ACTE's Industry Connect Blog

Real Estate Pre-Licensing Courses Set High School Students Up for Success in the Workforce and in Life

When Simona Daneshfar enrolled in real estate Pre-Licensing courses in high school, she changed the trajectory of her life.

Beyond learning the ins and outs of the real estate industry through her studies, Simona learned broadly applicable life skills including accountability, problem solving, networking, negotiation, and effective communication. She also experienced self-paced online education for the first time, which helped her develop study skills that better prepared her for college.

By getting her start in the real estate industry at a young age, Simona was able to support herself through two bachelor’s degrees and a master’s degree while gaining valuable job experience. Other students were working temporary jobs in hospitality or retail, but she was building a lasting career in real estate and discovering that success can be found at any age.

Simona also learned about money management and investing, which led to her purchasing her first property at the age of 21.

She now works as Regional Sales Manager at The CE Shop, an award-winning provider of online real estate education that offers courses in all 50 states and D.C. Her experience inspired her to create a program that offers high school students the regulatory coursework they need to find similar success in the industry.

To that end, The CE Shop has proudly launched its Texas Career Development Program, which aims to help students build valuable skills for adult life while working toward a fulfilling career in real estate.

The program brings The CE Shop’s award-winning, 100% online curriculum into Texas Independent School Districts, and we hope to expand this program across the United States.

To learn more about how The CE Shop can support the career development of your students, contact Simona at [email protected].

Florida Program Utilizes Virtual Hiring Technologies to Maintain Momentum in Career Planning

Summary

Innovation is on full display as adult participants in The Jobs Partnership of Florida’s LifeWorks employability program are using job simulations and virtual interviewing experiences typically used in corporate hiring processes to maintain momentum and gain an advantage in a marketplace challenged by the effects of a health pandemic.

LifeWorks by Jobs Partnership is an innovative, free training and development solution for people who are under or unemployed in Central Florida. For instructors and coaches, this Orlando non-profit relies on a deep network of community partners that includes Orange Technical College, part of Orange County Public Schools. These trusted partnerships also open doors for additional industry specific training and eventual job placement.  

Program Uses Virtual Hiring Technologies to Maintain Momentum in Career Planning

Even before country-wide shutdowns were in place to mitigate the global health pandemic, adult training and educational programs were optimizing virtual learning spaces. To augment online learning, onsite job visits and mentoring days were scheduled for strategic industries. When in-person contact was restricted, these valuable touchpoints were no longer an option.

Recognizing the value of interacting with actual workers while experiencing a day on-the-job, administrators of The Jobs Partnership of Florida’s LifeWork class saw a solution in job simulations, which are typically used to evaluate job candidates in hiring. These immersive, online experiences are based on real work scenarios and are considered by the U.S. Office of Personnel Management to offer the highest level of accuracy in predicting job performance.

A job simulation with broad appeal is Employment Technologies’ EASy Simulation® Virtual Customer. Using high-end graphics and a compelling storyline, the Virtual Customer simulation immerses participants in a series of realistic workplace situations and assesses three skill areas: problem solving, interpersonal effectiveness, and conscientiousness.

Employers receive the assessment results in a report that can also be used as an onboarding guide, noting suggestions for learning activities to improve specific behaviors.  For vocational training, the same data makes an ideal guide for career coaching. In a risk-free environment, students gain an awareness of their skills strengths and explore career options.

Another resource from Employment Technologies that has proven invaluable, especially during COVID-related challenges, is EASyView® Virtual Interview practice.

“We never could have imagined how useful and timely this tool would become in the midst of social distancing,” says JP Program Manager Lorrenza Vandiver. Prior to EASyView®, participants prepared for interviews with in-class instruction and occasional onsite mock interviews with volunteer business leaders. Now they can practice in their homes using the same interview technology leading companies are using every day.

Available on any smart device, EASyView®  presents participants with standard interview questions, enabling them to record their responses, critique their performance and face any type of interview with skill and confidence.

