTE Fellowship?

My commitment to education in pursuit of equity, and equity in pursuit of social justice, began in my own classrooms. I know, from teaching in under-resourced schools — first as a classroom instructor in Birmingham, Alabama, and subsequently as a learning support specialist and postsecondary teaching fellow in Dublin, Ireland — how important education is to expanding opportunities for individuals, for families, and for communities. In my current role as statewide director of career pathways in Oregon, my work is different. But my focus on equitable outcomes remains.

I accepted a postsecondary CTE fellowship with ACTE to develop new tools and strategies that will aid in my work, as a state leader, to build more equitable education systems. The opportunity to collaborate with program participants and fellow CTE administrators is invaluable. I’m able to be vulnerable about my own successes and struggles and to learn from national leaders in postsecondary CTE.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

My colleagues are spread out across Oregon at 17 independent community colleges. Each institution experienced and responded to COVID-19 in their own way. When my office closed, the critical first step I took was to tell career pathways grant recipients that I adjusted the timelines for grant deliverables and that I would be available to each of them should they need me. I also implemented weekly “office hours” where grant recipients could gather informally. We leveraged these spaces to share challenges and successes related to moving career pathway programs, most of which are grounded in hands-on training, to remote delivery.

The career pathways data pilot project was just getting underway in March of 2020. This involved gathering input and designing a data system to measure the completion rates of career pathways students for the first time. The pandemic-related delays allowed me to take a month to redesign our work. With the feedback I’d received in the first months of the program, I shifted directions. We moved away from a complicated, four-pronged measuring system to a more streamlined system that used identical criteria for all students. That time for reflection helped us co-design a better process. And we completed ahead of schedule.

Our education systems face many challenges in 2022. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

The United States is enduring its second major economic expansion of the past 20 years. According to a 2016 report from Georgetown’s Center on Education and the Workforce, “the economy … added 11.6 million jobs [after the Great Recession. Of those,] 11.5 million, or 99% percent, [went] to workers with at least some college education.” To provide more equitable access, education leaders in Oregon need to make the strongest possible case for fully funding career pathway programs using the best available data.

My work through the PLSP-ECMC Foundation program focuses on expanding access and equity by building a case to fully fund career pathway programs in Oregon. First, I intend to review the available evidence to support career pathways in Oregon and nationwide. Second, I’ll meet with Oregon stakeholders to familiarize myself with current legislative and agency priorities as well as current agency work related to career pathways in Oregon. Third, I will develop a slide deck and whitepaper incorporating the best available evidence and feedback received from stakeholders, Fourth, I will present the slide deck and whitepaper to Oregon stakeholders, revising based on their feedback. And, finally, I will present these resources to the Oregon Higher Education Coordinating Commission for their work with the Oregon legislature.

Learn more about the Postsecondary CTE Fellowship.

Please also meet:

  • Tiffanie Rosier, STEM education coordinator at Northern Virginia Community College
  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Technological University, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Dr. Xue Xing, assistant professor of teaching and learning at University of Nevada – Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Martha Payán-Hernández, director of CTE at Fullerton College
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College