What’s next with edtech? 8 tips for making the most of the tech you have, preparing for the next interruption New generation CTE Skills gaps and an ever-increasing need for technical skills make providing CTE pathwaysCaliforniacriticalAssociation of School Business Officials Fall 2022
2 California School Business Fall 2022 Ready-to-ship inventory Find the products you need, in stock and ready to ship. At School Outfitters, we understand that meeting your purchasing rules and regulations is critical to having a hassle-free shopping experience. That’s why we’re an authorized vendor on co-ops and contracts throughout California. Our contract specialists have years of expertise navigating school district regulations and state laws. We’ll answer your questions, find the best pricing for your district and even file compliance paperwork on your behalf. School Outfitters is an authorized California state vendor on these contracts: • LAUSD • San Bernardino County Superintendent of Schools • San Diego USD • NorCal JPA Multi-phase project management Work with experts who know how to manage large, complex projects. Custom purchase programs Get custom pricing, products and services for your district. Hassle-free installation Tap into our network of reliable installers for customized installation. Purchasing compliance, guaranteed We know California rules and regulations What makes us different 1-800-260-2776 | www.SchoolOutfitters.com Objective-driven space planning Plan your spaces around your specific educational goals.
4 California School Business Fall 2022 Piper Sandler California Public Finance Piper Sandler is a leader in providing financial services for California school districts and community college districts. Our team of dedicated K-14 education finance professionals has more than 150 years of combined experience and service to the education industry. We take pride in creating and implementing superior financial solutions for our clients. PiperSandler.com /CAeducationfinance Piper Sandler & Co. Since 1895. Member SIPC and NYSE. Piper Sandler California public finance investment banking offices are located in Los Angeles, San Francisco, Sacramento and Orange County. Timothy jin.kim@psc.com310ManagingJinrichard.calabro@psc.com310ManagingRichtimothy.carty@psc.com310ManagingCartyDirector297-6011CalabroDirector297-6013KimDirector297-6020 Ivory ManagingLi Director 415 celina.zhao@psc.com310-297-6019AnalystCelinaivory.li@psc.com616-1614Zhao Mark mark.adler@psc.com310ManagingAdlerDirector297-6010 Pam Hammer Office Supervisor 310 pamela.hammer@psc.com297-6023 • General Obligation Bonds • Certificates of Participation • Mello-Roos/CFD Bonds • Tax and Revenue Anticipation Notes • Interim Project Financing • Debt Refinancing/Restructuring Choose a Who Knows California Education PartnerFinance
California School Business casbo.org 5 9 CHECKING IN Getting comfortable with uncertainty Tatia Davenport 11 BOTTOM LINE The leadership skill that’s free, but oh so valuable Diane Deshler 12 GUEST FEATURE Setting career priorities when everything is uncertain Nihar Chhaya 19 IN FOCUS MEMBER Paramjeet Kaur 21 IN FOCUS ASSOCIATE MEMBER Darin Ditmar 24 MelissaINTERVIEWD.Wood Special ed director and school psychologist discusses how leaders can support their teams’, teachers’ mental health Julie Phillips Randles 32 COVER FEATURE What’s next for edtech? 8 tips for making the most of the tech you have, preparing for the next interruption Jennifer Fink 42 NewFEATUREgeneration CTE Skill gaps and an ever-increasing need for technical skills make providing CTE pathways critical Jill Scofield Volume 87 Number three Fall 2022 CONTENTS 12 24 42
CASBO members represent every facet of school business management and operations. The association offers public school leaders an entire career’s worth of growth opportunities.
For more information on CASBO by Design, visit casbo.org > CASBO + You > About > CASBO By Design. Stay connected casbo.org
For the past 16 years, CASBO has been dedicated to the organizational planning discipline as a method for guiding the association into a successful future. Last year, the association completed its sixth such plan, CASBO by Design 2.0, a living, breathing document that guided the association in its long-term planning process, which is grassroots in nature, invigorating in procedure and motivating in outcome.
CASBO MISSION As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs of, members; and sets the standard for excellence through top-quality professional development and mentorship, meaningful collaboration and communication, and unparalleled innovation.
6 California School Business Fall 2022 Publisher Tatia Davenport Editor in chief Joyce Tribbey Features editor Julie Phillips Randles Contributors Jennifer Fink Nicole Krueger Jill Scofield Art Director Sharon Adlis Ad Production Tracy Brown Advertising sales manager Cici Trino Association Outsource Services, Inc. P.O. Box 39 Fair Oaks, CA 95628 (916) 961-9999 CASBO PresidentOFFICERS Diane Deshler Lafayette School District President-elect Tina Douglas San Dieguito Union High School District Vice president Eric Dill Carlsbad Unified School District Immediate past president Richard De Nava San Bernardino County Superintendent of Schools California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814, (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Submit address changes online by logging into your account profile at casbo.org. Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed. Copyright 2022 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher. Published September 2022 ABOUT CASBO
CASBO BY DESIGN
Work on our next strategic plan began in 2021. CASBO has long been committed to organizational planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission, goals and objectives and to respond effectively to a continually changing environment.
