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In this issue
ACTE Annual Convention and Career Tech Expo
Executive Committee Openings
2011 CACTE Outstanding Career Technical Educator Award
ACTE Leadership Training Program
ACTE Announces New Career Guidance Awar
Region V Fellowship Program
CTE Online Then and Now
2011-12 Leadership Development Institute (LDI) Sets Sail!

CACTE Members,


As another school year begins, it is my privilege to serve as CACTE president.  


The 2011-2012 school year will present those of us in CTE, and education in general, with many challenges. The fiscal issues facing California will continue to affect education funding, and recent federal events have put Perkins funding at great risk. It will take all of us working together to prevent dramatic cuts at both the federal and state levels.


More than ever, it is important that you continue your membership and also recruit new members to CACTE. There is strength in numbers! Show your pride as a Career Technical Educator by proudly proclaiming your CACTE membership. Help us, help you continue to do the fantastic work that you do with students.


If I can assist you, please let me know. I can be reached at the email below.



CA President 

Louise Stymeist

ACTE National Convention


Join your fellow CACTE members in St Louis, Missouri for the annual ACTE Convention November 17-19, 2011. In addition to fabulous breakout sessions and hundreds of CTE exhibitors, this year's convention offers some outstanding keynote speakers, two of which are--Sir Ken Robinson and Ray McNulty, President of the International Center for Leadership in Education.


Sir Ken Robinson, knighted by Queen Elizabeth in 2003, is an internationally recognized leader in the development of creativity, innovation, education and human resources. Sir Ken, winner of numerous awards, will kick off the 2011 ACTE Annual Convention as the keynote at the Opening General Session! Check out this link and you'll see why Sir Ken is not to be missed.


For more information about the convention including a link to online registration, click here.


See you at the Gateway Arch!

Executive Committee Openings


CACTE has several Associate Group Chair openings on the Executive Committee:

  •  Business & Industry Partners
  • Economic & Workforce Development
  • Education, Child Development & Family Services
  • Engineering & Design
  • Fashion & Interior Design
  • Manufacturing & Product Development
  • Public Service


We also have CACTE Fellowships open. Click here to find out more.

2011 CACTE Outstanding Career Technical Educator Award goes to  . . .


By Diane Walker


CACTE is proud to announce that Kay Orrell has been selected as the state association's 2011 Outstanding Career and Technical Educator. Kay, a long-time CACTE member, recently retired from Allan Hancock College where she served as the Project Manager of the Business Education Resource Consortium.


Kay has had a distinguished 47-year history supporting career-technical education, ranging from teaching business education for 25 years, to being one of the organizing team for the annual Education for Careers Conference (formerly known as the Tech Prep and California Career Pathways Conference). Among many other accomplishments, she has been the leader of the Coastal Distribution Points Project, has worked with the California Commission on Teacher Credentialing on the CSET exam for business educators, as well as spearheaded the efforts to create the Challenge Standards for Information Technology. Kay has actively participated in many business education, CTE, and civic organizations throughout her career. She enjoys church activities and those surrounding her children and grandchildren, including scouting and softball.

Kay not only received enthusiastic recommendations for the award from administrators, colleagues and community members, but was acclaimed by the members of the CACTE Awards Committee.


Mrs. Orrell will also be considered for ACTE Region V awards. Regional winners complete for awards at the national ACTE level at the annual convention. She will be publicly recognized as California's selectee at the Educating for Careers Conference in February of 2011. Please join us in congratulating Kay Orrell on receiving this well-deserved award!

ACTE Leadership Training Program.


ACTE has started a Leadership Training Program! The first training session will take place at the ACTE Convention in November. To find out more click here.


Here is a list of the next steps if you would like to get involved with this program:     

1. In order to register for the event, you will need to go through your state ACTE and receive their support. Your state leader is Ross Arnold and his email address is Contact him and let him know of your interest in this program.

2. You and your state leader will need to complete the Memorandum of Understanding (MOU). Here is the link to the MOU (please click on "state association MOU" on the right hand side to download). You will need to sign the form and turn it in to your state leader for their signature and approval. Each state will have their own deadline of when they make their decision, but the signed MOU from the state association is due no later than October 15, so it must be completed and returned to me by that time.