“They now know what to expect in a virtual interview, as well as the entire process of virtual hiring. And greater confidence leads to more job offers,” concludes Lorrenza.

Both the simulation and virtual interviews are managed by Jobs Partnership personnel through an online user-friendly dashboard administered by Employment Technologies. The only equipment required to participate in either is an internet supported device.

This article was provided by Nancy Schneider on behalf of Employment Technologies. You can contact Nancy at [email protected].

Certifications give K–12 CTE students an advantage

“We give students a real-life certification, in their hands that they can go and get a job after they leave the high school.” - Laura Deshazo, Utah State Office of Education

Skills have become the global currency of 21st-century economies. In a world where competition for jobs, pay increases, and academic success continues to increase, certifications offer an advantage as a credible, third-party assessment of one’s skill and knowledge of a given subject.

The value of certification

According to educationdata.org, national student loan debt has skyrocketed from $3.3 billion in 2003 to over $1.75 trillion in 2021. Industry certifications offer an affordable alternative for students to demonstrate their knowledge and credentials to pursue career opportunities without accumulating large debt.

Certification provides other significant advantages to candidates, including:

• validation of knowledge
• increased marketability, earning power, and confidence
• improved reputation
• enhanced credibility

Certification also offers specific benefits to high school-aged students. According to the Florida CAPE Performance Report, certification provides tangible improvements in academic performance, including:

• higher grade point average for certified high school students: 3.12 vs 2.78 (4.0 scale)
• higher graduation rates for certified high school students: 97.5% vs 78.4%
• increased post-secondary enrollment: 84% vs 82%
• reduced dropout rates: 0.2% vs 1.9%

Picking the right certification

Now that we know how valuable certification can be, let’s discuss how we can start. There are thousands of skills that students can learn and hundreds of certifications that they can obtain. Where is the best place to start? What are some of the foundational skills that students must learn?  

For several years, LinkedIn, along with many other thought leaders, has chosen “creativity” as the most important skill to have. They describe creativity as the ability to “creatively approach problems and tasks across all business roles, from software engineering to HR.” But are there certifications for such a skill? Fortunately, yes. 

Showing your creativity with Adobe Certified Professional  

Adobe® Certified Professional is a suite of seven certifications. Each certification measures the candidate’s skills and knowledge with the corresponding Adobe Creative Cloud application, such as Adobe Photoshop and Adobe Premiere Pro.  

“By teaching and certifying students in these creative tools, we are not only teaching technical skills but also the ways to think and problem solve creatively,” says Erica Blum, Associate Professor of Arts and Design at Lindenwood University.

“These tools are not only for professional designers or artists. In fact, most of my students are not pursuing design as their career. But by learning how to use these tools, they are learning how to visualize what they envision. They are learning how to communicate and problem solve creatively.” 

Using effective training and certification preparation tools

Achieving Adobe Certified Professional certification can be challenging. Using the most effective training and certification preparation tools is essential. Pearson has launched new, online programs designed specifically to meet the needs of students hoping to earn their Certified Professional certification in a variety of Adobe applications.

MyLab® Adobe Web Design and MyLab Adobe Graphic Design feature hands-on projects and instructional videos created by leading web and graphic design professionals. Instructors are empowered to customize instruction to individual students and easily track and report student and class-level results.

Learn more about Adobe Certified Professional and corresponding preparation tools for high school students from Pearson.

This article was provided by Pearson Higher Ed Courseware in K-12 & Certiport

Preparing for Employment: Trends in Human Resources for Educators

Photo by Saulo Mohana on Unsplash 

Preparing students to enter the workforce is more challenging than ever. The U.S. Department of Labor has reported in its JOLTS review that there are 11.3 million job openings across the country, and there is still a growing demand for workers seen in the coming years. There are numerous opportunities for new graduates. Graduates can then confidently enter the workforce with the proper preparation to address job shortages. 

