1. US Department of Education
The Role of the Federal Government
in Education and
Plans for the Second Term
Aaron Bredenkamp
Teaching Ambassador Fellow
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Iowa Association of Alternative Education
Des Moines, IA
April 4, 2013
2. Department of Education
Mission Statement
ED's mission is to promote
student achievement and
preparation for global
competitiveness by
fostering educational
excellence and ensuring
equal access
3.
4.
5. The federal role should be to invest in
innovation and build capacity to drive reform.
Best ideas Use federal dollars to spur &
New
from the state support reform and create
Federal Role and local level. conditions for success.
Standards Teachers & Leaders
Conditions for
Success Data School Turnaround
Comprehensive plans Collaboration at
Theory of for change. all levels.
Change
Shared responsibility for student results.
7. •American Jobs Act Proposal
•Waivers from No Child Left Behind
•http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html
•http://www.ed.gov/esea/flexibility/requests
•Race To The Top I, II, III, IV
•http://www.ed.gov/news/press-releases/states-continue-progress-
during-second-year-race-top
•http://www2.ed.gov/programs/racetothetop/index.html
•Early Learning Challenge Grants
•Investing in Innovation - i3
•http://www2.ed.gov/programs/innovation/index.html
•http://www.ed.gov/open/plan/investing-innovation-i3
•RESPECT Project
•http://www.ed.gov/teaching/national-conversation
•http://www2.ed.gov/documents/labor-management-
collaboration/vision-statement.pdf
8.
9.
10.
11.
12. “Let's also make sure that a high school diploma puts our kids on a
path to a good job. Right now, countries like Germany focus on
graduating their high school students with the equivalent of a
technical degree from one of our community colleges, so that
they're ready for a job. At schools like P-Tech in Brooklyn, a
collaboration between New York Public Schools, the City University
of New York, and IBM, students will graduate with a high school
diploma and an associate degree in computers or engineering.
We need to give every American student opportunities like this.
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Four years ago, we started Race to the Top – a competition that
convinced almost every state to develop smarter curricula and
higher standards, for about 1 percent of what we spend on
education each year. Tonight, I'm announcing a new challenge to
redesign America's high schools so they better equip graduates for
the demands of a high-tech economy. We'll reward schools that
develop new partnerships with colleges and employers, and create
classes that focus on science, technology, engineering, and math –
the skills today's employers are looking for to fill jobs right now and
in the future.”
-President Obama,
State of the Union Address, February 12, 2013
14. Four Core Principles for the
Transformation of CTE
Transforming the Perkins program would add to key investments the Obama
Administration already has made to align classroom teaching and learning
with real-world business needs. These investments include $2 billion in Trade
Adjustment Assistant grants to strengthen community college programs
and workforce partnerships. In addition, transforming the Perkins program
aligns with proposed investments that include $8 billion for the Community
College to Career Fund aimed at training 2 million workers for high-growth
industries, and $1 billion to help 500,000 (a 50-percent increase) high school
students participate in career academies.
The Obama Administration’s FY 2013 budget proposes a $1.1 billion
investment to support the transformation of the Perkins program. For a copy
of the Administration’s proposal, Investing in America’s Future: A Blueprint for
Transforming Career and Technical Education,
15. Investing in America:
A Blueprint for Transforming
Career and Technical Education
Includes key changes from the current Perkins
Act and highlights the administration's proposal
for reauthorization that will usher in a new era
of rigorous, relevant and results-driven CTE
shaped by four core principles—Alignment,
Collaboration, Accountability and Innovation.
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16. Four Core Principles for the
Transformation of CTE
Effective ALIGNMENT between CTE and labor market
needs to equip students with 21st-century skills and
prepare them for in-demand occupations in high-growth
industry sectors
•Clear Expectations for High-quality Programming: Provide states better
guidance on establishing high-quality programs
•A More Active Role for States: Empower states to identify the in-demand
occupations in high-growth industry sectors on which CTE programs should
focus
17. Opportunityindex.org
Today, the most commonly discussed measure on economic strength and security are
the GDP and the poverty rate. Both measures are too limited and do not provide
communities the data they need to understand the progress they can make in boosting
measures of economic mobility for Americans.
