Narrative: b. 3. B.

Secondary ––– Perkins State leadership funds support positions at both the University of Minnesota and Bemidji State University, the two institutions primarily responsible for preparing career and technical education teachers in the state, with responsibility for reviewing applicant credentials and designing individual paths leading to certification as career and technical education teachers. This process has greatly facilitated access to additional certifications for licensed teachers in Minnesota and has promoted movement of new teacher candidates from industry or preparation other than traditional teacher preparation pathways. Both the University of Minnesota and Bemidji State University have implemented modest fees to help the credential review process to become sustainable.

Perkins funds support programming at both the University of Minnesota and Bemidji State University to deliver the "teacher education sequence," a series of courses designed to prepare individuals for new CTE teaching positions whose technical background is gained through either coursework or industry experience.

Secondary CTE Teacher Licensure courses and programs exist for agriculture, business education and family and consumer science. Perkins State leadership funds are supporting the enhancement and development of additional career/technical teacher education programs in medical career and the work–based learning certification. The recruitment and education of career and technical education teachers presents an opportunity for creative solutions and multiple agencies working together. The current number of teachers wanting to access this educational pathway is not a critical mass so that the programs meet the strict guidelines of the business models of the universities.

Perkins funds support programming at Southwest Minnesota State University https://www.smsu.edu/ to deliver the "teacher education sequence," a series of courses designed to prepare individuals for new CTE teaching positions whose technical background is gained through either coursework or industry experience. This instruction is provided through a variety of methodologies to serve our diverse, adult student population throughout the state.

Postsecondary ––– The Minnesota State Colleges and Universities has developed a college faculty credentialing policy (http://www.mnscu.edu/board/policy/332.html) and procedure http://www.mnscu.edu/board/procedure/332pl.html that assures that qualified individuals perform faculty work in the system colleges through system–established faculty minimum qualifications. It applies to 100% of newly hired unlimited faculty teaching in our two–year colleges. Minimum qualifications mean system–established minimum requirements used to evaluate the credentials of an individual considered for college faculty work. A component of these minimum requirements is the teaching and learning competency requirement. The teaching and learning competency requirement applies to college faculty, including counselors and librarians.

Prior to being granted unlimited status, a faculty member shall successfully complete courses in the following content areas focused on the postsecondary student learning environment: course construction; teaching/instructional methods; student outcomes assessment/evaluation; and philosophy of community and technical college education. The learning experiences defined in this requirement are intended to: provide the faculty with an insight into the culture and climate of teaching at a community or technical college in Minnesota; lay the groundwork for excellence in teaching and learning; and ensure that faculty possess the minimum instructional knowledge, skill and practice components foundational for the community and technical college teaching environment. New faculty members who hold a degree in education focused on a postsecondary student learning environment, have documented evidence of successful completion of equivalent coursework in the specified teaching and learning content areas, or three years of successful full–time (or equivalent) secondary, postsecondary, industry, or trade apprenticeship teaching experience in the field for which they are being hired will be exempt from taking the first three courses. The philosophy course shall be waived for individuals who, at the time of hire, have documented evidence of successful completion of equivalent coursework. The equivalency determination will be made by the Office of the Chancellor Human Resources Office.

The Philosophy of Community and Technical College Education non–credit course has been developed and is delivered online by the Southwest Minnesota State University.

Equivalent courses from other universities may fulfill this requirement but will need to be evaluated by the Office of the Chancellor’s personnel office staff. An example course outline, from the Philosophy of Community and Technical College Education course:

A. Content knowledge and skill in the discipline/program. Example: Learning new technology or methodologies; computer software training, writing skills workshop, communication/interpersonal relations skills training, attain professional certifications/licenses.

B. Teaching methods and instructional strategies. Example: Classroom management, curriculum development, learning styles, on–line delivery, cultural and diversity enrichment.

C. Related work experience. Example: Business/industry internships, relevant summer employment, observation or special project(s) with employers.

D. Study appropriate to the higher education environment. Example: Advancement of academic credentials, researching, publishing, grant writing.

E. Service to the college and the greater community. Example: Active participation in leadership in professional organizations, leadership in college committees, working with youth in academic skills development.