October 26, 2017
Community and technical college presidents, administrators, student
support staff, and faculty are invited to participate in the third national
convening of minority-serving community colleges at the U.S. Department of
Education. The
event will take place on Nov. 14 and 15, 2017, in Washington, D.C., and will offer opportunities to
- exchange promising practices on student success with institutions from across the country;
- meet representatives from federal agencies and learn about federal programs for minority-serving institutions;
- hear from and speak with researchers and practitioners;
- interact with representatives from the U.S. Department of Education; and
- engage with minority-serving community college communities of practice.
There is no conference fee; however, your institution will need to
pay for all related travel expenses, meals, and miscellaneous costs. Due to
space limitations, each college is limited to two attendees. The registration
deadline is today, Oct. 26, 2017.
For information on registration, agenda, and other details, please click here to view the
meeting website.
Can’t attend? Sign up for the LINCS Community group for Minority-Serving
Community Colleges and Affiliates to join in the discussions, and view the
slides and materials after the event at https://community.lincs.ed.gov/group/minority-serving-community-colleges-and-affiliates.
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WorkforceGPS recently posted a new desk reference
on its website for state and local employment
boards and staff. This new reference provides information on serving priority
populations, including recipients of public assistance, low-income individuals,
individuals who are basic skills deficient, and veterans using Workforce Innovation and Opportunity Act
adult funds.
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The National Council on Disability (NCD) will hold its quarterly meeting on Oct. 26, from 9 a.m. to
4:30 p.m. (ET), in Louisville, Kentucky, to discuss pre-employment transition services
under the Workforce Innovation and Opportunity Act (WIOA). At the
meeting, the council will hear updates from agencies on policy projects,
finance, governance, and other business. NCD will release its annual 2017 progress
report and provide a panel presentation on it. Other meeting activities include
a council vote on final drafts of policy reports on guardianship and pre-employment transition services under WIOA, and a screening of the documentary
film “Rooted in Rights.” The
meeting will conclude with a discussion of project proposals for NCD's policy
work in 2018 and 2019, followed by a public comment session.
Interested
parties are encouraged to review the full Federal Register notice for more detailed information.
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In late
September 2017, the U.S. Department of Education announced the winners of the High School Career and
Technical Education Teacher Pathway Initiative grant competition. The competition was designed to increase
recruitment and retention of high school CTE teachers in in-demand sectors or
occupations, in states and communities where shortages of such teachers exist. Each grant has a three-year project
period. The following information is
taken from abstracts submitted by the winners.
New Jersey Department of Education ($876,081)
The New Jersey Department of Education’s High School Career and Technical
Education Teacher Pathway Initiative project seeks to increase the supply of
high school CTE teachers in program areas aligned with New Jersey’s in-demand
industry sectors of advanced manufacturing; life sciences; healthcare;
technology; transportation, distribution, and logistics; food manufacturing; and
construction and utilities. The project
will employ the following two-pronged approach:
1) Implement an Industry Fellows program to enable industry experts to
co-teach on a part-time basis with experienced teachers in a CTE classroom as
they decide whether they will become CTE teachers; and 2) Implement a CTE
Teacher Bridge Program to enable general education teachers to become CTE
teachers through industry externships, mentorship by an experienced CTE
teacher, attainment of industry-focused content knowledge, and if available, an
industry-valued credential.
Tennessee Department of Education ($899,700)
The Tennessee
Department of Education's Experienced
Professionals in the Classroom (EPIC) project seeks to improve the recruitment,
preparation, and retention of effective CTE educators for program areas
aligned with Tennessee’s in-demand industry sectors of advanced manufacturing,
health science, and information technology.
The EPIC project will 1) align existing funding and program requirements
for its occupational educator preparation programs (EPP); 2) partner with a
community college to pilot a cost effective associate degree-level occupational
EPP; 3) pilot a district-led occupational EPP to better meet local demand for
effective high school CTE teachers; 4) pilot co-teaching models with industry
partners to provide rural districts with access to high quality CTE instruction
in advanced manufacturing; and 5) employ district-postsecondary-industry
partnerships to pilot “grow your own” CTE educator programs in local school
districts.
