Career and Technology Education (CTE) Self-Assessment
A Model for Continuing Improvement for Great CTE
Postsecondary
OVERVIEW
- PURPOSE OF THE SELF-ASSESSMENT
The Career and Technology Education (CTE) Self-Assessment has been developed to serve as a CTE program improvement planning and monitoring tool for the continuous improvement of CTE programs. As a planning tool, it assists in the development of the Local CTE Plan for Program Improvement by helping to identify programs and areas of improvement. It is completed every year and reviewed with the Maryland State Department of Education (MSDE) Regional Coordinator to help community colleges prepare Local CTE Plan for Program Improvement. As a monitoring tool, it is used at the Local Recipient Conference to discuss how school systems and community colleges are improving their delivery system of CTE. The self-assessment can also be used at the college level to identify and monitor areas of improvement.
- ORGANIZATION OF THE SELF-ASSESSMENT
The postsecondary self-assessment has seven overarching or broad statements describing great CTE. Under each statement are specific clarifying strategies. Next to each strategy is a rating scale. Some of the strategies include references to data points or sources that will assist in the self-rating. Following the data points are targets. The target under the column entitled 2007 is to record baseline data or information. This may be represented by a number, percent or more descriptive phrasing. The target under the 2012 column is to identify improvement goals to be attained in five years. The purpose of the last column is to link the rating in the self-assessment to specific improvement strategies identified in the CTE Local Plan for Program Improvement. Therefore, this document should be used annually in the development of the plan.
- LOCAL RECIPIENT CONFERENCE
Every five years, the Maryland State Department of Education will meet with representatives from a total of eight school systems and community colleges to discuss progress toward goals. The self-assessment serves as the basis for the discussion. Written feedback highlighting strengths, opportunities for improvement and needed clarification will be provided within one week after the conference. This will afford school systems and community colleges the opportunity to incorporate the feedback into the Local CTE Plan for Program Improvement.
Directions
The self-assessment is useful at both the college and program level. In fact, in order to get an accurate picture of CTE on the college level, it is necessary to include input from department chairs, program coordinators and/or staff. The feedback is synthesized to get a total perspective. To use this document at the program level, complete sections one through seven for each of the system’s CTE programs. The CTE Community College Perkins Plan Coordinator should convene staff to synthesize the responses and assign the appropriate rating on one document, which is then submitted to MSDE only if the system is scheduled for a Local Recipient Conference. If not scheduled for a conference, the community college staff is to work with the regional coordinator who will provide assistance in using the self-assessment in the development of the Local CTE Plan for Program Improvement.
Steps in completing self-assessment
- Read each statement and circle the appropriate rating scale (1-5)
- Fill-in the current baseline data under the 2007 target and identify the performance goal under the 2012 target
- In the last column, statements with low rating, please identify where in the local plan these statements will be addressed
- Located at the end of each section is an area where comments and/or clarification notes, concerning any statement, can be placed
College Name:
Community College Perkins Plan Coordinator: / Form Due Date: March 15, 2008
Please check type of assessment:
System Self-Assessment
Program Self-Assessment ______
Program Title
Scoring:Use the following rating scale to determine the extent your school system or program is implementing each strategy or component of CTE. For scores of three or less, specific strategies should be identified in the Local CTE Plan for Program Improvement.
1 = Not Implementing2 = Limited Implementation3 = Moderate Implementation
4 = High Implementation5 = Full Implementation
- CTE Programs Align to MSDE Policies and Procedures for CTE.
2008 / 2012
1.1Programs are established with an advisory committee and based on labor market needs analysis. / 1 / 2 / 3 / 4 / 5 / College Data
1.2Programs include partnerships that include business/industry and secondary partners. / 1 / 2 / 3 / 4 / 5 / College Data
1.3Students take an industry certification, licensure exam, or receive a certificate or a degree appropriate to their program of study upon their completion. / 1 / 2 / 3 / 4 / 5 / 1P1, 2P1, & College Data
Comments and/or Clarifications:
- Program Quality is Ensured by Active Advisory Committees.
