Administrative Resources
Standards-Based CTE Model Curriculum Development
Standards-Based CTE Curriculum Model (PDF)
This guide includes examples of how career and technical education curriculum
is to be developed.
Strategies for
Serving Special Populations Students in CTE
Strategies for
Serving Special Populations Students in CTE (PDF)
This document provides strategies to schools and career and technical centers that are working with all categories of special populations as defined in the federal Perkins regulation. The 2020-21 report on serving special populations students in CTE is a summary of effective strategies identified by a statewide working group. It is not meant to serve as an exhaustive list of strategies. Rather, it captures the professional insight and in-the-field knowledge working group members shared during four meetings. It represents a jumping off point for further discussion on how best to meet the needs of CTE students across special populations in Pennsylvania and the resources needed to do this.
Leadership Connections
In 2012, under the direction of the
Pennsylvania Department of Education (PDE) Bureau of Career and
Technical Education (BCTE), the Meeder Consulting Group (MCG) set out to
identify and document key factors that contribute to a positive working
relationship among career and technology center (CTC) directors, Joint
Operating Committees (JOC), and sending school superintendents.
To gather input, a series of interviews and
focus groups were conducted with CTC directors, superintendents, and JOC
members who volunteered to share their insights and experiences. MCG
also reviewed resources and met with leaders and staff from BCTE, the
Pennsylvania Association of Career and Technical Administrators (PACTA),
the Pennsylvania Association of School Administrators (PASA), and the
Pennsylvania School Boards Association (PSBA). Much of the input has
been combined and condensed, and therefore not attributed to specific
individuals. However, in cases where information was specific to a CTC
or individual, their names were cited to lend credibility.
The following guidebook, Leadership Connections: Effective Relationships
(PDF), is the result of those efforts. The purpose of this guidebook is
to share ideas and practical examples of "promising practices" that CTC
leadership stakeholders can implement to improve their working
relationships. In summary, these practices include:
- Open, transparent, ongoing communication
- Sharing resources (financial, programmatic, etc.)
- Collaborative approaches to challenges
- Flexibility and coordination
Common understanding of purpose of, and goals for, the CTC.
Creating Aligned Calendars
The following guidebook,
Creating Aligned Calendars: A Guide for Career and Technical Centers and Sending Districts
(PDF), provides CTC directors and district superintendents with
information and specific examples about how CTCs and their sending
districts throughout Pennsylvania are working towards calendar
alignment. The guide describes three different approaches to developing
aligned calendars and identifies key factors to be considered during the
alignment process. Although the primary audience is CTC directors,
calendar alignment requires a coordinated effort among primary
stakeholders from both the CTC and the sending district. With that
collaborative approach in mind, this guide is intended to be a useful
resource for both CTC directors and their sending district
superintendent colleagues.
Student Access to Secondary CTE
Student Access to Career and Technical Education
This webpage provides guidance on the applicable statutes that address student access to career and technical education.
Supporting
Students' Transition to Postsecondary
To help students make a successful
transition, teachers, guidance counselors, and administrators at many of
Pennsylvania's career and technical centers (CTC) are providing explicit and
innovative supports that increase students' college and career awareness, help
them navigate through the college application and admission process, and help
them enter the workforce.
Supporting CTE Students Transition to College and Career (PDF)
The report provides promising examples of the
following types of supports.
- Preparing
for College and Career: Events and Opportunities
- Encouraging
Students to Earn College Credits at the Career and Technical Center
- Offering
Specialized Support from Guidance and Career Counselors
- Supporting
Students with Special Needs
Act 117 - Area Career and Technical Education Schools Report
The Act 117 (Area Career and Technical
Education Schools) Report is prepared annually by the Department of
Education, Bureau of Career and Technical Education to inform the
Standing Committee on Education of the Senate and House of
Representatives on matters related to area career and technical
education schools as required by Act 117 of 1986 and Section 1803.1 of
the Pennsylvania School Code. If you would like a copy of the Act 117 Area CTE Schools Report, contact the Bureau of Career and Technical Education.
Establish or Renew a CIP
This form is to be
used by public school entities seeking to establish or renew a classification
of instructional program (CIP) to the current Public School CIP Listing.