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<div class="nodeContent"> <div class="node-body"> <style type="text/css">.fs-template{width:500px;} .fs-template h1{color:#000;font-size:24px;font-weight:600;letter-spacing:.5px;line-height:1.25em;padding-bottom:15px;text-transform:none;} .fs-template p{color:#000;font-size:10pt;padding-top:6px;} .fs-template strong{font-weight:700;} .fs-content{border-top:#ccc 3px solid;border-bottom:#ccc 3px solid;margin-top:15px;padding:10px 0 10px;} .fs-footer{font-size:10pt;font-weight:600;line-height:24px;margin:0 15px;padding:15px 0 0;} .fs-footer img{float:left;margin-right:10px;} .pullquote-wrapper{float:right;margin:12px 0 12px 30px;padding:0;width:178px;} .pullquote{background-color:#000 !important;color:#fff !important;font-size:14px;font-weight:600;text-align:left;} .pullquote-content{color:#fff !important;display:block;padding:10px 20px;text-transform:uppercase;} .pullquote-source{color:#fff !important;display:block;font-size:10px;font-weight:400;padding:0 20px 20px;} .emphasis{color:#fff !important;display:block;font-size:28px;font-weight:700;} .link{color:#1476A3 !important;} .footnote{font-size:8px;} </style> <script language="javascript" type="text/javascript"> function printDiv(divID) { //Get the HTML of div var divElements = document.getElementById(divID).innerHTML; //Get the HTML of whole page var oldPage = document.body.innerHTML; //Reset the page's HTML with div's HTML only document.body.innerHTML = "<html><head><title></title></head><body>" + divElements + "</body>"; //Print Page window.print(); //Restore orignal HTML document.body.innerHTML = oldPage; } </script> <p>CTE programs help to underpin America’s workforce and seek to engage young people and adult learners at an economy of scale needed to address employer needs. The education industry is at a critical point, struggling to find its future workforce. It is important that CTE be part of a comprehensive strategy at the state and local levels to address this challenge.</p> <p>The U.S. Department of Education issued a <a href="https://www2.ed.gov/policy/gen/guid/secletter/220831.html?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=" target="_blank">joint letter</a> with the U.S. Department of Labor to state and local education and workforce leaders encouraging them to take a series of actions to address teacher and school staff shortages, increase teacher pay, and further invest in the teaching profession.</p> <div class="panel-group" id="accordion" style="padding-top:10px;"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"><a data-parent="#accordion" data-toggle="collapse" href="#collapseOne">High School Career and Technical Education Teacher Pathway Intiative Grant Recipients</a></h4> </div> <div class="panel-collapse collapse in" id="collapseOne"> <div class="panel-body"> <ul> <li><a data-toggle="modal" href="#browardModal">Broward County Public Schools</a></li> <li><a data-toggle="modal" href="#kansasModal">Southeast Kansas Education Service Center</a></li> <li><a data-toggle="modal" href="#newJerseyModal">New Jersey Department of Education</a></li> <li><a data-toggle="modal" href="#portlandModal">Portland Community College</a></li> <li><a data-toggle="modal" href="#tennesseeModal">Tennessee Department of Education</a></li> </ul> </div> </div> </div> <div class="panel-group" id="accordion" style="padding-top:10px;"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"><a data-parent="#accordion" data-toggle="collapse" href="#collapseTwo">Resources</a></h4> </div> <div class="panel-collapse collapse" id="collapseTwo"> <div class="panel-body"> <ul> <li><a href="https://s3.amazonaws.com/PCRN/docs/Educator_Preparation_3-16-2023.pdf" target="_blank">Perkins Educator Preparation </a></li> <li><a href="https://s3.amazonaws.com/PCRN/docs/CTE-Teacher-Pathway-Study-(Final)_2023.07.26.pdf" target="_blank">Study of The High School Career and Technical Education Teacher Pathway Initiative Grant</a></li> <li><a href="https://www.federalregister.gov/documents/2017/06/13/2017-12132/applications-for-new-awards-high-school-career-and-technical-education-teacher-pathway-initiative" target="_blank">Federal Register Notice (archived)</a></li> </ul> </div> </div> </div> <p style="padding-top:10px;"> </p>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="browardModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button> <h2 class="modal-title" id="myModalLabel">Broward County Public Schools, FL</h2> </div> <div class="modal-body"> <p>The <em>Broward Educating Superior