The California Association of School Business Officials is the premier resource for professional development in all aspects of school business. Founded in 1928, CASBO serves more than 24,000 members by providing certifications and training, promoting business best practices, and creating opportunities for professional collaboration.
8 California School Business Fall 2022
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2. Being wildly inquisitive and curious. Curiosity drives us to ask what, why, who, when, where and how to get at the deeper level of understanding. Questions don’t scare curious people.
So we know to expect a certain percentage decline in enrollment, but what are the five questions we’re not clear about or that haven’t been asked? What dots do we need to connect? And how will we answer those together?
1. Increasing our comfort with ambiguity. We don’t have to pretend that uncertainty is desirable. But we can begin viewing it as a chance to use our natural skills, particularly our ability to handle complex topics, problem-solve and think deeply. We’re not reacting to the problems we face, we’re responding to them.
Have you ever had something on your mind and, suddenly, you start seeing it everywhere? Lately, I’ve been thinking a lot about the idea of uncertainty.Thehealth and well-being of friends and family, the future of public education, the economy. There’s no shortage of reasons to feel uncertain. So we study a steady stream of reports and charts and trends hoping that what we know will fill the gap between our future state(s) and that nagging feeling of certainty. With uncertainty on my mind, I saw a sign that read, “The less we know, the more we learn.” I repeated that to myself a few times.
Maybe we can drive through uncertainty by improving these skills:
California School Business casbo.org 9 CHECKING IN
The CASBO community is made up of experts who know what to do when uncertainty rears its head. They know how to navigate it, and they’re willing to share their intelligence and solutions. Sound like you? Reach out to me so we can unpack even more ways for members to get comfortable with their ability to navigate any uncertainty that arises.
Getting comfortable with uncertainty
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Tatia Davenport CEO
3. Tapping into collective intelligence. Our ability to solve daily and complex problems faster and with more creativity is key for our local education agencies. That’s the power of collective intelligence – it enables school business professionals to solve complex problems quickly, and thus drive innovation in everyday situations.
Maybe the problems we need to solve right now – like declining enrollment, ongoing funding and preparing for the next interruption in education – should be solved by learning versus seeking to know for certain. What if we embraced problem-solving (and in turn certainty creation) through dialogue, not just data. Yes, using data can drive better decision-making, but numbers alone can’t paint the entire picture when it comes to shaping strategy, particularly strategies aimed at those things that make us feel uncertain. Data can’t describe the human narrative and the stories that surely impact those figures.
By combining our mutual intelligence – the data-driven and the human side of story and context – we can properly execute on what we believe is a good strategy. And feeling we have a good strategy reduces uncertainty.
10 California School Business Fall 2022
California School Business casbo.org 11 BOTTOM LINE 4 ways
Recognition is positive feedback on an action or specific performance – a verbal thanks, an email or note on a task or project done well – a tangible way of honoring a job well done. This, too, raises spirits, engenders loyalty and simply makes the person feel good and supported.Don’twe all want to feel both seen and Aappreciated?fewsimple ways to show appreciation and recognition are to:
1. Be specific in telling someone what you value about them and the impact they have in your environment. “I appreciate your calm manner in high-stress situations; it diffuses the negative energy and allows us to focus on resolving the issue at hand.”
3. Check in. If there’s one thing the pandemic taught us, it’s the value of our personal relationships and the importance of staying connected. It’s a simple way to show them you value the relationship.4.Setaside a few minutes each week to write that note or send that email or text recognizing your team members’ hard work. Or go even bigger and have an awards ceremony or host a special meal. As we all work to recruit talent and keep the employees we have so that we can, in turn, support our students, let’s remember to honor our teams with both appreciation and recognition. It’s worth the effort – and you’ll find joy in honoring your colleagues!
If onethere’sthing the pandemic taught us, it’s the value of our connected.oftherelationshipspersonalandimportancestaying
Diane Deshler President
colleaguesrecognizeappreciate,toyour
But these two concepts aren’t interchangeable – there’s an important distinction between the two – although there’s no denying both are helpful ways to provide team members with a boost.
2. Listen attentively. When someone is speaking or sharing something with you, and you listen attentively, it’s vali dating. You can use details they shared to find another opportunity to later show your appreciation (send them an article that relates to what they shared with you), which shows you were listening.
AS LEADERS, we instinctively know the value of appreciation and recognition when it comes to creating an environment of high-performing, loyal and energized teams. And we can’t forget that appreciation and recognition go a long way toward retaining employees – a critical issue these days.
z z z
Appreciation acknowledges the intrinsic value a person brings to the table. It recognizes who they are, what makes them special and gives a nod to their value as an individual. It helps the employee feel “seen,” and makes them feel truly connected to you as a leader and the important work they’re doing.
