US Department of Education Office of Adult and Vocation Education Career and Technical Education Overview Aaron BredenkampTeaching Ambassador Fellow

Aaron.Bredenkamp@ed.gov

Western Business Education AssociationOgden, UtahFebruary 16, 2013

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HAPPY CTE MONTH

Follow CTE coverage all month long

Online at: www.acteonline.org/ctemonth.aspx

And on Twitter at #CTEmonth

Article to the left is from:

http://www.ed.gov/blog/2013/02/national-cte-month-marks-pivotal-moment/

Department of Education

Mission Statement

ED's mission is to promote student achievement and

preparation for global competitiveness by

fostering educational excellence and ensuring

equal access

The federal role should be to invest in innovation and build capacity to drive reform.

Best ideas from the state and local level.

New Federal Role

Conditions for Success

Theory of Change

Use federal dollars to spur & support reform and create

conditions for success.

Standards

Data

Teachers & Leaders

School Turnaround

Comprehensive plans

for change.

Shared responsibility for student results.

Collaboration at all levels.

Fairer, Flexibility, and More Focused Accountability

•American Jobs Act Proposal•Waivers from No Child Left Behind

•http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html•http://www.ed.gov/esea/flexibility/requests

•Race To The Top I, II, III, IV•http://www.ed.gov/news/press-releases/states-continue-progress-during-second-year-race-top•http://www2.ed.gov/programs/racetothetop/index.html

•Early Learning Challenge Grants•Investing in Innovation - i3

•http://www2.ed.gov/programs/innovation/index.html•http://www.ed.gov/open/plan/investing-innovation-i3

•RESPECT Project •http://www.ed.gov/teaching/national-conversation•http://www2.ed.gov/documents/labor-management-collaboration/vision-statement.pdf

“Let's also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they're ready for a job. At schools like P-Tech in Brooklyn, a collaboration between New York Public Schools, the City University of New York, and IBM, students will graduate with a high school diploma and an associate degree in computers or engineering.

We need to give every American student opportunities like this. Four years ago, we started Race to the Top – a competition that convinced almost every state to develop smarter curricula and higher standards, for about 1 percent of what we spend on education each year. Tonight, I'm announcing a new challenge to redesign America's high schools so they better equip graduates for the demands of a high-tech economy. We'll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today's employers are looking for to fill jobs right now and in the future.” -President Obama, State of the Union Address, February 12, 2013

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ED’s Cradle to Career Agenda

Transforming the Perkins program would add to key investments the Obama Administration already has made to align classroom teaching and learning with real-world business needs. These investments include $2 billion in Trade Adjustment Assistant grants to strengthen community college programsand workforce partnerships. In addition, transforming the Perkins program aligns with proposed investments that include $8 billion for the Community College to Career Fund aimed at training 2 million workers for high-growth industries, and $1 billion to help 500,000 (a 50-percent increase) high school students participate in career academies.

The Obama Administration’s FY 2013 budget proposes a $1.1 billion investment to support the transformation of the Perkins program. For a copy of the Administration’s proposal, Investing in America’s Future: A Blueprint for Transforming Career and Technical Education,

Four Core Principles for the

Transformation of CTE

Investing in America: A Blueprint for Transforming

Career and Technical Education

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Includes key changes from the current Perkins Act and highlights the administration's proposal for reauthorization that will usher in a new era of rigorous, relevant and results-driven CTE shaped by four core principles—Alignment, Collaboration, Accountability and Innovation.

Effective ALIGNMENT between CTE and labor market needs to equip students with 21st-century skills and prepare them for in-demand occupations in high-growth industry sectors

•Clear Expectations for High-quality Programming: Provide states better guidance on establishing high-quality programs

•A More Active Role for States: Empower states to identify the in-demand occupations in high-growth industry sectors on which CTE programs should focus

Four Core Principles for the

Transformation of CTE

Opportunityindex.org

Today, the most commonly discussed measure on economic strength and security are the GDP and the poverty rate. Both measures are too limited and do not provide communities the data they need to understand the progress they can make in boosting measures of economic mobility for Americans.