Technology Teachers (BESTT)</em> project built the high school CTE teacher pipeline in Computer Science (CS) and Information Technology (IT) to address the skills gap in Broward County’s CS/IT in-demand industry occupations. To expand and improve technology programming and encourage students to enroll in CS/IT pathways, <em>BESST</em> recruited and prepared Broward Schools CTE teachers, non-CTE-teachers, industry professionals, and Broward College Education Pathway students to earn a Business Education 6-12 certification to enable them to teach beginning technology courses in the middle grades. Participants went through the program as a cohort, first joining a community of practice that introduced the content knowledge needed to earn a Business Education 6-12 certification and best practices in IT education. The cohort then enrolled in a specially designed Broward College course to prepare for the Business Education 6-12 Florida Teacher Certification Exam. After successful completion of the course, participants were offered intensive support as needed to prepare for the certification exam. The current cohort targeted Broward Schools Special Education and JROTC instructors to improve student access to the technology course offerings in their schools. The project worked with school administrators to use the newly certified teachers most effectively to expand technology programing in their schools. To offer more advanced CS/IT courses at the high school level, <em>BESST</em> also recruited experienced Broward Schools CS/IT CTE teachers to enroll in coding courses at Broward College. Participants in this cohort also prepared for the Computer Science K-12 certification exam.</p> <p>Project partners include:</p> <ul> <li>Broward College</li> </ul> </div> <div class="modal-footer"><input class="btn" data-dismiss="modal" type="button" value="Close" /></div> </div> </div> </div>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="portlandModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button> <h2 class="modal-title" id="myModalLabel">Portland Community College, OR</h2> </div> <div class="modal-body"> <p>The <em>Oregon High School CTE Teacher Pathway</em> project built the high school CTE teacher pipeline in program areas aligned with the in-demand industry sectors of Healthcare, Construction, Advanced Manufacturing, and Information Technology. The project offered 2 options: (1) industry professionals who possessed required industry work experience but needed required education coursework for licensure; and (2) fully licensed non-CTE teachers needed planned and coordinated work experience in order to add a CTE endorsement. Both options included cohort-building, networking, and mentoring by experienced CTE teachers. Portland Community College (PCC) offered all the required education courses needed for CTE licensure by industry professionals. PCC also developed and delivered the new state-required <em>Exploring CTE in Oregon</em> course needed for CTE licensure for participants in both options. Program participants were mentored via an online community of practice offered through PCC’s online learning platform. Topics aligned with ACTE’s 12 Elements of a High Quality CTE Program of Study and immediate needs identified by the participants. The online mentoring format provided an opportunity to support new CTE teachers and experienced CTE teacher mentors from across the state.</p> <p>Project partners include:</p> <ul> <li>Oregon Department of Education</li> <li>CTE Regional Coordinators</li> <li>Participating School Districts</li> <li>Clackamas Community College</li> </ul> </div> <div class="modal-footer"><input class="btn" data-dismiss="modal" type="button" value="Close" /></div> </div> </div> </div>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="kansasModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button> <h2 class="modal-title" id="myModalLabel">Southeast Kansas Education Service Center, KS</h2> </div> <div class="modal-body"> <p>The <em>Kansas Statewide CTE Mentoring Network</em> built the high school CTE teacher pipeline in program areas aligned with Kansas in-demand occupations in Agriculture, Family and Consumer Sciences, Business, Media, and Technology, Design, Production, and Repair, and Health/Public Service. The project enhanced and expanded the state approved CTE teacher mentoring program at the Kansas Center for Career and Technical Education (KCCTE) at Pittsburg State University. The Southeast Kansas Education Service Center managed the project and provided fiscal oversight. The project built a cadre of experienced CTE teacher mentors to support early career and alternative licensed CTE teachers throughout Kansas. Mentoring was provided primarily through an online community of practice organized by career field into five facilitated “Our Place” communities. With mentors’ guidance, CTE teacher mentees completed online Explorations modules designed to deepen their teaching practice and boost their effectiveness with students. Each Exploration followed a Plan/Prepare, Teach/Assess, and Reflect/Analyze cycle based on classroom practices and adaptable to mentees’ unique teaching situations.