A client of mine, a VP at a Fortune 100 company, found her plans to ad vance were disrupted when several of her staunchest advocates left to take on new roles elsewhere. She also was be ing courted by other companies, but the idea of having to be back on the market
By Nihar Chhaya Since the pandemic, companies are still trying to figure out many factors that affect their employees’ careers, from deciding on the right remote work policies or their use of contingent workers over full-time employees to stemming the tide of the Great Resignation. A recent study showed that not only is employee turnover still on the rise, but people are also more willing than before to quit their company without another job lined up. And whether you are the one leaving or remaining, your career stability is undoubtedly affected.
You may worry that your career will become directionless with all this volatility. But here are four tips that can help you not only weather the uncertainty around you, but even find a way to leverage it for your future benefit.
Instability can be an impetus to strengthen your career dexterity for the long run. Consider how most people wait to rethink their future until after a crisis, like being laid off or wanting to quit your company due to a toxic workplace. At that point, it’s challenging to gain the necessary self-insight before making decisions out of desperation. Instead, invest in your career development while you still have a sense of control and choice so you can stay clear-headed and act in your best interest.
Setting career priorities when everything is uncertain
Take advantage of uncertain times to sharpen your long-term career plans.
12 California School Business Fall 2022
When things feel steady and predictable, there is no urgency to do any genuine introspection about your future. And career certainty may feel good at the moment, but can also keep you from operating at your highest potential.
Recent research shows that two-thirds of employees felt the pandemic caused them to reflect on their purpose in life, and that 70% of employees see their purpose defined by their work. The result is a sea change in how today’s job seekers are leading their careers with more intention, and how companies need to respond in their selection and advancement decisions.
My client started to notice that she could make an effort to develop more relationships with key stakeholders. She also decided she didn’t need to look at external opportunities as a burden, but rather a validation that she has a lot to of fer at any company. Perhaps there was no harm in pursuing leads and no obligation to do anything with them.
By taking a step back during a time of unwelcome instability, this executive came up with a strategy that moved her forward intentionally, rather than letting circumstances out of her control disem power her. Uncover who you need to be, not just what you need to do.
So we decided to use the precarious events as a time for introspection and self-assessment, something she hadn’t done in years. In addition to using some formal career discovery tools, we looked at her situation from a different lens: her future self as a senior vice president. What would she tell her current self to day about feeling helpless and avoidant?
After doing extensive self-discovery work uncovering his values and where his aptitude could be of higher service in the world, he felt an undeniable urge to become an entrepreneur, and not just on theRatherside. than simply making more to-do lists, he thought about who he needed to be to succeed as an entrepre neur and how he wanted others to feel in his presence. My client knew that his values were a steady anchor amid the uncertainty that he could rely on, sim ply because when he honored them, his mood was up, and when he didn’t, he felt drained.Justby tapping into who my client needed to “be” rather than what he needed to do each day, he was able to sustain motivation and resilience in the face of daily changes.
The advantage of concentrating on the process of your work and career is that it helps shape your identity as a val ued contributor no matter what happens. And as your self-perception improves, your intrinsic motivation increases, lead ing you to offer more of your talents to those that need them.
To be successful in today’s changing work environment, particularly as a leader who inspires performance, you need to know who you need to “be,” not just a list of what you can do.
California School Business casbo.org 13 GUEST FEATURE intensely frustrated her. Initially, she decided to show up, do her job and not worry about her future. But soon, keep ing the instability “out of sight and out of mind” became impossible.
In addition to the stability your deepest values bring, you can create certainty by focusing on processes rather than the shakiness of outcomes. Not only will this give you a sense of control, but it also increases the likelihood of successful results in something that can then generate more passion in you to keep contributing.Forinstance, establish a few career behaviors that generally have a positive influence on your leadership impact and advancement potential. Examples may include: contributing or asking some thing insightful in every team meeting; taking on a stretch opportunity beyond your role every quarter; meeting a key stakeholder for coffee every week; in troducing yourself to two new contacts every week; offering a strategic and revenue-impacting idea to leadership every month; and acknowledging a co worker for something helpful they did, everyThen,day. make it your goal to demonstrate these behaviors on sched ule, whether you feel like it that day or not. The idea is to focus on the “leading indicators” of career success, which are those actions over which you have full command to experiment with, rather than the “lagging indicators,” which are unpredictable and apparent only after you’ve achieved the goal, such as a pro motion or a new job.
As mentioned at the outset, some years you’ll be the one celebrating the promotion, and other times you’ll be the one frustrated about having to report to a new boss. Many high achievers get disillusioned with their career during these ups and downs. They impulsively make decisions hoping for better out comes, at times checking out completely, believing there must be something else out there more aligned with their passions.Butas studies have shown, follow ing your passion is not only overrated, it can limit your career capital, which is
I worked with a former director at a Fortune 500 company who left his company at the height of the pandemic.
Focus on process, not outcomes and your passion will find you.
Think about how career advance ment has always been about building your resume, with more activities and quantifiable results in each experience. This focus is still important, but it’s re lentlessly centered on what you’ve done, not who you are.
