Michael Crow

Building on results from a recent series of CLNA stakeholder assessments, several intriguing topics worthy of further examination for K12 CTE programs have emerged. The first is the establishment of Regional CTE Development Teams. Regional Dev Teams The rising demand and potential for CTE programs in both urban and rural areas requires substantial investment, a regionally-focused commitment, and creative strategies from K12, tertiary education, local economic development authorities, and industry/employer partners. A specialized K12 CTE Development Team (Dev Team) could lead a deliberate set of initiatives, including but not limited to the collection of additional ideas also derived from the same recent CLNA stakeholder assessments. Below are five ideas a Dev Team could focus on: 1 - Make CTE understandable. Enhance talking-points, descriptions, and outreach regarding CTE's mission, process, and value to make CTE more relevant and comprehensible to various audiences. 2 - The 13th year. Develop career pathway engagement opportunities for K12 students that extend into a 13th year. 3 - Optimize advisory committees. Improve the structures, aims, and activities of CTE Advisory Committees. 4 - Regional approach to CTE development. Expand engagement, development, and resources between urban areas and adjacent rural communities 5 - Fostering industry-supported WBL Opportunities. Assist industry employers in creating and providing work-based learning opportunities that link K12 students to career employment. These five initiatives are listed here to illustrate the kinds of efforts a regional Dev Team could undertake. Obviously there are many types of objectives a Dev Team could focus on. More detail is available at the Futures Research Blog: https://lnkd.in/gmz5HM_n. The development of regional Dev Teams could be informed through action research exploring questions like: - How should the Dev Team be organized, funded, and evaluated? - Who should be included in this Team, and what responsibilities should they have? Potential institutional partners to consider include local and regional higher education, economic development leaders, industry employment partners, and others. - What specific goals can and should a Regional Dev Team aim to achieve over 1, 3, and 5-year timelines? - What sources of funding are needed (and accessible) to finance the Dev Team’s activities? For instance: grants, donations, proviso funding, and co-investment from local, state, and industry partners? #cte #k12

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New #HigherEducation resource from UPCEA: “Building Capacity, Expanding Pathways: Accelerating the Growth of Credential Innovation in Higher Education” UPCEA is making the playbook available to all institutions seeking to accelerate their own efforts to produce noncredit microcredentials directed toward their local, regional or statewide business communities. The 54-page playbook includes lessons learned, 10 actionable next steps to move the field forward, and 10 instructive case studies of the participating institutions. 👏 https://lnkd.in/gjqx_SN4

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In partnership with Higher Ed Dive, we surveyed 150 #HigherEd leaders to investigate how institutions like yours leverage AI in #admissions and #enrollment. This report reveals critical gaps and provides actionable strategies to help your institution maximize the power of #AI to achieve its enrollment and student success goals. Download your copy today ⤵️ 🔗 https://hubs.ly/Q02WD2v80

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What a timely playbook

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I am often asked “what type of budget model works best for universities?” This is the wrong question, or at least incorrectly cast. To get to the right questions, and the needed answers for any decision, we first need some history, some present-day context, and some insight into WHY, WHEN, and HOW new budget models are designed and implemented at universities. We also need to understand the organizational, operational, and decision-making dynamics that characterize much of US higher education today. My article on this important topic will be published in the January issue of AGB (Association of Governing Boards of Universities and Colleges) Trusteeship magazine. Stay tuned and let's continue the conversation. #highered #universities #budgets #budgetmodels #finances #changemanagement #responsibilitycenteredmanagement #faculty #governance #boards #leadership #strategy #transparency

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The evolution of standards-based education reforms—from the rise of state standards in the early 2000s through the present—has created new roles for state governments in implementing reforms to enhance student outcomes. This LPI report by Michael W. Kirst makes recommendations on how to fully achieve these goals by tracing reforms through several eras of standards and accountability at both the federal and state levels, with a particular emphasis on California, where Kirst was President of the State Board of Education at the time the state ushered in a new era of standards-based reform. Read the report: https://lnkd.in/ggpnVDk4

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College Closure Alert: The higher education landscape is shifting dramatically. In just the first 9 months of 2024, 28 degree-granting institutions have closed - nearly double the total closures from 2023. Key findings from The Hechinger Report: a. Nearly 300 colleges and universities offering associate degrees or higher closed between 2008-2023. b. 60% of closures were for-profit institutions. c. Only about half of affected students successfully transfer to other institutions The driving factors: a. Declining birth rates = fewer high school graduates; b. Post-COVID enrollment challenges; c. Growing skepticism about highered program ROI. #HigherEducation #EducationTrends #Students #Enrollment #CollegeEnrollment #Education #StudentSuccess #HigherEd #CollegeAccess #EdChat

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Modernizing your institution comes with challenges, but in this checklist, see how easy it is to get started when you have the right partner. #InsightPublicSector #IPSHigherEducation #PartnersInEducation