</p> <p>Project partners include:</p> <ul> <li>Pittsburg State University's Kansas Center for Career and Technical Education (KCCTE)</li> <li>Southeast Kansas Perkins Consortium</li> <li>Fort Hays State University</li> <li>Kansas State University</li> </ul> </div> <div class="modal-footer"><input class="btn" data-dismiss="modal" type="button" value="Close" /></div> </div> </div> </div>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="newJerseyModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button> <h2 class="modal-title" id="myModalLabel">New Jersey Department of Education, NJ</h2> </div> <div class="modal-body"> <p>The <em>New Jersey High School CTE Teacher Pathway Initiative</em> project built the pipeline for 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 & Utilities. The project offered a CTE Teacher Bridge Program to enable general education teachers to become CTE teachers through industry externships, mentorship by an experienced CTE teacher, and co-teaching with an experienced teacher. The project established a new CTE teacher preparation program. The project worked with a state university to create a second alternate route provisional CTE teacher preparation program to provide greater access to provisional teacher preparation programs and alternate pathways to advance degrees. In addition to meeting the state’s rigorous expectations for teacher preparation programs, the new program included high-leverage practice competency-based curriculum; synchronous and asynchronous online-modules/courses; applicable and relevant assignments; face-to-face opportunities for CTE teachers to learn from one another; summer and winter entry points; and pedagogical mentoring.</p> <p>Project partners include:</p> <ul> <li>Brookdale Community College</li> <li>William Paterson University</li> <li>New Jersey Department of Labor and Workforce Development</li> <li>New Jersey Business and Industry Association</li> <li>New Jersey Chamber of Commerce</li> <li>New Jersey Council of County Vocational and Technical Schools</li> <li>Participating School Districts</li> </ul> </div> <div class="modal-footer"><input class="btn" data-dismiss="modal" type="button" value="Close" /></div> </div> </div> </div>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="tennesseeModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button> <h2 class="modal-title" id="myModalLabel">Tennessee Department of Education, TN</h2> </div> <div class="modal-body"> <p>The<em> Tennessee Experienced Professionals in the Classroom (EPIC)</em> project build the high school CTE teacher pipeline in program areas aligned with Tennessee’s In-Demand industry sectors of Advanced Manufacturing, Health Science, and Information Technology. Historically, industry professionals transitioning into CTE teaching have enrolled in one of the state’s Occupational Educator Preparation Programs (EPP). Until <em>EPIC</em>, all Occupational EPPs were located at a 4-year college or university. To improve the rigor and relevance of the state’s Occupational EPPs, <em>EPIC</em> established a consistent set of guidelines for all EPPs and conducted audits of existing Occupational EPPs to ensure they had the right structures and components in place to meet the new requirements. To expand opportunities and provide more affordable options for individuals to become CTE teachers, <em>EPIC</em> began working with new types of providers (a community college and local school district) to pilot an alternative Occupational EPP. In 2019, following a rigorous application and approval process, Rutherford County Public Schools received approval from the State of Tennessee to administer the first ever district-led Occupational EPP. Using the Southern Regional Education Board’s (SREB) Teaching to Lead Teacher Preparation Program, Rutherford County Public Schools’ Occupational EPP offered an affordable and relevant alternative for new CTE teachers. EPIC expanded the pilot to other parts of the state to meet local demand for effective high school CTE teachers. To further strengthen the CTE teacher pipeline, and in response to district feedback, <em>EPIC</em> is also piloted district- or consortium-led occupational teacher mentoring programs to improve the retention of CTE teachers. Tennessee leveraged Perkins reserve funds to fund over half of the new occupational teacher mentoring programs.