2008 / 2012
2.1The LAC and/or PAC provide guidance on keeping facilities, instruction and equipment current to industry standards. / 1 / 2 / 3 / 4 / 5 / College Data
2.2CTE programshave a PAC that meets regularly. / 1 / 2 / 3 / 4 / 5 / College Data
2.3Curriculum, instruction and assessmentare aligned to updated industry standards. / 1 / 2 / 3 / 4 / 5 / 1P1/College Data
Comments and/or Clarifications:
- CTE Students have Access to Career Development and Support.
2008 / 2012
3.1CTE students have a career and academic advisement plan aligned to MSDE’s Career Development Model. / 1 / 2 / 3 / 4 / 5 / College Data
3.2Every student hasan advisor to provide career development and academic advisement. / 1 / 2 / 3 / 4 / 5 / College Data
3.3CTE students receive support in both their academic and technical programs of study. / 1 / 2 / 3 / 4 / 5 / College Data
Comments and/or Clarifications:
- Associate Degree CTE Programs are aligned to Secondary CTE Programs. All Associate Degree CTE Programs are aligned to Baccalaureate Programs.
2008 / 2012
4.1Current articulation agreements are in place for all CTE programs (Secondary to Associate) & (Associate to Baccalaureate) / 1 / 2 / 3 / 4 / 5 / College Data
4.2Students have opportunity to receive articulated or transcripted credit for their technical program of study. / 1 / 2 / 3 / 4 / 5 / College Data
4.3All articulation agreements are based on academic and technical standards in the program of study. / 1 / 2 / 3 / 4 / 5 / College Data
Comments and/or Clarifications:
- Program Improvement is informed by Accurate Data Collection and Comprehensive Data Analysis.
2008 / 2012
5.1 The PQI and LPAR data are accurate and able to be used to draw reasonable conclusions. / 1 / 2 / 3 / 4 / 5 / PQI & LPAR
5.2Postsecondary data (beyond the PQI and LPAR) are regularly collected and evaluated to assess current levels of student achievement. / 1 / 2 / 3 / 4 / 5 / College Data
5.3 Faculty and staff understand the characteristics of important assessments and the types of data that each produces / 1 / 2 / 3 / 4 / 5 / College Data
5.4Local Plans address the lowest relative performing program for continuous improvement including the elimination of poorly performing programs. / 1 / 2 / 3 / 4 / 5 / Local Plan
Comments and/or Clarifications:
6Faculty has the Capacity to Implement High Quality Programs. / Data Points / Targets / Scores of (1 thru 3)
How will it be addressed in Perkins Plan
2008 / 2012
6.1 All CTE faculty hold industry certifications for their program area. / 1 / 2 / 3 / 4 / 5 / College Data
6.2Faculty participates in professional learning communities to evaluate student work. / 1 / 2 / 3 / 4 / 5 / College Data
6.3Faculty is expected to embed evidence-based strategies taught in professional development sessions into their daily work of teaching. / 1 / 2 / 3 / 4 / 5 / College Data
Comments and/or Clarifications:
7CTE Operates with Fiscal Responsibility. / Data Points / Targets / If addressed in the CTE Local Plan, identify the section where it will be addressed.
2008 / 2012
7.1 All funds are expended as approved in the CTE Local Plan for Improvement. / 1 / 2 / 3 / 4 / 5 / Local
7.2Monitoring of obligations and expenditures is done on a regular basis. / 1 / 2 / 3 / 4 / 5 / Local
7.3Return on investment yields increased program completion from enrollment. / 1 / 2 / 3 / 4 / 5 / PQI / Local Plans
7.4Reports, data and equipment inventory are submitted by MSDE due dates. / 1 / 2 / 3 / 4 / 5 / Local
Comments and/or Clarifications:
1
Revised 1-22-08