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In #ISSedu NewsLinks, Dana Specker Watts, Ph.D. delves into the critical aspects of who, what, where, why, and how we can transform PD into a more sustainable and equitable process. Read at https://lnkd.in/eR2NTT6u #ISSedu #TeacherPD

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Based on a review of multiple advisory committee structures for K12 CTE and higher education Professional-Technical (Prof-Tech) programs, 5 core focal areas emerged as common, important, and effective - listed below. This list was originally developed from background research for a Futures Research project. These focal areas could be used by schools and colleges to design, populate, manage, and direct their advisory committees. Examples of ways these focal areas could be applied include: • Organize sub-committees by focal area • Recruit committee members based on strength in a particular focal area; balance committee strengths across the five areas • Assign committee to develop annual (or multi-year) strategies to develop one or more focal area • Evaluate committee member performance by their contribution to one or more focal area • Identify and organize focal areas in which higher education and K12 advisory committees can collaborate, integrate, and coordinate 5 Focal Areas for CTE & Prof-Tech Advisory Committees 1. Program Development and Alignment     A focus on advising on the development, alignment, and improvement of programs to meet industry standards and workforce needs. Ensuring that programs are up-to-date and relevant is crucial for preparing students for successful careers in various industries. 2. Partnerships and Workforce Engagement A focus on fostering partnerships between educational institutions and industry stakeholders to create opportunities for students to gain real-world experience. Collaboration with industry partners helps bridge the gap between education and the workforce, providing students with valuable hands-on learning experiences. 3. Student Success and Equity A focus on monitoring student outcomes, ensuring inclusivity, and promoting equity within programs. Tracking student success and promoting equity ensures that all students have access to high-quality education and opportunities. 4. Professional Development and Advocacy A focus on recommending and facilitating professional development opportunities for educators and advocating for supportive policies to strengthen programs. Continuous professional development and advocacy efforts are essential for maintaining the quality and relevance of programs. 5. Community Outreach and Communication A focus on promoting programs within the community, engaging with stakeholders, and maintaining effective communication channels. Building support and awareness for CTE & Prof-Tech programs among parents, students, and community members is essential for the success and sustainability of vocational education. Visit the original blog post for more details:

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Educators are navigating the complexities of applying the new K–12 federal policy on educational technology. The "2024 National Educational Technology Plan" addresses digital access, design, and use divides, pushing for more inclusive and effective tech integration in schools. Key discussions focus on the need for robust professional development, strategic planning, and collaborative efforts to close the digital divide. #K12 #youtheducation #DigitalEquity #cybersecurity

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Most four-year institutions are built on 450+ years of precedence and steeped in governance orthodoxy. By design, they really CAN'T pivot quickly. Even the most innocuous of changes can take months - if not years. It doesn't help that accreditation oversight - regionally and nationally (and in some cases, programmatically) - frowns on experimentation beyond the boundaries of regulatory and compliance norms. (Read: Competency Based Education which has struggled to gain meaningful mainstream traction for years. Three-year degrees are another example. Ditching the Carnegie Unit - which even the Carnegie Foundation says is outdated - is another. Microcredentials are another, although ironically, some regional accreditors are exploring this option themselves.) The institutions that will survive the next 400 years will be those that can rapidly adapt to an increasingly unpredictable market and consumer.

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Looking to conduct research on postsecondary value? 🎓 The Institute for Higher Education Policy and Trellis Strategies will host the webinar, Elevating Equitable Value: Investigating Economic Outcomes of Postsecondary Education, Wednesday, Sept. 18. https://lnkd.in/gbN-cVaz Discover new insights into the economic returns for Hispanic-Serving Institutions and Rural-Serving Institutions using the interactive #EquitableValueExplorer. Learn how to translate findings into actionable recommendations. Read AASCU's recent report that contributed to IHEP's research series on postsecondary value. https://lnkd.in/dSyDMzxE #HSIsWeek #RuralServingInstitutions

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NAFSA’s forthcoming book, Global Goals, Global Education: Advancing the United Nations Sustainable Development Goals, will provide higher education institutions worldwide a comprehensive, practical guide on how to align with the 2030 Agenda. Read more about NAFSA's sustainability resources. https://bit.ly/3Qk69qW #sustainability #internationaleducation #climateaction #highereducation #CANIEAccord #NAFSA2024 #EarthDay

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"In this paper we suggest how the current higher education landscape will require further refinement of competing interests. In addition to well documented demographic shifts, two important trends require more disciplined strategy, policy, and operations. The first is the rapid rise of lifelong learning and non-degree credentials. The second is the shift to online study—the overwhelming majority of lifelong learners, plus 71 percent of graduate and 67 percent of undergraduate students, now study partially or exclusively online."

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