</p> <p>Project partners include:</p> <ul> <li>Rutherford County Public Schools</li> <li>Knox County Public Schools</li> <li>Polk County Public Schools</li> </ul> </div> <div class="modal-footer"><input class="btn" data-dismiss="modal" type="button" value="Close" /></div> </div> </div> </div>  <div aria-hidden="true" aria-labelledby="myModalLabel" class="modal fade" id="FactSheetModal" role="dialog" tabindex="-1"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header" style="border-bottom:none;"><button class="close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button></div> <div class="modal-body"> <form id="form1" runat="server"> <div class="row fs-template" id="printablediv" style="width:100%;margin-left:0; margin-top:0;"> <div class="col-xs-12 fs-content" style="border-top:#ccc 3px solid;border-bottom:#ccc 3px solid;margin-top:15px;padding:10px 0 10px;"> <h1 style="color:#000;font-size:24px;font-weight:600;letter-spacing:.5px;line-height:1.25em;padding-bottom:15px;text-transform:none;">High School Career and Technical Education (CTE) Teacher Pathway Initiative</h1>  <p style="color:#000;font-size:10pt;padding-top:6px;">The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education has announced a new $3.6 million grant opportunity to address State and local shortages of high school CTE teachers: the High School Career and Technical Education (CTE) Teacher Pathway Initiative. The notice inviting applications was published on June 13, 2017 and is available at the link below:<br /> <a href="https://www.federalregister.gov/documents/2017/06/13/2017-12132/applications-for-new-awards-high-school-career-and-technical-education-teacher-pathway-initiative" target="_blank">https://www.federalregister.gov/documents/2017/06/13/2017-12132/applications-for-new-awards-high-school-career-and-technical-education-teacher-pathway-initiative</a></p> <p style="color:#000;font-size:10pt;padding-top:6px;"><strong style="font-weight:700;">Application Deadline:</strong> Applications are due July 28, 2017.</p> <p style="color:#000;font-size:10pt;padding-top:6px;font-weight:700;">Eligible Applicants</p> <p style="color:#000;font-size:10pt;padding-top:6px;">Recipients and subrecipients of the Carl D. Perkins Career and Technical Education Act (Perkins Act) State Grant program are eligible to apply. This includes:</p> <ul> <li style="color:#000;font-size:10pt;">A State board designated or created consistent with State law as the sole State agency responsible for the administration of CTE in the State or for the supervision of the administration of CTE in the State;</li> <li style="color:#000;font-size:10pt;">A local educational agency (LEA) (including a public charter school that operates as an LEA), an area CTE school, an educational service agency, or a consortium of such entities, in each case, that receives assistance under section 131 of the Perkins Act;</li> <li style="color:#000;font-size:10pt;">An eligible Institution that receives assistance under section 132 of the Perkins Act.</li> </ul> <p style="color:#000;font-size:10pt;padding-top:9px;font-weight:700;">Funding</p> <p style="color:#000;font-size:10pt;padding-top:6px;">Up to $3.6 million will be awarded for one 36-month project period. OCTAE expects to make 5-7 awards in amounts ranging from $350,000 to $900,000 for one 36-month project period. The estimated average size of the awards is $625,000.