Embedded Files
Up to date information and guidance from industry and workforce development partners is essential for ensuring that CTE pathways prepare students to be marketable both in the current economy and into the future. Advisory boards are critical to supporting the ongoing improvement cycle of high-quality CTE pathways since they create a space for high school and community college CTE professionals to engage with industry.
Up to date information and guidance from industry and workforce development partners is essential for ensuring that CTE pathways prepare students to be marketable both in the current economy and into the future. Advisory boards are critical to supporting the ongoing improvement cycle of high-quality CTE pathways since they create a space for high school and community college CTE professionals to engage with industry.
Essential Element of High Quality CTE:
Essential Element of High Quality CTE:
Opportunities for strategic and intentional Cross-System Alignment should be informed by the ongoing analysis of student data, and alignment of data definitions across systems to provide, for example, deliberate sector-based programs, deployment of technical field assistance using a regional distribution, or evidence-based practices and processes to optimize pathway success and upward mobility opportunities for all participants.
Essential Elements: CDE Guiding Policy Principles to Support Student-Centered K-14+ Pathways
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 6) and CTEIG (pg. 12-13, 22-23) grants with the following basic criteria:
Cross System Alignment: Form ongoing and meaningful industry and labor partnerships, evidenced by written agreements and through participation on advisory committees and collaboration with business and labor organizations to provide opportunities for pupils.
In order to provide for system alignment, coherence, and articulation, including ongoing and structural regional or local partnerships with postsecondary educational institutions, documented through formal written agreements, emerging practice is K–12 and postsecondary core CTE pathway faculty are members of an advisory committee & curriculum, instruction, transitions and outcomes are reviewed at Advisory Committee meetings.
Advisory Committees
Advisory Committees
K–12 and postsecondary core CTE pathway faculty are members of an advisory committee that represents some CTE pathways. All partnerships are solidified through written agreements that detail the responsibilities and roles of each party.
An advisory committee representing every sector and pathway offered by the LEA, is composed of a variety of stakeholders (including industry and labor, secondary and postsecondary leaders, faculty, parents, and students) meets two or more times to address program progress and program/industry needs and opportunities for pupils.
The advisory committee is integral to the operation of the CTE pathway(s).
Examples of Evidence:
Transition guide showing secondary and postsecondary pathway courses for each pathway, industry-recognized certifications at each level, and degree and employment options.
Memorandums of Understanding (MOUs) and other agreements between K–12 and postsecondary education that are updated annually.
Secondary and postsecondary curriculum outlines showing coordinated curriculum/ transitions.
Other products from collaboration
More information and resources can be found below.
Forming an Advisory Committee
Forming an Advisory Committee
There are Advisory Committee Requirements that vary slightly for different institutions.
Ed Code pertaining to Union High School Districts or Unified School Districts states:
"The governing board of each school district participating in a career technical education program shall appoint a career technical education advisory committee to develop recommendations on the program and to provide liaison between the district and potential employers."
The committee shall consist of one or more representatives of the general public knowledgeable about the disadvantaged, students, teachers, business, industry, school administration, and the field office of the Department of Employment Development." (Ed Code 8070)
The Local CTE Advisory Committee is operational and reflects the committee membership as outlined in the California Education Code §8070 and meets at least once a year.
Downloadable document containing more information about the legal citations, how to set up an advisory committee, roles/functions of the committee, and additional resources such as sample agendas.
Duties of an Advisory Committee
Duties of an Advisory Committee
Appropriate Use of Data and Continuous Improvement (CTEIG). An advisory committee, composed of a variety of stakeholders (including industry and labor, secondary and postsecondary leaders, faculty, parents and students) meets to address program progress and program/industry needs and opportunities for pupils. The advisory committee is integral to the operation of the CTE pathway(s).
Duties of an advisory committee can include:
Review of enrollment figures and reports by:
Site Staff and district CTE staff
Site and district advisory committees
Develop and validate the curriculum.
Provide and analyze consistent and reliable data about the regional economic and labor markets for planning programs.
Develop written agreements that detail the responsibilities and roles of each party.
Minimally meets once per year. Exemplary practice is at least two times a year.
Sugguestions for Advisory Meeting Topics
Sugguestions for Advisory Meeting Topics
Regional information and needs, including:
Salary ranges
Job titles & descriptions
Job openings
Desired skills
Guidance for teachers, including:
Pathway and curriculum review
Industry recognized certificates and certifications
Industry specific conferences and professional development opportunities
Work-based learning opportunities
Page updated
Report abuse