Narrative: b. 3. C.

Secondary ––– Minnesota worked to demonstrate effective, sustained professional development when it implemented the high school math–in–CTE model developed by the National Research Center on Career and Technical Education. Twenty–two high school teachers, in teams of mathematics and either health or manufacturing, participated for 10 days throughout the year to identify mathematics embedded in CTE coursework and to enhance the abilities of the CTE teachers to deliver that mathematics content in a way that was recognized by students both in context and in traditional classroom settings. The state continues to promote this particular activity, and uses it as a model for future professional development activities in other areas.

Minnesota is implementing significant changes to its natural resources curricula in collaboration with the Center for Agricultural and Environmental Research and Training (CAERT). More than a dozen state agricultural education teachers from both high schools and colleges worked to align the state’s academic standards to natural resources coursework using CAERT tools. A series of workshops will be conducted to introduce these new curriculum materials and to fully implement these academic and technical standards across the state.

Postsecondary ––– Professional development will be delivered using an on–going, thematic approach that will provide career and technical teachers, faculty, administrators, and career guidance and academic counselors with the skills to improve student performance and acquisition of high–skill, high–wage and high–demand employment. Professional development will be provided in the following areas:

• Program of Study Development –– Creating CTE Pathways for Student Success from secondary through postsecondary education and career pathways for adult learners in Career and Technical Education
• Technical Skill Assessments –– Selecting and using valid and reliable assessments to align CTE instruction and student outcomes with industry standards
• Integration of Liberal Arts and Sciences/Academic and Career Education
• Recruitment, Retention and Credentialing –– Provided for CTE teachers and faculty including individuals in groups underrepresented in the teaching profession
• Special Populations –– Providing the knowledge and skills needed to work with and improve CTE instruction for Special Populations

Professional development will be conducted by the following MN CTE staff members:

• CTE Professional Development Director
• Minnesota State Colleges and Universities & Minnesota Department of Education CTE Staff
• MN Consortium Leaders
• Local Secondary and Postsecondary Administration
• CTE secondary teachers and postsecondary faculty

Professional development will be delivered via the following face–to–face methods:

• Statewide, Regional & local Consortium meetings and conferences
• Annual Fall CTE Conference for Secondary & Postsecondary stakeholders
• Technical Skill Assessment meetings by career pathway(s) or as requested
• Programs of Study meetings by career pathway(s)
• Fiscal Management and Accountability training
• Math, Reading and Writing–in–CTE workshops

Professional development will be delivered via the following web–based tools and methods:

• Webinars
• MN CTE Website, http://www.cte.mnscu.edu, conduit to professional development calendar, webinars, on–line training and links to state & national CTE professional development resources.
• MN CTE e–Learning Project – asynchronous eLearning modules developed for secondary & postsecondary CTE educators to provide foundational understanding of Perkins IV implementation in Minnesota, programs of study, technical skill assessments and non–traditional student success.