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Descriptors:
Delphi Technique; Needs Assessment; Vocational Education; Teacher Competencies; Classification; Curriculum Evaluation; Teacher Education Curriculum; Competency Based Teacher Education

Abstract:
Purpose: The purpose of this project was to create a contemporary taxonomy of Career and Technical Education (CTE) teacher competencies in order to evaluate and improve CTE teacher education. Design/methodology/approach: This study utilized a modified Delphi technique with a large sample of CTE experts--teachers, administrators, and teacher-educators in the state of Michigan, USA to identify the competencies and their relative importance. Findings: As a result, new competencies were added and a number of old competencies were deleted or changed. The product of this research is a matrix of 144 competencies in 13 categories, which also shows the level of importance and degree of consensus for each competency. Research limitations/implications: The state plans to use the new competencies for a variety of purposes, however caution is advised for making conclusions and generalizations from the study for other applications. Practical implications: Using the matrix as its infrastructure, CTE teacher-education institutions can assess their curricula to determine where the competencies are addressed, and use it in the form of a follow-up survey with recent graduates. CTE administrators might utilize the competencies for internal evaluation of new teachers and as a needs assessment for professional development. Originality/value: Any effort to improve CTE teaching and teacher-education, by researchers or policy-makers, should begin with a consensus on the competencies required for successful teaching and learning. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Secondary Education; Educational Legislation; Federal Legislation; Federal Aid; Delphi Technique; Funding Formulas; Vocational Education Teachers; Teacher Education; Educational Research; Technical Assistance; Professional Development; Coordination

Abstract:
The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of secondary career and technical education (OISCTE) in Virginia. Using the policy Delphi research technique, the researcher identified 161 consequences deemed relevant within and/or between all participant position levels (local, state, and university). Thirty-five consequences received the same effect (positive or negative) among all position levels. The findings of this study suggest that the changes to the within-state funding formula and its accompanying amendments did have an overall negative effect on the operation of secondary CTE in Virginia. More specifically, the changes to the Perkins Act this study examined adversely affected CTE teacher education; state-level CTE research initiatives; and state-level CTE's ability to provide localities with hands-on technical assistance, professional and leadership development, and coordination. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Secondary Education; Administrative Organization; Criteria; Educational Administration; Validity; Administrators; Teacher Educators; Surveys

Abstract:
The purpose of this study was to define and validate a set of criteria that would conceptualize the "big picture" operation of CTE within the state. Named the operational infrastructure of secondary CTE (OISCTE), these statements were defined as the basic, underlying framework of criteria that local, state, and university leaders in CTE must develop, grow, and/or maintain in order to effectively and efficiently operate a statewide CTE program. The researchers examined the extant literature and formulated 13 criteria statements that embodied the OISCTE. Then, using a survey technique and veteran local and state CTE administrators and university teacher educators, the researchers validated the OISCTE. The OISCTE has policy as well as assessment applications of which the researchers explain within the manuscript. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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