Tennessee Career and Technical Education

1. TennesseeCareer and Technical Education

2. 2020 Committee Contact Information

3. State of Tennessee

4. Mission of the Tennessee Department of Education…

6. Vision for 2020… To provide Tennessee students the opportunity to participate in a rigorous and relevant career and technical education program that leads to academic and technical achievement and successful employment in a global economy

7. TennesseeCareer and Technical Education (CTE) Demographics (2008 data)

8. Tennessee Board of RegentsPost-Secondary Demographicsfor Community Colleges FY 07-08

9. Tennessee Board of RegentsPost-Secondary Demographics forTennessee Technology Centers (TTCs) FY 07-08

10. Challenges for Tennessee CTE Increasing the high school graduation rate while improving achievement Improving academic preparedness for post-secondary education and careers for all student subgroups Communicating to high school leaders, teachers, parents and students what students must know and be able to do to be prepared for post-secondary education and a good job Developing a system to inform all students about their level of preparedness Improving enrollment, persistence, and completion rates at the technology centers and two- and four-year institutions Increasing the state’s number of students, teachers and workers who are highly skilled in mathematics Strengthening teacher preparation Designing and implementing a counseling and advisement system built on the belief that all students are potential material for post-secondary education and/or training Above notes based on information from several sources, including SREB, ACT, NAEP, Department of Education, State Board of Education, CORD Misperception: The only route to success is through a traditional four-year university. Reality: It is imperative that all high school graduates, regardless of career choice, obtain some level of post-secondary training. Our students today are not in the shops in the back of schools, but are enrolled in High Tech programs using technology on a daily basis. Increasing the high school graduation rate while improving achievement Improving academic preparedness for post-secondary education and careers for all student subgroups Communicating to high school leaders, teachers, parents and students what students must know and be able to do to be prepared for post-secondary education and a good job Developing a system to inform all students about their level of preparedness Improving enrollment, persistence, and completion rates at the technology centers and two- and four-year institutions Increasing the state’s number of students, teachers and workers who are highly skilled in mathematics Strengthening teacher preparation Designing and implementing a counseling and advisement system built on the belief that all students are potential material for post-secondary education and/or training Above notes based on information from several sources, including SREB, ACT, NAEP, Department of Education, State Board of Education, CORD Misperception: The only route to success is through a traditional four-year university. Reality: It is imperative that all high school graduates, regardless of career choice, obtain some level of post-secondary training. Our students today are not in the shops in the back of schools, but are enrolled in High Tech programs using technology on a daily basis.

11. CTE MOTTO: Rigor, Relevance, and Reason to Achieve Career/technical studies “provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education.”-- Southern Regional Education Board Set high expectations. Require all students to complete a rigorous program of study. Apply appropriate levels of literacy, numeracy, and science in career and technical programs. Enable students and their parents to choose a sequence of courses that integrate challenging high school studies and work-based learning. Develop policies that encourage high schools and post-secondary institutions to provide transition programs, including articulation and dual credit. Career/technical studies “provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education.”-- Southern Regional Education Board Set high expectations. Require all students to complete a rigorous program of study. Apply appropriate levels of literacy, numeracy, and science in career and technical programs. Enable students and their parents to choose a sequence of courses that integrate challenging high school studies and work-based learning. Develop policies that encourage high schools and post-secondary institutions to provide transition programs, including articulation and dual credit.

12. The Four Pillars of the 2020 Plan

13. Pillar IAcademic and Technical Achievement

14. Research: Academic andTechnical Skills Achievement

15. Academic and Technical Achievement Timeline

16. Academic and Technical Strategies

17. Academic and Technical Strategies

18. Challenges to Academic and Technical Achievement

19. Pillar IITransition

20. Pillar IITransition

21. Research: Transition

22. Transition Timeline

23. Transition Strategies

24. Transition Strategies

26. Pillar IIICommunication

27. Research: Communication

28. Communication Timeline

29. Communication Strategies

30. Communication Strategies

31. Communication Strategies

32. Challenges to Communication

33. Pillar IVEducator Quality

34. Research: Educator Quality

35. Educator Quality Timeline

36. Educator Quality Strategies

37. Educator Quality Strategies

38. Educator Quality Strategies

39. Challenges to Educator Quality