3. You will need to complete the registration form for the event.


The completed registration form is also due October 15.     


We have received a few common questions, so I wanted to address those in case you shared any of these concerns: 


1. To be clear, ACTE is providing $500 to the "emerging leader" as identified by the state ACTE to offset the costs of the additional night's hotel stay and the training fee. These funds are being provided only for the first year by the ACTE Opportunity Fund; funding for the second year is currently being sought and is not guaranteed.     


2. At the completion of the program you will have gained training in leadership, networking with your state leadership and national leadership, and a certificate. Some have asked if the certificate can be used towards CEU's; we are currently investigating this option.  


3. We cannot guarantee that by completing this program you will automatically receive a leadership position in your state or on the national level; the selection of leadership is a very careful and democratic process. However, both state and national leadership positions (such as committee involvement, board involvement, etc.) would benefit from your completion of this program; this program will provide you with many of the skills you would need to be a successful leader at the state or national level.

ACTE Announces New Career Guidance Award


The Association for Career and Technical Education (ACTE) is pleased to announce the creation of the national Career Guidance Award to recognize school counselors/career development professionals who are currently making significant contributions in career and technical education (CTE) programs in their communities and/or states.


This national award, sponsored by Kuder, Inc., is designed to highlight those school professionals who are responsible for guiding students in their educational and career pursuits. This Award will follow the criteria and outline of ACTE's Excellence Member Awards, meaning potential national winners must first compete at the state and Regional levels.


"ACTE is excited to recognize the important work that career guidance professionals play in the lives of students and the closing of the skills gap," says ACTE Executive Director, Jan Bray. "We are excited that our partner, Kuder, Inc., has joined us in this new activity and has agreed to sponsor this important award. Kuder is a leader in the career navigation field and we welcome their expertise and support."


"Kuder is committed to supporting the many professionals who guide students and adults as they plan for their future," says Kuder President, Phil Harrington. "We are thrilled to join ACTE to recognize career counselors who work passionately to develop and implement career education programs that benefit students and adults across the country."


The first national Career Guidance Award will be presented at the 2012 ACTE Annual Convention and Career Tech Expo, November 29- December 2 in Atlanta, Georgia.


To learn more about the award please visit


Region V Fellowship Program


This notice comes from the Region V Office. (ACTE is divided into five regions. California is part of Region V.)


The Association for Career and Technical Education Region V is pleased to announce the continuation of an opportunity to participate in a Region V Fellowship Program to promote the image of Career and Technical Education, and to provide an understanding of policies related to Career and Technical education in Region V.  Region V will select a maximum of 2 fellows for the next two years.  Each fellow will receive a stipend of $1000 for each year of the 2 year period.  This stipend is to help offset some of the expenses of being a fellow.


The following information describes the goals, objectives and responsibilities of the Region V Fellows.



The purpose of the Fellowship Program is to:

  • Establish a leadership development program for CTE Educators in ACTE and assist individuals in further developing their leadership skills in CTE and their involvement in professional associations.
  • Provide an opportunity for CTE Educators to become familiar with and participate in the processes used by policy makers in the development and implementation of laws, regulations, and other public policies at the local, state, and federal levels.
  • Identify, train and motivate a cadre of leaders who will continue to position ACTE as a leader in developing an educated, prepared, adaptable and competitive workforce.


Program of Work

The Fellowship Program is a two-year commitment from July 2011 - June 30 2013


Each participant will complete the required activities; attend the required events, view Required Webcasts, and submit a final summary of their accomplishments to the

Region V VP and Policy Committee.

Final reports are due by March 15, 2013.


Required Activities

-          Initial Conference Call with Fellowship Coordinator and Fellows.

-          Conduct an in-person visit with a local legislator.

-          Conduct an in-person visit with a state legislator.

-          Conduct an in-person visit with a federal legislator.

-          Interview by phone or in-person with a current leader in Career and Technical Education.

