Revisiting the CTE Landscape— How Ford NGL Fits In Session CS23

Ilene Kantrov, Ph.D. Director, Pathways to College and Careers, Learning and Teaching Division, Education Development Center, Inc. Member, Ford NGL National Team Education Development Center, Inc. (EDC) is a global nonprofit organization that creates learning opportunities for people around the world, empowering them to pursue healthier, more productive lives. A leader in bridging career and technical education (CTE) and academic education, EDC commissioned a survey to explore the experiences and interests of CTE educators across the country and interviewed 11 state CTE leaders. A white paper, drawing on the survey and interviews, is available at 2

Session Outcomes Understand key findings of EDC survey of CTE educators and interviews with state-level CTE leaders See ways to use the findings to advocate for and support Ford NGL in your communities 3

Essential Practices Addressed EP 1.1—Teaching Pillars—Educators employ teaching strategies that develop students' knowledge and skills for college and career readiness. EP 1.3—Professional development is dedicated to supporting implementation of the Ford NGL Teaching and Learning Pillars. EP 2.2—School leadership and instructional staff recognize and prioritize professional development and form communities of practice committed to shared learning to support the school’s academies and transform everyone’s practice. EP 2.6—School districts and postsecondary institutions work collaboratively for the benefit of academy students. EP 3.2—Senior business, education, and civic leaders support, sustain, and advocate for the goals outlined in the Master Plan. EP 3.6—The broader community is aware of and actively engaged in the transformation process. EP 3.8—Business and civic leaders promote the benefits of postsecondary education and/or technical training for students. 4

Agenda Introductions Overview of findings Close look at white paper (3 levels of text): –Key points –Implications for your work Next steps: Using findings to guide your work and advocate for Ford NGL Session reflection and evaluation 5

Introductions Name Role in your community Why did you choose this session? 6

Survey goal: To understand CTE trends and challenges in several areas Survey was conducted from September 18, 2013 to October 9, district and school CTE leaders across the country responded to the survey State CTE leaders interviewed were from 11 states. 7 CTE Trends and Challenges Survey/ Interviews Overview

Survey Respondents by Region Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming *Source for K–12 enrollment distribution is National Center for Education Statistics 8

Infuse academic programs with strengths of CTE Increase stature of CTE Leverage investments to enhance CTE Advent of Common Core and increased interest in career readiness provide opportunity to: 9 Exciting Time for CTE

Today 40+% reported that enrollments had grown more than 5% over the past 5 years. Continued expansion in enrollments (i.e., “Next Year”) indicates increased visibility and interest in CTE. Select the option that best describes enrollment growth in your organization’s CTE program. n = Historical and Forecasted CTE Enrollment Growth

Today 73+% reported flat or declining budgets during past 5 years. Across 3 time periods, CTE budgets seem to be stabilizing. Of respondents indicating budget increases, only ~ 20% reported >5% increases for last year or anticipated for next year. Select the option that best describes budget growth in your organization’s CTE program. n = Historical and Projected CTE Budget Growth

How do CTE students experience academics? About 7 out of 10 report academic courses are independent of CTE courses. About 6 out of 10 indicate academics are integrated into CTE courses. CTE  Academic CTE  AcademicCTE ≠ AcademicAcademic  CTE n = CTE and Academic Instruction

36% cited STEM as area of anticipated expansion in the next one to two years Four other top areas of anticipated expansion: –Health Science (26%) –Information Technology (26%) –Manufacturing (26%) –Agriculture, Food, and Natural Resources (25%) 13 Career Cluster Program Growth: Aligned with Workforce and Economic Development Trends

97% rated Alignment with industry standards and expectations “very important” or “important” 85% rated Alignment with regional economic development opportunities “very important” or “important” Truly involved business/industry partners add to the curriculum and positioning of the school and program within the educational community. –Survey respondent 14 Industry and Postsecondary Partnerships

Biggest gap between level of importance (93%) and level of satisfaction (51%): Finding industry partners and mentors Somewhat smaller gap between level of importance (93%) and level of satisfaction (68%): Connection to postsecondary education 15 Industry and Postsecondary Partnerships

Professional Development: Also significant gap between level of importance (92%) and level of satisfaction (60%) Professional development identified as among highest priorities for investment, along with equipment, technology, and curriculum/instructional materials 16 Professional Development

TodayNext 1−2 Years Significant expansion in percentage of respondents forecasting shift to primarily digital/online materials in next 1–2 years Nearly 36% anticipate CTE programs using primarily digital/online materials Which statement best describes your organization’s approach to use of digital/online instructional materials for your CTE programs? n (today) = 743 n (1–2 years) = Current and Future Approach to Use of Digital/Online Instructional Materials

18 Look at the White Paper

Read your section and identify passages: Related to key point of the section With implications for your work Each person, in turn, take 5 minutes to: Read aloud a selected passage Explain why you selected it Identify its implications for your work Other members of group respond (2 minutes) 19 Three Levels of Text Protocol

How can you use this information: To guide your work? To advocate for Ford NGL in your community? 20 Next Steps

Questions? About the white paper About the survey/interviews About connections to Ford NGL and the Essential Practices 21 Q&A

Second white paper: “Externships and Beyond: Work-Based Learning for Teachers as a Promising Strategy for Increasing the Relevance of Secondary Education” Presentation: ACTE CareerTech VISION 2014 (Ilene Kantrov and Aimee Wyatt) 22 Coming Attractions

Opportunities and Challenges in Secondary Career and Technical Education Ilene Kantrov Education Development Center, Inc White Paper