Assessing your values, working from intention and investing in the process of doing great work are all vital for a successful career amidst change. But these factors primarily rely on who you alreadyOneare.more factor is critical for your long-term success because it relates to how you evolve, namely how you learn. It’s called learning agility, and develop ing it will help you not only stay relevant in your career but outperform in an everchangingPeopleworld.who measure high in learning agility manage their career with a readiness to adapt, stay curious, are reflective, minimize defensiveness and unlearn deeply held mental mod els to make room for more purposeful ones.And research shows that high learning agility is significantly cor related with highly positive career objectives, from compensation to pro motion frequency, proximity to the CEO and perceptions of leadership competence.Startto develop your learning agility with a simple reflection practice.
End each day with a 10-minute journ aling exercise where you ask yourself three questions: Did I experience and show genuine curiosity today? Was I defensive today, holding tightly to my perspectives? Did I learn anything new today or challenge my past beliefs? In time, looking at the patterns of your reflection journal will naturally open your eyes to opportunities to shift your mental models and behavior for futureThegrowth.highlevel of uncertainty around us right now may increase even more in the future. And with such instability, you may find it challenging to excel in your career now and plan for next steps. But by following these strategies, you can better empower yourself to lead a longstanding career that is both successful and person ally fulfilling. z z z
A version of this article appeared in the Jan. 7, 2022, issue of Harvard Business Review. Reprinted with permission. ©2022 Harvard Business School Publishing Corp.
14 California School Business Fall 2022 knowledge, network and mastery of skills that will make you attractive to em ployers. So in these uncertain times, it’s better to commit to a steady set of career behaviors and focus on consistency and refinement as you get closer to your de sired outcomes. You will either achieve the initial career goals you had, or at least develop the self-efficacy and resilience to guide your career toward a new offering of value. Develop learning agility to keep ahead of future change.
Setting career priorities when everything is uncertain
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California School Business casbo.org 17 take their bid processes online. Our comprehensive, easy-to-use software is the only proven online platform in the U.S. that o ers automated services for: - Vendor Management - Prequali cation Management - Bid Management - Emergency Operations - Contract Management - Project Evaluation Management - Insurance Certi cate - Bid Spec Library We have a long list of glowing reviews from Procurement, Public Works and Facilities Professionals, and proudly note that our proprietary PB System™ is developed and serviced in California. YEA RS of EXCELLENCE 22 In the race to streamline the procurement process? Totally paperless is always theplanetbids.comwinner.Schedule a Demo Tod ay! 888.6sales@planetbids.com14.2437 We'll help you cross the finish line to paperless! Smart business. Smart schools.
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Fast forward to the future, Kaur and her husband have been teaching Bhangra, a traditional Punjabi folk dance, in the greater Sacramento area for 20-plus years. “I feel so lucky. I get to share my passion with my husband and continue teaching the younger generations about our culture and traditions.” Kaur says. A few years ago, they were featured in a Sacramento PBS TV station’s documentary about Central Valley artists who have continued the traditions of their “Wehomelands.enjoydoing this. Working with and for the community gives us the importance of humility and selfless service.” z z z her current job as coordinator of internal business services for the Sutter County Su perintendent of Schools.
California School Business casbo.org 19
“I wanted to work in education,” says Kaur, whose father spent every penny he had to put his four daughters through higher education. “Education is the most powerful weapon. I think education is the foundation for a better Despiteworld.”having a master’s degree in accounting, Kaur didn’t land a district/county job right away. She worked as an accountant in the private sector for a decade before join ing the staff at Sutter County.
“God helped me with that,” the CASBO member says of her career path. But that wasn’t the last time Kaur, a Sikh, would perceive God’s hand on the steering wheel. Her next blessing had to do with her second passion: Punjabi folk dance. Her parents, who wanted her to focus on her studies, didn’t allow her to dance while she was in school. But Kaur pursued the hobby anyway, participating in college-level competitions.Aftercompleting her education, Kaur left India in 2001 to be with her husband, Harjeet Singh, who was living in the U.S..
Photography by Hope Harris
Paramjeet Kaur
IN FOCUS
“I remember meeting my husband for the first time, and the very first question he asked me was if I knew how to dance.” Kaur recalls. “After hearing those words, I felt im mensely grateful and happy.”
Back then, Kaur’s parents expected her to pursue her career in science. But she had a passion for numbers and wanted to work in accounting.“Numbers have been my passion since the beginning, as long as I can remember,” she says. “But I was worried I was an A student.”Then the chicken pox hit her a day before her exam. Isolated from the rest of the students, Kaur had to take her exams in a separate room. As her symptoms arose, she had trouble focusing during the test and ended up with a B. That grade set her on the path toward the career she coveted – and Back then, arranged marriages were normal. Kaur had faith her parents would find her a good man, but deep down she was hoping for a husband who would not only let her pursue her passions in life, but would also share them with her.