-          Observe one National ACTE Board Meeting.


Required Events

Each Fellow is required to attend the following events and to submit a written summary after each program to the Fellowship Coordinator:

-          One (1) ACTE Annual Convention

-          One (1) ACTE National Policy Seminar

-          Two (2) Region V Conferences

-          Two (2) State Association Conferences


Other suggested activities may include:

-          Attend State Association Board meeting

-          Attend a session of the House or Senate Education committee in your state

-          Invite a legislator to visit your program

-          Attend/visit the State Legislature

-          Attend a State Board of Education session

-          Attend a session of the Vocational Technical Education Advisory Committee to the State Board of Education

-          Attend a session of the State Community College Board

-          Attend a local school or city council/board meeting

-          Invite a legislator/school board member/city official to visit your program

-          Write letters for a specific issue to legislators/school board member asking for specific action or a particular issue or bill.

-          Meet with the State Superintendent of Public Instruction.



The Region V Fellowship coordinator will provide a list of appropriate Webcasts that can be downloaded for viewing. Fellows will view the required webcasts and submit a summary of your learning from each Webcast to the Fellowship Coordinator.





The 2011-13 ACTE Region V Fellows will be identified by a committee composed of the Region V VP, the Region V Policy Committee, and the Region V Fellowship Coordinator.

The decision for the Fellowship appointments will be based on an evaluation process (see rubric below for scoring). The selection factors will be based on the fellowship application and supporting materials. Please note that applicants may be asked to attend an interview session with the selection committee.


Possible Points

Points Earned Criterion


A completed application form


A one-page letter expressing your interest in and commitment to

serving as a Fellow for two year.


A one-page statement on the issues that you believe are most

profoundly affecting Career and Technical Education in your LEA,

the state, or the country today.


A detailed résumé


A letter of support from your principal or immediate supervisor.


A letter of support from your State ACTE Association President or

Executive Director




Interview Process (In the event of ties or further clarification needed).


Possible Grand Total



Fellowships are limited to Region V members who have at least one year of work in Career and Technical Education.  Applicants must have the support of their district and State Association, with a signature from their supervisor and State Association President or Executive Director. 


Applicants must submit:

  1.  A completed application form (attached via link).
  2. A one-page letter expressing your interest in and commitment to serving as an ACTE Fellow and how you intend to use the learning obtained as a result of the Fellowship.
  3. A one-page statement discussing the issues that you believe are most profoundly affecting CTE today (in your LEA, the state, or the country).
  4. A detailed résumé.
  5. A letter of support from your principal or immediate supervisor.
  6.  A letter of support from your ACTE State Association President or Executive Director.     

Please complete the application and submit with your support materials via email to Chuck Gallagher Region V Fellowship coordinator at or by submitting a CD with all materials to Chuck Gallagher, 10382 E. Camino Quince, Tucson, AZ 85748.


All requirements of the application must be completed in order to be considered. Please submit your application by the deadline - Friday, October 21, 2011. Successful applicants will be notified by Friday, October 28, 2011.


If you have any questions or need assistance in completing your application, please contact Chuck Gallagher Region V Fellowship coordinator

 or phone 1-520-731-7612 - W or Doug Meyer, Region V VP at or phone 360-458-6218. 


CTE Online Then and Now...What We Hoped,

What We Learned


By Brian Ausland

Administrator of the Center for the Advancement of Digital Resources in Education


CTE Online is an SB 70 funded project through the California Department of Education as Coordinated by the Career and Workforce Innovation Unit and Directed by the Butte County Regional Occupational Program



"Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow."