This led us to our interest in developing an Opportunity Index that measures a number of
indicators at the county and state levels that contribute to economic opportunity and
mobility. We include indicators that have a demonstrated connection to expanding or
restricting economic mobility and opportunity, which together help measure the
opportunities that are present in different communities.
21. Four Core Principles for the
Transformation of CTE
Strong COLLABORATION among secondary and
postsecondary institutions, employers, and industry
partners to improve the quality of CTE programs
•Consortia Funding: Establish consortia to ensure collaboration among
secondary and postsecondary institutions
•Private-sector Match: Use a match contribution to strengthen the
participation of employers, industry, and labor partners in program design
and execution
22. Four Core Principles for the
Transformation of CTE
Meaningful ACCOUNTABILITY for improving academic
outcomes and building technical and employability skills
in CTE programs, based upon common definitions and
clear metrics for performance
•Within-state Competition to Distribute Funds to Consortia: Provide states
increased autonomy to select and fund high-quality programs responsive to
regional labor-market needs
•Common Definitions to Strengthen Data Systems and Close Equity Gaps for
Participation: Use uniform definitions for participation and performance
indicators to create high-quality data systems that enable meaningful
comparisons and identification of equity gaps
•Incentives for High Performance: Incentivize and reward local recipients that
exceed performance targets
23. Four Core Principles for the
Transformation of CTE
Increased emphasis on INNOVATION supported by
systemic reform of state policies and practices to support
CTE implementation of effective practices at the local
level
•State Conditions for Success and Innovation: Ensure states have in place the
policies and systems to support programs at the local level
•A Competitive CTE Innovation and Transformation Fund: Develop and
implement new practices and models at the local level and support systemic
reforms at the state level
24. www.careertech.org
http://www.careertech.org/resources/statesnapshots.html
Looking for information on Career Technical
Education (CTE) in your state? Our new
collection, CTE State Snapshots: CTE Data
for Your State, provides recent CTE
information, enrollment data, performance
data, funding levels, and labor market
connections, all specific to your state. These
tools can help you tell the story of how CTE is
working in your state and every state across
our nation.Use the CTE State Snapshots as an
advocacy resource, sharing these CTE data
points and facts with educators,
administrators, policymakers, and business
and industry.
25. United States Department of
Education, RESPECT Project
“Our goal is to work with
educators in rebuilding their
profession—and to elevate
the teacher voice in shaping
federal, state and local
education policy…Our larger
goal is to make teaching not
only America’s most
important profession—but
America’s most respected
profession.”
26. Why RESPECT?
R Recognizing
E Educational
S Success
P Professional
E Excellence
C Collaborative
T Teaching
27. What Does It All Mean?
• Educational Success recognizes our commitment to
improving student outcomes
• Professional Excellence means that we will
continuously sharpen our practice, and that we will
recognize, reward, and learn from great teachers and
school leaders.
• Collaborative Teaching means that we will concentrate
on shared responsibility and decision-making.
Successful collaboration means creating schools where
principals and teachers work and learn together in
communities of practice, hold each other accountable,
and lift each other to new levels of skill and
competence.
28. 7 Critical Areas
1.A Reorganized Classroom
2.A New School Day and School Year
3.An Environment of Shared Responsibility
among Teachers and Principals
4.Entering the Profession
5.Career Pathways and Professional
Advancement
6.Teacher Evaluation and Development
7.Community/Family Engagement
29. Labor Management Collaboration
Multi-stakeholder groups gathers in Cincinnati in May of 2012 and agreed upon
the document “Transforming the Profession“ which contains the same 7 critical
areas of necessary improvement as the RESPECT document.