Internal Recruitment 

Companies are now looking into their existing workforce to fill job vacancies. This lessens the burden of external scouting for new talent and reduces expenses spent on a recruitment service. Students have to be aware of the internal recruitment trend for two reasons: 

• Set their expectations; sometimes, the best jobs are offered internally. 
• Encourage them to build their skill set once hired. 

Workforce Diversity 

Companies are now more aggressive in implementing the DEI initiatives. New graduates should be able to work in a company that fosters growth and respects diversity, equity, and inclusion. Educators should inform their students about what to look for in company culture and ensure that students look into a company’s DEI initiative(s) before considering a job offer. 

Global Recruitment 

With the increasing prevalence of remote work, the job market has opened to more global opportunities. Companies can recruit from anywhere through the help of a recruitment service, agency software, or HR recruitment software. Educators should prepare their students to face a global job market and prepare them for the possibility of remote work. 

Contingent Workforce 

Educators should also prepare their students for the possibility of entering a contingent workforce. The popularity of the contingent workforce model was most likely brought about by the need for offices to transition to a hybrid workforce brought about by the pandemic. Students have to be made aware of this trend to ensure that they have work and pay equity even when working as temporary employees. 

Employee Upskilling 

The current job market is evolving. HR leaders are pushing to integrate employee upskilling and re-skilling initiatives to meet the growing demands. Students entering the workforce need to be prepared to meet the increasing demands and the steep competition in the job market. Future employees must be willing to grow and learn new skills to increase employability. 

Educators need to be on the lookout for more updates on the current HR trends to make sure that they equip students with the proper skills to meet the job market demand and improve their chances of succeeding in their fields of employment.

Susan Ranford is an expert on career coaching, business advice, and workplace rights. She has written for New York Jobs, IAmWire, and ZipJob. In her blogging and writing, she seeks to shed light on issues related to employment, business, and finance to help others understand different industries and find the right job fit for them.

Priorities in K-12 Learning for 2022: How Simulation Can Help

The remainder of the 2021-2022 school year holds some uncertainties for all of us. But if you’re a K-12 Health Sciences educator, you’re likely still moving aggressively ahead on the many priorities you’ve set for the year.

2022 brings many opportunities to make an impact on learning outcomes. Keep reading to explore a few of the current priorities that have the attention of many districts this year. And, learn some ways you can use simulation in these areas to elevate your Health Sciences program.  

 

Helping your students engage again

In a health sciences curriculum, engagement seems even more paramount – because it impacts the learning effectiveness of skills that may one day save a life. If you’re seeking ways to boost engagement in your curriculum, simulation-based training can help. Simulation provides students with a comprehensive and repeatable hands-on learning experience. This encounter allows them to practice assessment, diagnosis, and clinical procedures on a lifelike manikin. In this immersive setting, students can perfect their skills and build confidence in a safe setting. The hands-on environment of simulation brings learning to life in a way that textbook and PowerPoint slides fall short. Students who train using simulation experience a higher level of engagement and show more personal involvement in their training compared to those who only experience didactic learning.

 

Tackling the “COVID-slide” by making learning stick

If you’re still facing any COVID-related unfinished learning with your Health Sciences students, the challenge of making up for lost time as efficiently as possible has likely been a difficult one. Leveraging teaching methods that ensure students learn effectively today and retain their new knowledge for tomorrow can help students be ready for the workforce without additional time setbacks.

The hands-on, realistic nature of simulation gives it the power to leave a lingering impression on students – in the form of increased learning retention. Simulation has been shown to result in higher long-term retention rates vs. exclusively didactic learning. And, evidence indicates that clinical skills acquired in medical simulation laboratory settings transfer directly to improved patient care practices and better patient outcomes.

 

Reinforcing social and emotional learning (SEL) competencies in a real-world environment

In terms of career training, SEL skills are paramount – because they’ll be needed and desired in essentially any workplace. In the health sciences, these skills are a cornerstone in preparing students to practice safe, patient-centered care. In a survey of employers, 79% ranked social-emotional skills as more important than cognitive and technical skills.