This led us to our interest in developing an Opportunity Index that measures a number of indicators at the county and state levels that contribute to economic opportunity and mobility. We include indicators that have a demonstrated connection to expanding or restricting economic mobility and opportunity, which together help measure the opportunities that are present in different communities.

Opportunityindex.org

Opportunityindex.org

Opportunityindex.org

Strong COLLABORATION among secondary and postsecondary institutions, employers, and industry partners to improve the quality of CTE programs

•Consortia Funding: Establish consortia to ensure collaboration among secondary and postsecondary institutions

•Private-sector Match: Use a match contribution to strengthen the participation of employers, industry, and labor partners in program design and execution

Four Core Principles for the

Transformation of CTE

Meaningful ACCOUNTABILITY for improving academic outcomes and building technical and employability skills in CTE programs, based upon common definitions and clear metrics for performance

•Within-state Competition to Distribute Funds to Consortia: Provide states increased autonomy to select and fund high-quality programs responsive to regional labor-market needs•Common Definitions to Strengthen Data Systems and Close Equity Gaps for Participation: Use uniform definitions for participation and performance indicators to create high-quality data systems that enable meaningful comparisons and identification of equity gaps•Incentives for High Performance: Incentivize and reward local recipients that exceed performance targets

Four Core Principles for the

Transformation of CTE

Increased emphasis on INNOVATION supported by systemic reform of state policies and practices to support CTE implementation of effective practices at the local level

•State Conditions for Success and Innovation: Ensure states have in place the policies and systems to support programs at the local level

•A Competitive CTE Innovation and Transformation Fund: Develop and implement new practices and models at the local level and support systemic reforms at the state level

Four Core Principles for the

Transformation of CTE

www.careertech.org

http://www.careertech.org/resources/statesnapshots.html

Looking for information on Career Technical Education (CTE) in your state? Our new collection, CTE State Snapshots: CTE Data for Your State, provides recent CTE information, enrollment data, performance data, funding levels, and labor market connections, all specific to your state. These tools can help you tell the story of how CTE is working in your state and every state across our nation.Use the CTE State Snapshots as an advocacy resource, sharing these CTE data points and facts with educators, administrators, policymakers, and business and industry.

www.ACTEonline.org

Google “ed.gov” and “ovae”

www2.ed.gov/about/offices/list/ovae/index.html

Office of Vocation & Technical Education

Assistant Secretary

Brenda Dann-Messier

Sign up for the OVAE Newsletter!

Email piece.hammond@ed.gov

Aaron BredenkampTeaching Ambassador FellowAaron.Bredenkamp@ed.gov

Slides for this presentation can be found at

QUESTIONS?

COMMENTS?

United States Department of Education, RESPECT Project

“Our goal is to work with educators in rebuilding their profession—and to elevate the teacher voice in shaping federal, state and local education policy…Our larger goal is to make teaching not only America’s most important profession—but America’s most respected profession.”

Why RESPECT?

RR Recognizing

EE Educational

SS Success

PP Professional

EE Excellence

CC Collaborative

TT Teaching

What Does It All Mean?

• Educational Success recognizes our commitment to improving student outcomes

• Professional Excellence means that we will continuously sharpen our practice, and that we will recognize, reward, and learn from great teachers and school leaders.

• Collaborative Teaching means that we will concentrate on shared responsibility and decision-making. Successful collaboration means creating schools where principals and teachers work and learn together in communities of practice, hold each other accountable, and lift each other to new levels of skill and competence.

7 Critical Areas

1.A Reorganized Classroom2.A New School Day and School Year3.An Environment of Shared Responsibility

among Teachers and Principals4.Entering the Profession5.Career Pathways and Professional

Advancement6.Teacher Evaluation and Development7.Community/Family Engagement

Labor Management Collaboration

Multi-stakeholder groups gathers in Cincinnati in May of 2012 and agreed upon the document “Transforming the Profession“ which contains the same 7 critical areas of necessary improvement as the RESPECT document.

American Association of School Administrators, American Federation of Teachers, Council of the Great City Schools, Council of Chief State School Officers, Federal Mediation and Conciliation Service, National Education Association, and National School Boards Association

If Arne Duncan was here…

What would you want to tell him?

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