She’s living a life of passion and purpose – with a little help from above By Nicole Krueger
Paramjeet Kaur firmly believes she wouldn’t be where she is today without divine intervention.Inhercase, the divine help arrived in the form of chickenpox a few days before her schoolAsexams.astudent in India, her score on exams would determine which field of study she qualified for. An A grade would open the door to a science-based career, such as medicine or engineering. A B grade would gain her admission into the world of commerce as an accountant or economist.
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Finding a job that felt like the right fit wasn’t easy for Ditmar, who initially planned on becoming an accountant and spending most of his life in a cubicle. But it turned out he was too friendly for cubicle work and kept getting in trouble for talking to his co-workers. He pivoted to sales, hoping it might provide a better outlet for his per sonable nature. For a while he even ran a business with his wife providing fundraising supplies – such as chocolate bars and wrapping paper – to schools.
Darin Ditmar
Growing up just minutes from Disneyland, which he once visited 360 days in a single year, Darin Ditmar learned a few things about service.Although he watched the park change drastically over time, one thing that never budged was the inspirational attitude of Disneyland’s employees.
It wasn’t until eight years ago, when he landed at SchoolsFirst, a CASBO Premier Plus Partner, that he felt he’d truly found his niche.“The cool thing about the credit union is they have the same servant’s attitude,” he says. “Serving school employees and their families is our priority, and it’s where my heart is, too. That’s what I get jazzed up about. When I walk away and they’re super happy, I know I gave as much of myself as I could.”
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California School Business casbo.org 21
Nothing makes him happier than serving others
Photography by Hope Harris
By Nicole Krueger
“It was a rough, rough go,” he recalls. “Now when I walk into a district and they don’t know who we are or what we do, there’s no pressure on me. I walk in and say, ‘How can we help? We would love to partner with you. Here’s what we do and how we do it.’ ”
IN FOCUS
As a TPA relationship specialist for SchoolsFirst Federal Credit Union, which serves as a third-party administrator for school district retirement plans, Ditmar now creates a different sort of magic for his clients – but his passion for service remains the same.“We just want to provide the best service possible to as many school employees as possible,” he says. “We do it at no cost to the district. We’re just here to help. I loveHelpingit.” district employees access their retirement benefits is a far cry from his previ ous career in outside sales, which required him to make door-to-door cold calls at busi nesses that often had “no soliciting” signs posted, hoping to rustle up enough clients to feed his young family.
“They have such a great service attitude,” says the former accountant, who picked up a second job working at the theme park’s main entrance during the recession more than a decade ago. “They create magic, for people. I’d say 98% of Disneyland people buy into it and want to create that magic, too. Everybody loves Disneyland so much it carries over into the work.”
22 California School Business Fall 2022 GERMS SEE A PLAYGROUND. Some see a classroom. Nearly 189 million school days are lost__ every year due to the common cold. ______ * KEEP THE HEALTH OF YOUR SCHOOL AHEAD OF THE CURVE. Visit depot.support/healthy-schools or contact your account manager for more details. *Alliance for Consumer Education, 2019 (www.consumered.org/stopgerms). Office Depot is a trademark of The Office Club, Inc. © 2020 Office Depot, Inc. All rights reserved.
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As the world throws its worst at us some days, Melissa D. Wood, president of the California Association of School Psychologists (CASP), has accepted the role of helping people navigate their way through just about anything that lands in theirEvenlaps. President Joe Biden called out tackling mental health in his 2022 State of the Union Address. But things like mass shootings, hate speech, coverage of foreign wars, COVID and California wildfires all play a role in the mental stress our teams carry on their shoulders when they walk into their offices, class rooms or cafeterias, or take a seat behind the wheel of buses. Wood is an excellent candidate to lead this solutions-based charge. She spent seven years in the middle school and high school classrooms at the begin ning of her career, after graduating from Cal Poly San Luis Obispo in 2003 with a bachelor’s in history and a single-subject teaching credential. She has taught every thing from physical education to English, math, science and geography. Wood has a history of saying “yes” to where she is needed to make an impact. She holds a Master of Educa tion in technology from Grand Canyon University and an MS in school psychology from National University in Bakersfield, California. She worked as a school psychologist and director of special education at Taft City School District before accepting a position as the Kern County Consortium Special Education Local Plan Area (SELPA) coordinator in October 2019. Currently, she is working as the director of special education programs for the Panama Buena Vista Union School District in Bakersfield. Thanks to her unique background and hands-on experience, we reached out to Wood to discuss how leaders can evaluate which employees may be qui etly struggling, and exactly what districts can do to meet the mental health needs in their organizations. What advice would you give your 10-year-old self? I would tell my 10-year-old self that achieving total perfection is not necessary to be successful in life. I was very much a perfectionist as a child, and sort of still am, and I worried a lot about life choices, making mistakes and letting people down.Today, I’d assure that little girl that everything was going to be OK, and that
By Julie Phillips Randles
California School Business casbo.org 25
Melissa D. Wood
Special ed director and school psychologist discusses how leaders can support their teams’, teachers’ mental health
INTERVIEW
26 California School Business Fall 2022 Melissa D. Wood
As a director, the first thing I try to do is to ensure that I’m giving staff what they need to manage their caseloads or jobs appropriately. Because sometimes I can immediately intervene to reduce some stress and offer support. And in the absence of that, it’s about having a conversation and planning with specific staff. And if they’re not yet in a place to see it, it’s important to provide resources that can help address their mental health issues.