If you’re looking for a way to reinforce SEL training you’re currently conducting in your health sciences curriculum, simulation can help. A simulation scenario can lend students the opportunity to apply a range of SEL skills in a similar environment to the one they’ll face in their healthcare careers.   

 

To read the full version of this article and begin exploring how simulation can make a difference in your Health Sciences CTE program, visit https://laerdal.com/us/information/priorities-in-k-12-learning/.

Incorporating Diversity into CTE Instructional Materials

Editor’s Note: This article is intended to share an example of the efforts that one ACTE partner is taking to positively address issues of inclusion, access, equity, and diversity. ACTE celebrates these efforts and the ongoing support for IAED in CTE.

Introducing the Pearson Race & Ethnicity Diversity, Equity and Inclusion Guidelines  

In February of 2021, Pearson issued additional guidance to complement our Pearson Global Editorial Policy. These guidelines serve as a resource to help content developers—including authors, reviewers, and editors—create authentic representations of the diverse communities we serve, and challenge racial and other stereotypes and associated prejudices in all Pearson courseware, digital materials, services, qualifications, and assessments. They will be used in the process of developing new educational content as well as the review of existing content across all Pearson products, including Career & Technical Education curriculum. 

The Value of Diversity in Education  

When students join the workforce, they will encounter a variety of individuals with a vast range of backgrounds and abilities. To be successful, they will need to have a mindset that accepts and adapts to people of different cultures, values, backgrounds, and experiences. Further, as the global economy accelerates, sound business decision-making requires a constant awareness of cultural differences and sensitivities. As these students advance in their careers, a fair, harmonized workplace will increasingly become their responsibility.  

Challenges Publishers Face When Addressing Bias in CTE Programs  

As a publisher we are cognizant of several challenges to ensuring diverse and equitable representation in educational programs: 

Underrepresentation - People of different identities should be represented in all program components and be portrayed as equal and active participants in education and workplace settings. We choose texts and imagery that enable as many students as possible to identify with the content and feel included in the learning process.  

Negative Associations - We are reviewing existing content for unintentional or nuanced stereotypes. For example, does a construction content provide adequate inclusion of workers including women and people with physical disabilities? Another example would be equitable representation of different ethnic races in health sciences programs. When developing new content, an additional level of conscious inclusion should be added to the traditional development process.  

Limited Positive Associations - We strive to present an authentic and diverse representation of people in roles that disrupt traditional stereotypes within instructional materials. CTE programs often include career profile features that provide an excellent opportunity to depict people of all cultures and abilities as role models or highlight their accomplishments. We commit to doing the additional research necessary to help break down stereotypes and show that career opportunities and leadership roles are not limited by race, gender, gender expression, ethnicity, or age, just to name a few, to help reinforce the understanding for today’s CTE students that people of different cultures are leaders and innovators.

Impact of Pearson Global Editorial Policy and Guidelines on our CTE Product Development Process  

The CTE Editorial Team at Pearson uses the guide to focus on diversity principles including: 

• Ensuring all team members are aware of the potential for subtle or unconscious bias in developing student content and program outcomes. 
• Deliberately seeking reliable sources for diverse perspectives in all authoring and research done during the development process.  
• Representing people of different races, cultures, ethnicities, religious beliefs, and abilities in all student materials as equal and active participants in the learning process.  
• Choosing imagery that reflects the diversity of the classroom. 
• Presenting people in roles that disrupt traditional stereotypes. 
• Providing to teachers the tools they need to understand and adapt to any classroom, regardless of student makeup. For example, many of Pearson’s programs include Teacher’s Editions with lesson plans for Advanced, Less Advanced, English Language Learner, and Special Needs students. 

Making a Difference in the CTE Community 

Beyond the considerations taken in content development, there are a number of other practices CTE publishers, including Pearson, integrate into their daily business that can make a further difference:  

• Include diversity in all initiatives and interactions with student and teacher associations.
• Leverage diverse practices in developing marketing programs and highlight diversity, equity, and inclusion as a foundation of CTE programs. 