American Association of School Administrators, American Federation of Teachers, Council of the Great City
Schools, Council of Chief State School Officers, Federal Mediation and Conciliation Service, National Education
Association, and National School Boards Association
30. Learn More!
Connect with ED
Find us on the Web
www2.ed.gov/teachers/landing.jhtml
www.ed.gov/teaching
www.free.ed.gov/
answers.ed.gov/
Sign up for the Teaching Matter’s Newsletter
www.ed.gov/teaching/teaching-matters-archive
Social Media
www.youtube.com/usedgov
www.facebook.com/ED.gov
www.twitter.com/usedgov
31. If Arne Duncan was here…
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What would you want to tell him?
32. QUESTIONS?
COMMENTS?
Aaron Bredenkamp
Teaching Ambassador Fellow
Aaron.Bredenkamp@ed.gov
Slides for this
presentation can be
found at
Hinweis der Redaktion
I am not the exclusive voice of ED Rather will give a broad understanding of Fed policy Hope to connect teachers to ED
Want to give a quick overview of ED, t his maybe a review for some, but I want to give an explanation of ED and it’s goals in order to frame the CTE initiatives, as there are many similarities between the “new” ED and CTE policy
This maybe a review for some, but I want to give an explanation of ED and it’s goals in order to frame the CTE initiatives, as there are many similarities.
We have limited power and resources…so how does ED effect education across America? And in a positive way, not like NCLB
Shift from a regulator towards a facilitator of change and collaborator of success. The question is, how do we do that with out limited influence and funding?
Area’s where ED wanted to change and improve
Programs that have stemmed from this belief. Ensure educational funding Giving more control at the local level, especially in regards to accountability measures Rewarding innovation and outcomes (3-5) and rethinking the funding model Increase communication and influence from teachers
Highest graduation rates since 1974 78.2 percent of high school students nationwide graduated on time, which is a substantial increase from the 73.4 percent recorded in 2005-6. ED is not responsible for this, teacher like you are, a new era in education is responsible, especially CTE teachers who are finding new ways to connect with students. Give a round of applause to yourselves as you are making a difference
Even with these victories there is still much to be done. These numbers are not new to Alt ED educators
Many of students struggle to reach the next level and when they do they are ill-prepared
CTE is getting more press and promotion at the Federal level (and at ED) than ever before. President Obama noted CTE education in his recent SOTU address, calling for students to be career ready
No longer “College Ready” or “College Bound” the new scope is from Cradle to Career
Education is the largest item increase in the 2013 budget Ensuring educational funding has been essential to this administration agenda Many of us use Perkin’s funding in Alt Ed I’m going to use it as an example of how the current administration is reshaping ED policy
Published April 19, 2012
CTE must be tied to local-economical needs. It must serve a local purpose to fill employment needs
It is essential that we understand the economic and employment needs of our local communities. This is an example of one tool to help determine areas for growth.
Can be looked at state level
Of at the local level to get a better understanding of the local economy
At the local level a more detailed report can be examined. While not the best tool, it is an example of how local economies must be analyzed in order for proper CTE programs to be built
CTE programs must have business partners in order to remain relevant and ensure that the skills we teach our kids are the skills they will need for future employment
We must ensure that investments in CTE are creating employment and jobs as an outcome. We must ensure funding is spent correctly and in an meaningful way. To much money is spent on programs that do not are not valid CTE.
You can see how the Blueprint of CTE contains the same beliefs as the overall vision of ED. More control at the local level paired with increased accountability, funding that rewards innovations and outcomes.
A great place to find more information, learn how your state is doing, and get free CTE resources (including career clusters and common career technical core ) This is an example of how states are collaborating and learning from each other
A direct example of how teachers voice is being heard in the department and used to shape policy
Find more in depth information as well as contacts at the Department Full versions of the CTE Blueprint and RESPECT document
My role as a TAF Go out get the opinions of others, in this case focused on Alt ED