ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
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Benefits that accrue to students from taking courses that provide both CTE and academic credit, and the challenges that states face implementing these courses, is the topic of a recent brief from the Center on Great Teachers and Leaders.
One challenge is when CTE teachers do not meet federal highly qualified teacher (HQT) requirements for academic courses, typically because they do not have a bachelor's degree and/or do not have proof of competency in the academic subject area. While some CTE teachers do meet these qualifications, others, especially teachers who come to CTE from industry, may not.
When CTE teachers do not meet HQT requirements, states have recourse to two general models: course assignment and collaboration. Wisconsin and Washington are two examples provided of states that use course classification to facilitate awarding credit for academic content in CTE courses. For instance, in Washington students can earn academic credit for a CTE course, with district approval. Since the course is coded under CTE, the teacher does not need to meet HQT requirements.
In the collaboration model, CTE teachers and academic teachers work together to deliver academic and CTE credit, through such methods as co-planning, co-teaching and/or having an HQT teacher support CTE teachers across a district. Michigan and Missouri are examples of states that use this method.
Regardless of the model used, students benefit greatly from taking courses that develop their academic and technical skills through real-world application, and these courses also help students more easily meet high school graduation requirements while preparing for careers.
Posted by Catherine Imperatore on 08/20/2014 at 01:39 PM in Educator Development | Permalink
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