-Physicist William G. Pollard (Manhattan Project)


It was way back in 2005 when the Governor's Initiative on Improving and Strengthening Career Technical Education (CTE) was successfully carried through as Senate Bill (SB) 70 by Senator Jack Scott. And no, I do not consider "way back" an overstatement given the changes realized over the last 6 years across public education and indeed across our nation...just ask homeowners, district budget officers, Mark Zuckerberg, SB 70 recipients. Oh, for those that don't know, SB 70 allocated $20,000,000 to be specifically used for the improving of CTE at both the community college and secondary level. Projects were funded, work was identified, tasks were assigned. Within the series of resulting SB 70 programs directed by the California Department of Education's Career and Workforce Innovation Unit one project was of critical interest to many in the CTE leadership community that would also end up soliciting attention far beyond the state of California. In looking back, we probably knew there would be some interest due to the technology being developed. What wasn't expected was the eventual inquiries from entities like the U.S. Department of Education's Offices of Science and Technology Policy or requests for training and orientation from half-way around the globe. At the time, those of us involved with CTE Online, we merely proposing to continue to expand and develop a common set of accessible, robust, web-based curriculum authoring and collaboration tools and combine them with evolving social media and group communication features and make them freely available to all schools, districts, and agencies across California and perhaps beyond if of value elsewhere.


However, let's step back a bit and acknowledge that interest was not based on the innocuousness of a mere web site, the real interest inevitably resonated from the prospect of utilizing technology to challenge long-standing, accepted cultures of isolated, non-collaborative work processes found in public education. In a time when almost all other industries and their related career fields were wrapping up an entire decade-long  fine tuning of digital documentation of expertise and knowledge, the collective cultivation of research and collaborative processes, and had long sense established the value, methodology, and resulting effects of such efforts as a means to increase both effectiveness and efficiency...we in public education and subsequently in CTE trudged on in almost every local school, district, ROP, and community college up and down the state, unwittingly endeavoring to singularly go about developing and documenting our programs in the form of traditional, insular course outlines, unit plans, assessments, assignments, and lesson materials. We collectively fumbled with some rudimentary web sites here and there and buried within them limited collections with few to no means to search or surface some of the good intentioned work that was there.


Indeed in 2005, in our very own offices about two weeks before the new school year was to start, I walked past one of our CTE program managers sitting with our newly hired Sports Medicine instructor at a table in one of the common areas as they labored to draft a more detailed outline for this soon-to-be offered high school program. With a tone of exasperation, the manager raised her head as I passed by and asked of anyone and everyone within ear-shot, "Does anyone know of someone with a good Sports Med. program that we can contact and get their outline and any related materials emailed or faxed?"


I did not respond. I did not stop. I really had little to offer that wasn't already being tendered by two other staff members:


"Look on the CAROCP website and if you go though some of the ROP websites they might have something listed. Some are really out of date though."


"Call 49'er ROP in Auburn because we know they've had a program in place for awhile and probably still do."


Much has changed since 2005, much has not. Given this same occurrence today, and given an opportunity to be present and respond, I would hope someone could direct them to the Sports Medicine Model Outline in CTE Online. I would like to expect that those involved would appreciate the fact that this outline was developed in a dynamic web-based format that can be wholly copied with a single click of a button and can then be modified in any way that specifically suits the local implementation of this course. I would really want to believe that a program manager, a department chair, a site administrator, or an ROP director knowing this resource, would be able to further point out to an instructor that this outline was cooperatively developed by no less than 10 exemplary sports medicine educators currently teaching in classrooms across our state under the tutelage and guidance of 3 curriculum specialists who worked for over a month to not just develop the outline, but also embed key instructional lessons and all related materials and assignments and activities to help establish a clear picture of effective, high-quality CTE classroom instruction in this area.


And given an opportunity to access this resource, I would have to assume that said instructor would fully appreciate the technical considerations given to this resource allowing them to not just find these instructional gems, but also give them instantaneous access upon a mere click to launch related media presentations, open and print associated worksheets and reading materials, and automatically preview or present movie clips and audio files fully integrated to enhance the learning experience for students. And of particular concern when working with a new teacher, I would hope that being able to see and access the very teachers that contributed these resources might be seen as an asset in and of itself...send them a message perhaps, ask them for any other resources, strategies, tips, texts they use, whatever...maybe elect to "favorite" them or click a setting called "watch" that will actively email you whenever these participating teachers post new materials.