</p> <p style="color:#000;font-size:10pt;padding-top:6px; font-weight:700;">Allowable Activities</p> <p style="color:#000;font-size:10pt;padding-top:6px;">Grant funds may be used for a wide range of activities to increase the recruitment and retention of high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation, in States or communities where shortages of such teachers exist, such as—</p> <ul> <li style="color:#000;font-size:10pt;">Establishing, improving, or expanding activities to recruit high school CTE teachers for CTE programs that align to an In-demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing, improving, or expanding alternative routes for State certification of high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing, improving, or expanding teacher induction and mentoring programs to improve the preparation and retention of new high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing, improving, or expanding local partnerships of community organizations, institutions of higher education, and school districts that support mid-career business and industry professionals, military veterans, parents, students, community members, and paraprofessionals in becoming CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing, improving, or expanding Teacher Residency Programs, as defined in this notice, to recruit and retain high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Implementing differential pay, or other financial incentives, such as signing bonuses, student loan repayment, or scholarships, to recruit and retain high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing or redesigning teacher preparation programs to better meet the demand for effective high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation;</li> <li style="color:#000;font-size:10pt;">Establishing or expanding interstate teacher certification or licensure reciprocity agreements to enable CTE teachers who are licensed or certified in one State to teach in another State without completing additional licensure or certification requirements in CTE programs that align to an In-Demand Industry Sector or Occupation; and</li> <li style="color:#000;font-size:10pt;">Developing and implementing programs and initiatives to remove barriers to recruiting and retaining high school CTE teachers for CTE programs that align to an In-Demand Industry Sector or Occupation.</li> </ul> <p style="color:#000;font-size:10pt;padding-top:16px;font-weight:700;">In-Demand Industry Sector or Occupation</p> <p style="color:#000;font-size:10pt;padding-top:6px;">The notice uses the definition of "In-Demand Industry Sector or Occupation" from Title I of the Workforce Innovation and Opportunity Act.</p> <p style="color:#000;font-size:10pt;padding-top:6px;">"In-demand Industry Sector or Occupation" means—</p> <p style="color:#000;font-size:10pt;padding-top:6px;">(A)(1) An industry sector that has a substantial current or potential impact (including through jobs that lead to economic self-sufficiency and opportunities for advancement) on the State, regional, or local economy, as appropriate, and that contributes to the growth or stability of other supporting businesses, or the growth of other industry sectors; or</p> <p style="color:#000;font-size:10pt;padding-top:6px;">(2) An occupation that currently has or is projected to have a number of positions (including positions that lead to economic self-sufficiency and opportunities for advancement) in an industry sector so as to have a significant impact on the State, regional, or local economy, as appropriate.</p> <p style="color:#000;font-size:10pt;padding-top:6px;">(B) The determination of whether an industry sector or occupation is in-demand under this definition shall be made by the State [workforce investment] board or local [workforce investment] board, as appropriate, using State and regional business and labor market projections, including the use of labor market information.</p> <p> </p> </div> <div class="row"> <div class="col-xs-12 fs-footer" style="font-size:9pt;font-weight:600;line-height:20px;margin:0 15px;padding:15px 0 0;"><img alt="U.S. Department of Education official seal" src="/img/Seal_of_the_United_States_Department_of_Education.png" style="float:left;margin-right:10px;" width="75" /> <span>U.S. Department of Education<br /> Office of Career, Technical, and Adult Education<br /> Division of Academic and Technical Education</span></div> </div> </div> </form> </div> </div> </div> </div> </div> </div> </div> </div> </div> <div class="col-xs-3"> <div class="block"> <h4>QUICK LINKS</h4> <p> </p>  <p><a href="https://s3.amazonaws.com/PCRN/docs/DCL_Perkins_and_Educator_Preparation.pdf" target="_blank">Dear Colleague Letter - Perkins Educator Preparation</a> (588 KB, PDF)</p> <h4 class="line">OCTAE CONTACT</h4> <p><span><strong style="font-weight:600;">Jenny Lambert</strong><br /> <a href="mailto:Jenny.Lambert@ed.gov">Jenny.Lambert@ed.gov</a><br /> (202) 987-1304</span></p> <p> </p> </div> </div> </div>  <script> $(document).ready(function() { $('.resource-links.to-search').on('click', 'a', function() { var topicIds = $(this).data('topics'); 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