CTE Coordinators: More than Grant Managers

By Dr. Greg Benz, Westfield School District, and Dr. Deanna Schultz, UW-Stout

Wisconsin has a long history of career and technical education (CTE), and is one of less than 20 states with a program that prepares CTE administrators. Government leaders in Wisconsin realized the value of vocational/career and technical education and the specialized skills necessary for leading these programs that include integrated academic and technical content, partnerships with business and industry for work-based learning and career development opportunities, and partnerships with post-secondary education for dual credit programs (started in the 1980s with Tech Prep). Through the CTE Coordinator licensure program, an individual obtains knowledge and skills in administering these programs with their unique requirements, gaining a global perspective of how CTE fits within the overall district curriculum and strategic plan.

The WI Department of Public Instruction has identified 15 guidelines that CTE Coordinator candidates must demonstrate in order to obtain certification for licensure. Most of the guidelines reflect administrative responsibilities, for example: developing policies and long-range plans based on current research, federal and state requirements, and best practices; developing and implementing on-going evaluation plans and using results for program improvement; gathering, analyzing, and disseminating data, including labor market information; personnel selection and supervisory practices; and assessing staff development needs and providing quality staff development. By gaining competency in all the guidelines, CTE Coordinators become a valuable contributor to the district administrative team.

In 2020, research conducted with Wisconsin CTE Coordinators indicated core knowledge and skills they believe are essential to serving in this CTE leadership role. The knowledge and skills fell within nine focus areas listed in the table below. Several of the top knowledge and skill items in Wisconsin were similar to those in Pennsylvania, where this study was first conducted. Developing budgets and assisting instructional staff are two examples that were similar. However, in Wisconsin, having an effective career counseling system was important, which may be due in part to the state mandate for academic and career planning. A list of the focus areas and their highest rated knowledge and skills are included below.

Focus Area	Top Knowledge and Skill Statements
1: Management of CTE Financial Resources	Work with district and/or building leadership to prepare and administer an annual budget for CTE programming. Understand sources of grants and how to prepare proposals for federal, state, and local grants and successfully seek alternative sources of funding.
2: Development and Sustainability of CTE Programs	Coordinate with regional business/industry, and occupational and local advisory committees to obtain support of the CTE programs offered in the school district. Lead and support school faculty to establish and maintain advisory boards for CTE programming.
3: Leadership of CTE Curriculum	Assist instructional staff in finding and determining appropriate CTE instructional materials and resources aligned with the written curriculum, student needs and industry standards, within the limitations of the budget. a) Facilitate/direct curriculum planning, development, and teacher reflection which aligns to classroom and instructional best practices. b) Evaluate the CTE program in terms of test results, instruction, curriculum, and job placement that includes industry credentials, attendance and placement, stakeholder feedback, and other local assessments. (2a and 2b scores were tied)
4: Leadership and Support for CTE Personnel	Understand how to assist Human Resources in recruiting qualified personnel for employment in CTE programs. Understand the various teacher licensing options for CTE personnel.
5: Support of Student Career Development	Advocate for an effective career counseling system to support student needs. Coordinate and assist appropriate personnel with recruitment of CTE students.
6: CTE Facilities Management	Help plan and advocate for appropriate facilities, technology, and equipment needed in CTE programs. Assist building leadership, CTE staff, and maintenance personnel in ensuring facilities and equipment are maintained in a safe, clean, and operable condition.
7: CTE Advocacy and Communication	Promote and advocate the value of CTE to all stakeholder groups within the community. Understand the internal and external stakeholder groups and their role in supporting CTE programs.
8: Professional Development Leadership	Demonstrate ethical standards prescribed by the education profession. Determine professional development needs as it relates to CTE programming and career development, such as conferences, learning communities, etc. and develop a professional network.
9: Administration and Accountability	a) Be able to utilize an analysis of student achievement data in academic and CTE programs to make recommendations and/or improvements in curriculum, instruction, and/or professional development. b) Understand the requirements under current Perkins legislation. (1a and 1b scores were tied)

A common thread among study respondents was the importance of working with others in order to develop and support CTE programs; this was reflected in all the focus areas. Advocacy for CTE was also seen as a critical component of the CTE Coordinator role and was embedded throughout the focus areas. In addition, using data for decision-making was seen as critical for leading CTE programming.

Licensed CTE Coordinators are qualified leaders who, when part of a school district leadership team, can help create a culture of career and college readiness throughout the district.