Here are some facts to date:


  • CTE Online now stores over 65,000 individual curriculum records as developed by educators and agencies taking up 60 gigabytes of server space just for instructional materials stored
  • Last year alone, CTE Online had 151,691 visits as generated by 93,525 unique visitors coming from 615 cities in California, every state in this nation, and over 40 other countries (if you exclude the 128 countries that only visited 99 or fewer times)
  • After two years of convening topic area teams of educators by pathway, their guided efforts have generated over 40 model courses complete with more than 1500 individual lesson plans and over 5,000 embedded instructional resources all vetted and published for free access and use. (All of these contributing teachers continue to be accessible online as well as part of our ongoing communities of practice)
  • We have been asked and have provided direct trainings in over 78 schools, districts, and agencies in California representing over 196 days of travel over two years
  • We have performed presentations at 21 statewide conferences and 8 national conferences,
  • Have been brought to Washington DC twice to show both the USDOE and the National Science Foundation our methodology and technical architecture for matching teachers to tools and to funded resource collections to create new unique learning objects in online collaborative teams
  • Have provided week-long seminars to CTE leadership personnel at both the King Saud University of Riyadh and the entire Regional Career and Technical College Systems in Saudi Arabia for two consecutive years as they work to "re-create" their CTE delivery systems at the request of the U.S. State Department's Office of Educational Outreach and Embassy Services Unit


Last week I was performing a CTE Online "re-fresher" training for a group that I have worked with more than once over the past few years. This particular day brought together a mixed bag of CTE teachers from over two counties. Prior to the workshop starting, most teachers wandered into the room with that "is-summer-really-almost-over?" look about their collective faces but were quickly distracted by the fresh donuts and fairly decent coffee/creamer selection that they universally heralded as exceptional. While coming back into the work world in mid-August was an obviously unwelcome transition, and one I know myself all too well, it was at least a familiar one and they were doing it with as much grace as anyone can expect. Variety in creamer flavors doesn't hurt the process. Now I said "most" teachers came in with that common façade of beginning-school-year reconciliation and not "all" because two teachers, arriving a bit later than the rest, had more of a "where-am-I-and-what-am-I-supposed-to-do?" look...for the record, this expression is a bit more desperate than tired in nuance and, along with their delayed arrival, set them apart from the group. Of course, it didn't take much to conjecture that they were both new. They were also both Business/Computer Applications teachers from two separate sites located on the other side of the county and had both been hired in the last month. They took note of the refreshments, and as they passed, I took the opportunity to also direct them to the enclave of four veteran Business teachers already half way through 3 maple bars and a poppy seed muffin collectively in the back left corner of the room. In placing materials out and around the workstations 5 minutes later, I found myself overhearing the following from the back corner,


Veteran Teacher: "So did you take over all of Susan's classes at your site now?"

New Teacher: "Yes, but they dropped one section of Computer Applications and replaced it with Basic Accounting/Small Business Management. I couldn't find much in her room for the Computer Applications class but I'm guessing you guys have a way to organize that...I just don't know what I should do about the Accounting course?"

Veteran Teacher: "Well for both, you just have to take time to make up an outline and determine what it is you want to teach and the order in which you want to cover things. I do have a couple of promotional sample texts from publishers that you could look at to get some ideas."

New Teacher: "Thanks, that would be great."


Much has changed since 2005, much has not. I'd like to think that what I shared with these two new teachers and the veterans alike in the proceeding hours was at least as well received as the coffee creamer was, only time will tell I guess.




Teachers are the single most important influence on student success. By helping teachers succeed, students succeed. The first days of school are a critical time for new teachers and can set the tone that determines whether the class is a success or failure.  The best way to create a culture of effective teaching and ensure student success is to begin to prepare teachers before they enter the classroom. The CTE TEACH approach is to train teachers to know what will be expected of them and provide the training necessary to accomplish those duties and responsibilities.


CTE TEACH is designed to support and train all new CTE teachers transitioning from industry into teaching.  CTE TEACH is the career technical counterpart to the BTSA program for regular academic teacher.


