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US Department of EducationThe Role of the Federal Governmentin Education andPlans for the Second TermAaron BredenkampTeaching Ambassador Fellow QuickTime™ and aAaron.Bredenkamp@ed.gov decompressor are needed to see this picture.Iowa Association of Alternative EducationDes Moines, IAApril 4, 2013
Department of Education Mission StatementEDs mission is to promotestudent achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access
The federal role should be to invest ininnovation 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.
•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
“Lets also make sure that a high school diploma puts our kids on apath to a good job. Right now, countries like Germany focus ongraduating their high school students with the equivalent of atechnical degree from one of our community colleges, so thattheyre ready for a job. At schools like P-Tech in Brooklyn, acollaboration between New York Public Schools, the City Universityof New York, and IBM, students will graduate with a high schooldiploma and an associate degree in computers or engineering.We need to give every American student opportunities like this. QuickTime™ and a decompressor are needed to see this picture.Four years ago, we started Race to the Top – a competition thatconvinced almost every state to develop smarter curricula andhigher standards, for about 1 percent of what we spend oneducation each year. Tonight, Im announcing a new challenge toredesign Americas high schools so they better equip graduates forthe demands of a high-tech economy. Well reward schools thatdevelop new partnerships with colleges and employers, and createclasses that focus on science, technology, engineering, and math –the skills todays employers are looking for to fill jobs right now andin the future.”-President Obama, State of the Union Address, February 12, 2013
Four Core Principles for the Transformation of CTETransforming the Perkins program would add to key investments the ObamaAdministration already has made to align classroom teaching and learningwith real-world business needs. These investments include $2 billion in TradeAdjustment Assistant grants to strengthen community college programsand workforce partnerships. In addition, transforming the Perkins programaligns with proposed investments that include $8 billion for the CommunityCollege to Career Fund aimed at training 2 million workers for high-growthindustries, and $1 billion to help 500,000 (a 50-percent increase) high schoolstudents participate in career academies.The Obama Administration’s FY 2013 budget proposes a $1.1 billioninvestment to support the transformation of the Perkins program. For a copyof the Administration’s proposal, Investing in America’s Future: A Blueprint forTransforming Career and Technical Education,
Investing in America: A Blueprint for TransformingCareer and Technical Education Includes key changes from the current Perkins Act and highlights the administrations 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. QuickTime™ and a decompressor are needed to see this picture.
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 betterguidance on establishing high-quality programs•A More Active Role for States: Empower states to identify the in-demandoccupations in high-growth industry sectors on which CTE programs shouldfocus
Opportunityindex.orgToday, the most commonly discussed measure on economic strength and security arethe GDP and the poverty rate. Both measures are too limited and do not providecommunities the data they need to understand the progress they can make in boostingmeasures of economic mobility for Americans.This led us to our interest in developing an Opportunity Index that measures a number ofindicators at the county and state levels that contribute to economic opportunity andmobility. We include indicators that have a demonstrated connection to expanding orrestricting economic mobility and opportunity, which together help measure theopportunities that are present in different communities.
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 amongsecondary and postsecondary institutions•Private-sector Match: Use a match contribution to strengthen theparticipation of employers, industry, and labor partners in program designand execution
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 statesincreased autonomy to select and fund high-quality programs responsive toregional labor-market needs•Common Definitions to Strengthen Data Systems and Close Equity Gaps forParticipation: Use uniform definitions for participation and performanceindicators to create high-quality data systems that enable meaningfulcomparisons and identification of equity gaps•Incentives for High Performance: Incentivize and reward local recipients thatexceed performance targets
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 thepolicies and systems to support programs at the local level•A Competitive CTE Innovation and Transformation Fund: Develop andimplement new practices and models at the local level and support systemicreforms at the state level
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.
United States Department of Education, RESPECT Project“Our goal is to work witheducators in rebuilding theirprofession—and to elevatethe teacher voice in shapingfederal, state and localeducation policy…Our largergoal is to make teaching notonly America’s mostimportant profession—butAmerica’s most respectedprofession.”
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.
7 Critical Areas1.A Reorganized Classroom2.A New School Day and School Year3.An Environment of Shared Responsibility among Teachers and Principals4.Entering the Profession5.Career Pathways and Professional Advancement6.Teacher Evaluation and Development7.Community/Family Engagement
Labor Management CollaborationMulti-stakeholder groups gathers in Cincinnati in May of 2012 and agreed uponthe document “Transforming the Profession“ which contains the same 7 criticalareas of necessary improvement as the RESPECT document.American Association of School Administrators, American Federation of Teachers, Council of the Great CitySchools, Council of Chief State School Officers, Federal Mediation and Conciliation Service, National EducationAssociation, and National School Boards Association
Learn More! Connect with EDFind us on the Webwww2.ed.gov/teachers/landing.jhtmlwww.ed.gov/teachingwww.free.ed.gov/answers.ed.gov/Sign up for the Teaching Matter’s Newsletterwww.ed.gov/teaching/teaching-matters-archiveSocial Mediawww.youtube.com/usedgovwww.facebook.com/ED.govwww.twitter.com/usedgov
If Arne Duncan was here… QuickTime™ and a decompressor are needed to see this picture. What would you want to tell him?
QUESTIONS? COMMENTS?Aaron BredenkampTeaching Ambassador FellowAaron.Bredenkamp@ed.govSlides for thispresentation can befound at