Pearson's role is to create learning products that encourage critical thinking and help people understand the world around them. We are committed to developing products and services that represent the authentic histories and experiences of learners. Pearson is committed to creating equity and opportunity for all through education (regardless of race, ethnicity, gender, sexual orientation, social class, geographical location, religious beliefs, and disability). We are continuously working to ensure our CTE programs reflect this. 

Learn more about K-12 CTE Pathways programs from Pearson. 

This article was provided by Pearson Higher Ed Courseware in K-12.

Preparing Students for Today’s Jobs Requires Close Collaboration Between Higher Education Institutions, Employers, and Industry

Our nation was experiencing critical workforce shortages before COVID-19, and large numbers of workers in low-wage jobs were struggling to improve their financial outcomes. According to The Conference Board Labor Shortage Solutions Survey, 85% of companies in “mostly blue-collar industries” reported recruiting difficulties, and 64% of companies in “mostly white-collar industries.” COVID-19 has made this worse, signalling the need for greater collaboration between higher education institutions and employers focused on building workforce pipelines to support entire communities becoming skilled and economically self-sufficient. 

As COVID-19 left thousands of residents unemployed in Orlando, Valencia College redoubled existing successful strategies⸺revolutionizing workforce training in Florida’s Osceola and Orange Counties⸺coordinating with local governments to fast-track reeducation. In Osceola County, Valencia focused on industries facing labor shortages to guarantee placement upon graduation, such as commercial truck driving, advanced manufacturing, electronic board assembly, and construction trades. In Orange County, the government’s CareerSource initiative committed $7 million in CARES Act funding providing unemployed residents with career counseling, job-seeking assistance, and training, including Valencia College’s Accelerated Skills Training (AST) Program. 

Success requires collaboration among local businesses, government, and skilled crafts programs to streamline opportunities for both employers and workers. Valencia’s AST programs last 4–18 weeks and offer start times throughout the year, affording workers a life-changing career opportunity in as little as one month and a steady stream of qualified workers locally and nationally. Additionally, scholarship programs support essential expenses like housing and groceries, enabling students to focus on program completion. As a result timelines are accelerated for all parties. 

Valencia goes beyond tailoring programs just to match industry needs and works with specific businesses to design a laser-focused curriculum to skill future workers. One example is the collaboration with the Orlando Utilities Commission (OUC) and a national industry training provider for a new program to train electrical powerline technicians. Through this collaboration, OUC gains access to much-needed skilled workers, and students receive job training, instruction in financial literacy, crucial “soft skills” like resume-building and interview preparation, and access to lucrative careers, with starting wages between $21-$27 per hour. The benefits of Valencia’s practices are reflected in outcomes: 95% of AST students complete the program, and 81% of graduates secure jobs immediately.

Long-form training models of collaboration in practice include The National Rural Water Association (NRWA)’s national registered apprenticeship program that addresses workforce shortages by partnering with California State University, Sacramento to support dual enrollment and credential attainment. Likewise, the Phoenix, AZ Job Corps Center partners with Maricopa Community Colleges to grant academic credentials while major employers like CVS Health see the Center as a steady recruitment and training resource. 

Now is the time to foster resilience, equity, and economic mobility in our communities by rethinking the collaboration among communities, education systems, and employers. As demonstrated by these successes, businesses should consider community colleges as viable partners to grow a steady pool of skilled workers through efficient and effective job training. These partnerships can transform the nation’s workforce, but require intentional collaboration to support everyone’s needs.

 

About the Authors

Edna Primrose is the Assistant Director of Policy for the Education and Society Program at the Aspen Institute. In this role, she leads programs that seek to address poverty in America by fostering connections across education, economic and social mobility, and equity. Prior to joining Aspen, Primrose served as Assistant Administrator for Water and Environmental Programs and Chief Operating Officer at the U.S. Department of Agriculture. She also served as National Director for the U.S. Department of Labor's Job Corps Program and directed apprenticeship initiatives at the International Union of Operating Engineers. 