The very first step is building rapport with your staff. In my experience, just having a desire to get to know my staff has really helped me identify the areas where they might be struggling. I’m not only getting to know them to evaluate their mental health, but as I’m getting to know them as people, I’m noticing more and more things about my staff as a whole.Soas you’re building that foundation and establishing yourself as an empa thetic leader, you’re going to have space to discuss important things as needed.
A few years ago, I worked with a staff that was very well versed in all the resources available, but when any one of us would get overwhelmed, we had a brochure full of resources that we had created and we would just say, “Do you have any questions about the resource brochure?” and that helped realign our thinking, even if the response was, “No, I’m fine.” The brochure was something we designed for our community and staff, but we ended up using it as a team be cause it was about addressing mental
Education has been stressful for the last two or three years. And for me, just letting staff know that they can come into my office and shut the door, and even if it’s just for five minutes to vent and be heard, has been incredibly beneficial. And this comes after getting to know them as people and coming to under stand what they need. Often, we just accept the idea that life is stressful without realizing it might be more. What should a person look for (in themselves and in others) to know they are not in a good place? When we see in others or ourselves that stress is taking over and preventing us from enjoying the things that we previously found relaxing or joyful, that’s a red flag. For example, personally, I know that stress is taking over when I’m not sleeping well or I’m not doing the things that bring me joy, like exercising, playing with my kids, or making plans with friends. Instead, I’m allowing those stressful events to take over every aspect of my life.
Stress is part of life and we have to learn how to cope with stress. But when the stress from our job or the stress from any aspect of our lives starts to invade those other happy areas of our personal lives, that’s when it becomes a problem. What if you observe that someone at work is not mentally healthy, but they don’t see it themselves? How should your organization go about that conversation (or does it)? If it does, who should have the discussion with that person?
I think it goes back to the rapport you have established with your staff. If you’re in a place where you know your staff and you feel comfortable, the conversation might sound like, “Hey I’ve noticed that you seem stressed. What do you think?”
In my experience, just having a desire to get to know my staff has really helped me identify the areas where they might be struggling.
it’s fine to make mistakes because that’s how we learn. How should a leader go about measuring/evaluating the mental well-being of their staff?
We know that employee well-being is crucial to organizational health. Organizations simply can’t function effectively with struggling and suffering workers. What are three initial steps districts can take to be sure they’re meeting their team’s mental health needs?
health issues. So it kind of became a code word.That team had a challenging workload, but leaning on them for sup port was so beneficial. It was about, as a supervisor, having the kind of rapport with your staff that allows you to have those conversations that are very honest, sensitive and kind about what you’re seeing, and then just offering support.
It’s important to healththeircanresourcesprovidethathelpaddressmentalissues.
Asking “What do you need for me as your supervisor?” is sometimes music to their ears. It can really help alleviate stress when they know they have some one to lean on. This is best coming from the team’s immediate supervisor. For me, as a direc tor, I want to have those conversations; I don’t want anyone else to have this conversation with my staff. I care for my staff and I want to be sure that I’m providing the help they need, and running it up the chain of command or giving that to someone else makes it less authentic and takes the power away from these conversations.WhenI’m seeing something in my staff, additional conversations might sound like, “What can I do for you? Or what resources can I provide you?” And letting them know that I’m there for them as a resource as well.
The first thing that districts must do is ensure that staff has what they need to
California School Business casbo.org 27
awhenasbringit’steachers,whenparticularlyfound,itcomestoisthatimportanttotheminstakeholderscreatingplan.
Third, identifying the actual resources out there that can support staff if they’re experiencing a little bit more stress than usual, or they need a little bit more support. What do those resources look like, because when you’re in the moment and trying to find them yourself, it’s almost impossible.
28 California School Business Fall 2022
meet the mark. In the case of teachers, for example, they had to make an incredible pivot in the last couple of years, and it’s been very challenging. There was just this incredible ask of teachers without, in some cases initially, being able to lend a lot of support. If we’re asking staff to do X, Y and Z, we need to be sure they have the support necessary to produce the outcomes we’re expecting.Second, we need to be sure they know who to go to for support when needed. It sounds pretty simple, but staff sometimes feel like they don’t know who to go to, and they kind of feel hopeless.
What I’ve
In what ways have you seen that adding more workplace flexibility successfully contributes to improvement in how employees view their employers’ concern for their well-being? This is tough because sometimes in education, we can’t always offer a lot of flexibility. But what I’ve found, partic-
Melissa D. Wood
Some organizations have reduced work hours or offered more flexibility to improve employee well-being, yet recent Gallup research found that fewer than one in four U.S. employees felt strongly that their employer cared about their well-being – the lowest percentage in nearly a decade. How can leaders turn that statistic around?