CTE TEACH is offering K-12, community colleges, ROP/Cs, adult education and charter schools the opportunity to participate as pilot sites and advisors to fully develop this new CTE teacher training program.


The four cornerstones of our program are teacher retention, teacher training and teacher effectiveness resulting in improved student learning.


CTE teachers offer students the opportunity to learn real-world skills that can give students an edge in obtaining steady, high-paying jobs. The teachers often have years of experience in the industry, but none in the classroom. To assist these teaching novices in becoming effective educators, the State of California has funded CTE TEACH - an onsite training program as well as a free online professional development program through their SB 70 funds.


We are proud to announce that CTE TEACH was accepted to present at the IVETA and the ACTE conferences that are being held in ST Louis MO, November 16-20, 2011.  This exciting opportunity will afford us the opportunity to present our program on a national platform to exchange ideas and dialogue with other CTE programs throughout the county.


The goals for our grant funded program this year are:

  • Host two statewide advisory meetings (one in the North and one in the South) in support of and for the expansion of the CTE TEACH program.
  • Increase the opportunity for more new CTE teachers to access and utilize the on-line modules and continue to meet with additional Commission Approved Program Sponsors (CAPS) and secure partnership agreements (MOUs)
  •  Create 3 new training modules and posted them on CTE Online making a total of 11 professional development modules available free of charge 24/7
  • Continue marketing the curriculum and services provided by CTE TEACH and to make the program and its resources available to as many people as possible.
  • Add 15 new sites to our already 28 funded organizations throughout California
  • To gain the buy-in and support for the CTE TEACH program, CRY-ROP will coordinate and host 4 Administrator Meetings/Workshops for new CTE TEACH Site Administrators, and CRY-ROP will also host quarterly video conferences to review the project guidelines, expectations, and reporting requirements for CTE TEACH
  • We will coordinate and host a one day CTE TEACH Institute on December 8, 2011 for CTE TEACH Site Certificated Project Leaders/mentor teachers to provide professional development, updates related to the CTE TEACH project, and strengthen the community of practice among CTE TEACH Site Administrators
  • Complete a comprehensive project evaluation started last fiscal year to validate the grant's progress and effectiveness


Please go to our website at for additional information or contact Greg DiGiovanni Project Coordinator at 909 793-3115 X200 or you can send an email


2011-12 Leadership Development Institute (LDI) Sets Sail!

By: Michelle Oliveira


The 2011-12 cohort of Leadership Development Institute (LDI) participants embarked on their first voyage of what will be many adventurous hours as they navigate their way and learn the ropes of Career Technical Education (CTE) administration. Administered by the California Department of Education and the Butte-Glen Community College District, this year's LDI promises to be action packed!


This year's cohort of 28 current, new, and aspiring CTE administrators from various organizations throughout the state of California held their first classroom session in Sacramento during June 2011. During this first four day classroom session, the LDI cohort was introduced to eight out of the 30 Professional Development Modules including topics in Leadership, Collaborative Leadership, Instruction, Assessment, and CTE Online, led by Subject Matter Experts Bob Benoit and Mike Morris.


Both Paul Watters and Linda Zorn of the Butte-Glen Community College District will direct and facilitate the 11 additional days of professional development for the cohort throughout the remainder of the year. Additional topics to be covered include, but are not limited to; CTE delivery systems, career pathways & course sequencing, programs of study, course articulation, secondary - postsecondary partnerships, fiscal resource management, work-based learning, value of CTE, data collection, legislative activities, CTE professional organizations, and more. All of the LDI materials will be posted on CTE Online for cohort members and other members of CTE Online to view.


Due to the past success and the current impact on CTE, the LDI project will be presented at the national Association for Career Technical Education conference in St. Louis, Missouri during November 2011. The LDI project will be presented as a statewide model for building the capacity of CTE administrators.


In September 2011, the 2011-12 LDI cohort will meet for another series of classroom training sessions as the group continues to chart the waters of CTE administration. For more information about the LDI project, please contact Michelle Oliveira at or (916) 319-0675.

This is an e-mail newsletter produced by the ACTE communications department for ACTE members and interested non-members.
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