Dr. Sanford “Sandy” Shugart has served since 2000 as the fourth president of Valencia College in greater Orlando, Florida. As winner of the first Aspen Prize for Excellence, Valencia College is one of the most celebrated community colleges in America. Serving over 70,000 students per year, the college is known for high rates of graduation, transfer and job placement, and has become something of a national laboratory for best practices in learning-centered education.

Exposure to Advanced Manufacturing Careers

Editors Note: While this post documents events in the past, the experience and impact of company's efforts to connect with the educational system oftentimes extends far beyond dates of specific activities. ACTE celebrates the continued efforts of companies such as Rhinestahl to build and nurture such partnerships.

Part II: Celebrating Manufacturing Month in the Greater Cincinnati Region

Raising the awareness of students and educators of Advanced Manufacturing Careers and Career Technical Education

Written by: Vickie McMullen

Greater Cincinnati regional companies partner to expand the opportunities for raising the awareness of career opportunities, in Advanced Manufacturing.

The Greater Cincinnati region (Cincinnati, Northern Kentucky and Southeastern Indiana) have collectively through their business consortium, Advanced Manufacturing Industry Partnerships (AMIP) decided to look for ways to increase the awareness of students, educators and the community at large on the growing need to meet their workforce challenges today and in the future.  Those efforts include expanding the National Association of Manufacturing (NAM) Manufacturing Day activities beyond the annual one day event in October to multiple days in the month of October and throughout the year. These visits by regional schools to Advanced Manufacturing companies offer a firsthand look for students and other visitors the opportunity to see what Advanced Manufacturing is really like, learn of the various career opportunities available from Machinists to Engineers, Programmers to Quality Specialists. With the expansion of Manufacturing Day events and the introduction of a new Teacher Externship program, successful results have been achieved for Rhinestahl AMG and other AMIP companies, in their effort to change the perception of Advanced Manufacturing and to educate students about challenging job opportunities and substantial career pathways.

Important successes, for Rhinestahl AMG at the 2019 Manufacturing Day events this year.  New partner schools and the increased participation of girls this year!

Rhinestahl AMG added three new partner schools and saw an increase in the number of girls participating in the events.  In fact, one school had more girls than boys in their group.  That was exciting and an important milestone for Rhinestahl AMG!

As an active advocate for Career Technical Education in the state of Ohio, the company invited state congressional representatives to attend the Manufacturing Day events, Senator Bill Blessing, Ohio Senate and State Representative Catherine Ingram, Ohio House of Representatives, each attended one of the Manufacturing Day events, went on tours with the students to get a first-hand view of how this type of experience is invaluable in expanding the knowledge and awareness of Advanced Manufacturing careers in the state of Ohio.

A total of 115 students visited Rhinestahl AMG during their fall Manufacturing Day events. Rhinestahl AMG will have other schools visiting  during the first quarter of 2020, including middle school students from regional schools. According to AMIP the greater Cincinnati area led the region with 5000 students and 67 companies involved in the 2019 Manufacturing Day events.

Student Feedback on their Experience – What they Learned

The feedback from the students that attended the Rhinestahl AMG Manufacturing Day visits provided evidence that the expanded Manufacturing Days events are having an

impact on students. The responses from the student surveys indicated the following results:

• A greater awareness of the variety of career pathways and jobs in Advanced Manufacturing in their community
• More assured that manufacturing jobs are high tech, safe and clean
• Greater awareness that manufacturing jobs offer good pay and a respectable career
• Greater exposure for students during Manufacturing Day events has taught them how much technology plays a great role in Advanced Manufacturing.
• Exposure to the 21^st Century skills needed in Advanced Manufacturing career and learning that those skills are just as important as the technical skills that are needed.
• Students are more motivated to pursue a career in Advanced Manufacturing