Portland
Community College, Oregon ($622,101)
Portland Community College’s High School CTE Teacher Pathway project seeks to increase the recruitment
and retention of skilled high school CTE teachers in the Portland Metropolitan
Area, Lane County, and elsewhere in Oregon, in program areas aligned with the
in-demand industry sectors of healthcare, construction, advanced manufacturing,
and information technology. The project
will develop and implement two models for high school CTE teacher recruitment,
preparation, induction, and retention.
Model 1 will recruit business and industry professionals that possess
the required industry work experience and/or industry certification and are
interested in becoming CTE teachers, as well as industry professionals with a
restricted CTE license that require education coursework to advance to the
preliminary CTE license. Model 2 will
recruit fully licensed teachers in non-CTE areas that need the required planned
and coordinated work experiences to add a CTE endorsement that aligns with an
in-demand industry sector. Participants
will complete work experiences that are planned and coordinated according to
each participant’s CTE professional development plan. Participants also will complete an intensive
15-month cohort-based program anchored by two summer institutes. Mentoring will be an important component of
both models.
Southeast Kansas Education Service Center,
Kansas ($899,407)
Southeast Kansas Education Service
Center seeks to create the Kansas Statewide CTE Mentoring
Network to improve the retention of CTE teachers in program areas aligned with in-demand occupations that
are important to the Kansas economy. The project will 1) recruit and train a cadre of CTE
teacher mentors to improve the retention of new CTE teacher mentees through an
online Beginning Mentor Institute and in-person regional trainings; 2) develop
an online community of practice to provide ongoing support for CTE teacher
mentees and mentors and to institutionalize best teaching and mentoring
practices in CTE; 3) create online explorations modules to help CTE teacher
mentees and mentors deepen their teaching practice; and 4) institute a
marketing campaign to increase awareness of CTE teacher mentoring
opportunities.
School
Board of Broward County, Florida ($749,662)
The Broward Educating
Superior Technology Teachers (BESTT) program seeks to increase the supply
of high school CTE teachers in computer science (CS) and information technology
(IT) because CS/IT in-demand industry occupations compose approximately 39
percent of the hard and system-specific skills gap in Broward County, Florida. The BESTT program will 1) offer Broward
County Public Schools non-CTE-teachers the chance to become CS/IT certified
through the completion of high-demand CS/IT courses at Broward College and
preparation for the state’s Business Education 6–12 certification exam; 2)
partner with Broward College to recruit industry professionals into the college’s
Educator Preparation Institute to become CTE educators through online coursework
and preparation for the Business Education 6–12 certification exam, 3) incent Broward
College Education Pathway students to pursue CS/IT courses and the Business
Education 6–12 certification; and 4)
offer Broward County Public Schools CS/IT CTE educators the opportunity
to advance their knowledge through high level CS/IT courses at Broward
College. A community of practice will be
established to mentor teachers and faculty, share best practices, and learn
about new technologies.
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The Trade Adjustment
Assistance Community College and Career Training (TAACCCT)
program is designed to improve the readiness and success of the U.S. workforce
pipeline through innovative capacity building of job-driven training and
education programs. Communicating successful outcomes and the innovations that
produced them is critical for the scaling and sustainability of investments.
Storytelling is a key complement to the extensive evidence of TAACCCT program
impacts, allowing the audience to quickly learn about what works in workforce
development training and why.
With oversight by California State University and
the Multimedia Educational Resource for Learning and Online Teaching, the SkillsCommons
Story Telling IMPACT community
was
created to help workforce development programs illustrate their sustainable
successes with TAACCCT efforts across the nation. StoryTelling IMPACT community
ambassadors are currently coaching TAACCCT colleges, employers, and workforce
staff through the StoryTelling processes. Through that work and the use of the StoryTelling
IMPACT community’s tools,
organizations are creating and using products to convey scalable impacts to
stakeholders, students, employers, and potential future funders.
All materials included in the SkillsCommons repository
hold Creative Commons licensing that enables users to not only download and use
the online resources for free but also to modify those resources, and customize
them for their specific needs. The StoryTelling IMPACT community’s
purpose is to share viable,
sustainable solutions to the challenges of workforce development in higher
education. Free and open StoryTelling tools, such as the Interactive
StoryTelling Rubric, designed for today’s workforce and
educational systems, can be found at the StoryTelling website.
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