An EdWeek Research Center survey conducted earlier this year found that the most common step among district and school leaders to address staff mental health needs was offering professional development on selfcare. Many teachers say sessions on superficial self-care – like breathing exercises, yoga, and reminders to take a bubble bath or go for a walk – are no substitute for the kind of broader, systemic change that would keep them from feeling that their jobs have become untenable. What long-term, organization-wide solutions can leaders implement that go beyond offering individual employees a self-care, band-aid approach? What I’ve found in the districts I’ve worked in is that teachers just want to make sure that they have enough support. And in addition, that we’re not overloading their classrooms and that they, in the case of special education for example, have enough paraprofessionals in the room to support them in what they’re doing.
In general, teachers don’t want to be inundated with meetings and other training unless these programs pertain to what they’re doing in the classroom. And it makes sense; their time is very precious. They’re planning their grading, evaluating, instructing – so we want to make sure that any kind of activity that we ask them to be pulled away from the classroom for is incredibly beneficial and pertains to what they’re doing in the classroom with their students. And then we need to make sure that they have enough support to implement the new ideas or curriculum, and that they have the training and support to make sure that any rollout is clean. And in terms of “self-care,” I’ve heard from a number of teachers that things like yoga are great, but that’s not going to address the issue.Ithink school leaders need to ask themselves, “Does the three- to five-year vision for my district include a plan for supporting staff at all levels in the district?” Basically, are we planning ac cordingly in terms of what’s right for students and the district in terms of growth or declining enrollment? And then asking whether the site adminis trators and teachers have the tools they need. It’s about ensuring we have a plan that works for the long haul.
It’s ensuringabout we have a plan that works for the long haul.
California School Business casbo.org 29 ularly when it comes to teachers, is that it’s important to bring them in as stakeholders when creating a plan. They’re more receptive – even if the answer isn’t exactly what they want – if they’ve had some input in terms of how this will be rolled out, or created or managed.
30 California School Business Fall 2022
z z z
A study by RAND found that positive school environments where educators are involved in decision-making and feel supported are linked with better educa tor well-being and a decreased likeli hood of quitting. Teachers and principals also told RAND researchers that positive relationships with their colleagues help them cope with the stresses of their jobs. How can district leaders help facilitate those positive relationships? I think this goes to what leaders’ conversations with staff look like when they’re happy with the way things are going and when they’re not happy. Are you validating their concerns? So, for example, staff might come to me very upset about something in terms of a
Melissa D. Wood change, and that’s OK. I need to allow them the space to vent and be upset and to tell me how they feel. And then how do I approach them and say, “I hear you,” and support them? My approach needs to be empathetic, open and kind. That’s why, to ensure a positive working environment, I allow them the space in either good times or bad to come to me and communicate how they’re feel ing. It can be tricky when things are not going great or they’re frustrated, but we need to still allow them to do that.
Julie Phillips Randles is a freelance writer based in Roseville, California.
Mental resourcesrecommendsVistaprogramsandMelissaresourceshealthWood,CASPpresidentdirectorofspecialeducationforthePanamaBuenaUnionSchoolDistrict,thesementalhealthtoschoolleaders: • Resilient: How to Grow an Unshakable Core of Calm, Strength and Happiness • Substance Abuse and Mental Health findtreatment.samhsa.gov/.AdministrationServicewebsite: • Mental Health America website: mhanational.org/. • 988 Suicide and Crisis Lifeline crisis-lifeline.fcc.gov/988-suicide-and-website:
California School Business casbo.org 31 PIGGYBACK PURCHASING CONTRACTS Hundreds of contracts at www.PEPPM.org
By Jennifer Fink
Over the past three years, school districts in California and throughout the U.S. pivoted toward increased use of technology – at times, purchasing whatever equipment was available so they could support distance learning. Teachers, administrators, stu dents and families are arguably now more tech-savvy than ever before, with most now using digital devices regularly.
California School Business casbo.org 33 COVER FEATURE
But now what? “Most districts now have more devices and technology than they had before, but if they don’t figure out a way to make it useful to their people, it could have just been a big waste of money,” says Carl Fong, chief technology officer for the Orange County Depart ment of Education, a CASBO Organizational Subscriber.
edtech?nextWhat’sfor 8 tips for making the most of the tech you have, preparing for the next interruption
Relationships between educators and students are key to student learning. But technology, we’ve also learned, is an essential piece of the puzzle. Amid the uncertainly of the COVID-19 pandemic and various natural disasters, technology helped school leaders support their communities and allowed teachers to connect with students and “Technologyfamilies.isnot a luxury and it’s not something that should be taken for granted,” says Andrea Bennett, executive director of California IT in Education (CITE). “It’s as essential as electricity and water when it comes to learning.”