Teacher Externships

Another Advanced Manufacturing Industry Partnership initiative in collaboration with Butler Tech, the regional Career Technical School was the development of a Teacher Externship Program. This past summer with a grant from Duke Energy, teachers from regional schools, were able to spend one week at companies including Rhinestahl AMG. Each participating company selected two teachers for this effort. The teachers toured the production facility and met with Rhinestahl AMG team members from each one of the company’s departments from Engineering to the Manufacturing floor.  The [math] teachers were charged with going back to their schools and creating a project from their experience which will educate their students on  Advanced Manufacturing careers.  Our teachers stated, “it was a great experience” and “we had no idea of the great opportunities” in Advanced Manufacturing and look forward to sharing this information with our students”.

 

Vickie McMullen is the Director, Education Partnerships at Rhinestahl Corporation where her role is to educate teachers, parents, and students on the high-paying job opportunities available in Advanced Manufacturing. Rhinestahl is part of the Advanced Manufacturing Industry Partners (AMIP), a coalition of 240 employers, educators, and community organizations working together through Partners for a Competitive Workforce to help meet current and future Advanced Manufacturing needs.

Solving Workforce Challenges and Raising Awareness

Editors Note: While this post documents events in the past, the experience and impact of company's efforts to connect with the educational system oftentimes extends far beyond dates of specific activities. ACTE celebrates the continued efforts of companies such as Rhinestahl to build and nurture such partnerships.

Celebrating Manufacturing Month in the Greater Cincinnati Region - Raising the awareness of students and educators of Advanced Manufacturing Careers and Career Technical Education

Written by: Vickie McMullen

 

Companies in the Greater Cincinnati region came together in 2019 to partner in varied approaches to raise the awareness of students, educators, parents and the community at large of Advanced Manufacturing careers and Career Technical Education programs. Rhinestahl AMG, was one of the companies involved in this effort.

Companies in the Greater Cincinnati region (Cincinnati, Northern Kentucky, and Southeastern Indiana) , have collectively decided in order to meet their workforce challenges in Advanced Manufacturing, they must band together in pursuing activities that lead to raising the awareness of the challenges of filling Advanced Manufacturing jobs in the region. These activities have included increasing the number of Manufacturing Day events and taking part in a newly implemented Teacher Externship Summer Program this past summer.

 

Regional Consortium of Advanced Manufacturing Companies – Their Workforce Challenges

Rhinestahl AMG, a precision machining company that manufactures complex components, fabrications, assemblies and integrated solutions and serves a vast amount of industries that include Aerospace, Consumer Goods, Defense, Electronic, Industrial, Medical, Oil & Gas and Transportation is a member of a coalition of companies that make up, a regional tri-state consortium, the Advanced Manufacturing Industry Partnership (AMIP).  These companies found through a member survey that over the next four years,  they will need to fill 1800 jobs in advanced manufacturing.  This is according to Debby Combs, Director of Industry Partners, for a Competitive Workforce and Amy Meyer, Chair of the Advanced Manufacturing Industry Partnership.  They also looked at other creative opportunities for raising the awareness of Advanced Manufacturing including sponsoring a Teacher Summer Externship.

 

National Manufacturing Day – One Day National Event has been expanded regionally to multiple days with Successful Results

AMIP saw from the data provided from the National Association of Manufacturing (NAM) that  Manufacturing Day events were having a positive impact on how students and educators were beginning to view careers in advanced manufacturing and decided increasing the number of days to expose more students, would raise the awareness level even higher and this has proven to be the case.  The idea behind National Manufacturing Day, originally instituted in 2012, was to change how manufacturing was perceived by the public. 

Companies participation in only the one day designated annually, the first Friday in October each year has also changed.  Rhinestahl AMG and other companies are moving beyond that single day to planned activities touting Advanced Manufacturing career pathways throughout the month of October and during the rest of the year.

Rhinestahl AMG held Manufacturing Day events on October 4^th, the actual National Manufacturing Day, October 17^th and November 4^th, this year. 

Rhinestahl AMG employees to become involved in these activities.  They served as tour leaders on Manufacturing Day visits to the company, station leaders explaining their functional areas, provided hands on activities for the students and told their personal stories of how they developed their skills to become Machinists, Engineers, Programmers, and Quality specialists, as the students rotated through the various company departments and manufacturing floor. They also emphasized to students the importance of 21^st century professional skills, being able to work effectively in teams, collaborative skills, taking initiative and problem-solving skills that are just as important as the technical skills and discussed with the students how these skills are used in their specific work areas.

Career toolkits were provided by Rhinestahl AMG to every student. The toolkit contained information on all Career Technical programs regionally, two year and four-year colleges in the region with their advanced manufacturing program options. Also included in the toolkit: information on specific Advanced Manufacturing careers from machinists to mechanical engineering careers, and salary information. Rhinestahl AMG’s internship opportunities and a handout on the 21st century skills needed in advanced manufacturing. Rhinestahl AMG also provided the students with a small manufacturing tool used for measuring parts as a gift. Rhinestahl AMG invited representatives from two of the regional Career Tech Schools, Butler Tech and Great Oaks to speak to the students during the Manufacturing Day events.  They provided the students with information on their Machining programs.

 

Vickie McMullen is the Director, Education Partnerships at Rhinestahl Corporation where her role is to educate teachers, parents, and students on the high-paying job opportunities available in Advanced Manufacturing. Rhinestahl is part of the Advanced Manufacturing Industry Partners (AMIP), a coalition of 240 employers, educators, and community organizations working together through Partners for a Competitive Workforce to help meet current and future Advanced Manufacturing needs.

A Rookie Reacts to His First CareerTech VISION

Last month, Chmura Economics attended our first ACTE CareerTech VISION conference. We were blow away by one of the best conference experiences we have ever had.

What made our VISION experience so special were the educators who attended. We could not believe the enthusiasm and curiosity of everyone we met. I led three sessions, each of which were filled to capacity with committed, knowledgeable educators. The questions participants asked and the conversations afterwards showed that ACTE attendees wanted to understand subject material at a deep level. VISION attendees genuinely cared about topics ranging from using Perkins V as a way to improve courses to visualizing data. Any presenter will be thrilled with the intelligent discourse around their work that VISION enables.

One of the conference’s hottest topics was Perkins V. With most states having submitted or soon to submit their plans to the federal Department of Education, local leaders are beginning to wonder what they will need to satisfy the law’s requirements. We hope we dispelled a little anxiety with our discussion of the labor market information required in the Comprehensive Local Needs Assessment (CLNA), and we would be thrilled to partner with your school to use Perkins V to provide the maximum benefits to your programs. ACTE has made materials ready to guide local educators through all the Perkins V requirements.

I would be remiss if I did not mention that ACTE was an ideal conference host. Corporate partners will be thrilled with ACTE’s efforts to connect them with one another and potential clients. The conference draws in so many knowledgeable people that Chmura was able to meet more potential clients than any conference in its recent history and maintain relationships with current clients. ACTE organized a focus group for Chmura filled with knowledgeable administrators from across the country that gave us valuable feedback on how to make our products and services even more impactful. At Tuesday’s “Workforce Development Through CTE Summit 2.0,” Chmura got to work with coalitions representing multiple industries to develop resources and messaging that will help to strengthen the impact of industry/education relationships. Throughout the entire conference, ACTE officials displayed none of stress they surely felt and addressed our every need with smiles on their faces.

Chmura is already looking forward to the 2020 CareerTech Vision in Nashville. If you are an educator who wants to learn from knowledgeable peers or a business that needs to reach CTE clients, start making your travel plans now.

Dr. Bryan Shelly is the Senior Strategist for Talent & Education for Chmura Economics and Analytics, a company that assists schools with labor market data, Perkins V, and other research-related services. Prior to joining Chmura, Bryan was an administrator for Chesterfield County Public School and the Cleveland Metropolitan School District and an assistant professor at