Adding access points in classrooms or throughout the school building is not a satisfactory solution. An access point is basically like a stoplight positioned at on ramps to major highways, Fong says – “Only one car can go at a time, but you’ve got 30 or 40 devices all waiting to get onCBOsthere.”and
1. Add bandwidth, if you can All the new devices purchased in recent years + student and staff devices that will likely come into your schools = increased demand for network bandwidth. Without What’s next for edtech? sufficient bandwidth, internet speeds slow way down, and that’s a problem that can inhibit productivity and learning, and exacerbate behavioral issues. (Picture 30 students in a classroom waiting for learning software to load.)
34 California School Business Fall 2022
IT leaders need to make the case to school boards that “this is not good for learning,” Fong says. “It’s not good for productivity if we’ve got people waiting to get on the internet.”
Without behavioralandandinhibitproblemdown,speedsbandwidth,sufficientinternetslowwayandthat’sathatcanproductivitylearning,exacerbateissues.
It’s time to deliberately deploy the tools at hand, and carefully choose technology that will allow you to meet the needs of your students, families and staff most effectively, now and moving forward. Here’s how:
Now is the time to be thoughtful and deliberate. “The quick pivot to dis tance learning highlighted that there is a difference between what we needed to do because of the coronavirus emergency and what a quality distance learning program is,” says Thomas Tan, executive director of technology services at Hun tington Beach City School District, a CASBO Organizational Subscriber.
He recommends collaborating with school leadership and educational ser vices to determine current network and internet bandwidth needs and projected
3. Emphasize cybersecurity Some of the apps your teachers are using with their students may be cybersecurity risks. Many easily accessible educational applications don’t comply with national and state privacy laws, and if your educators are using them, your district is at Yourrisk. IT staff should work with educational services to compile a list of all apps being used districtwide. If your district is a member of the Student Data Privacy Consortium (SDPC), you can then cross-check that list with the SPDC Resource Registry, a database of applica tions are compliant with privacy laws. (As of January 2022, access to the registry is restricted to members.)
To protect student data and district privacy, staff should only use software and apps from vendors that have signed the national data privacy agreement. That means IT staff must educate teachers and instructional staff about the importance of data privacy – and why they must consider it, Bennett says. (The 2022 Il luminate Education data breach that exposed the data of three million current and former students may be a useful case study.)
Some of the apps your teachers are using with their students may risks.cybersecuritybe
California School Business casbo.org 35 needs. Many popular career technical education programs (such as video game design and digital media arts), STEM classes and extracurriculars (think es ports) are bandwidth intensive.
Tan suggests working with an E-rate consultant who can help you navigate the federal E-rate program.
2. Plan for tech replacement
Right now, most of your hardware is probably in good shape. That will change quickly.“Most laptops have a lifespan of four to five years before the batteries start to fail to hold a charge and wear out from use, damage and loss,” Tan says. And while many districts were able to pur chase a lot of technology between 2020 and 2022, thanks to an infusion of funds from the federal and state government, districts can’t count on external support to replace this batch of technology when it fails.Create a technology replacement plan and budget accordingly. IT leaders and CBOs may need to convince school boards to allocate funds to tech replace ment, CITE’s Bennett says, noting that, when budgets need to be trimmed, “the first areas that get cut are the areas that are perceived to be as far away from the classroom as possible, and traditionally, IT has been seen in that way.” IT staff need to emphasize the fact that technol ogy is now indispensable to learning. She recommends integrating technology – and technology replace ment – into district Local Control and Accountability Plans (LCAPs).
36 California School Business Fall 2022 Districts should also set up a work flow process to evaluate apps educators are interesting in using in the classroom.
That’s a problem, particularly in an era of massive educator shortages. Mov ing forward, look for technology that works with your existing technology; tools that work together can increase productivity and learning and decrease frustration.“Asyou consider ed tech selection, it’s really critical to consider interoper ability,” says Mindy Frisbee, senior director of learning partnerships for the International Society for Technology in Education (ISTE). “Look at, how does this resource or tool work within my technical system? And can I share data privately?”
Teachers need ongoing training when it comes to technology.
Data is fragmented across different sys tems that don’t ‘speak’ to one another.”
Interoperability is “the seamless, secure, and controlled exchange of data between applications,” according to Project Unicorn, an organization dedicated to improving interoperability in K-12 education.That’s not currently the norm in most school districts. EdSurge, an indepen dent education technology information resource and community, notes that “In education … interoperability has lagged behind other industries and services.
What’s next for edtech?
4. Aim for interoperability
Project Unicorn has an interoperabil ity rubric districts can use to evaluate tech tools. You can also look for vendors that have signed the Project Unicorn Interop erability Certification.
• See which edtech providers have signed the Project Unicorn Interoperability Certification projectunicorn.org/interoperability-certification.at
• Read a case study on the Illuminate Education data breach at bit.ly/3zXmSZg.
“Teachers need ongoing training when it comes to technology,” Bennett says. “We need to make sure they know how to integrate it into their lessons.”
time and resources into helping staff learn how to best use available tools will ultimately be more effective than scouring the internet for the “best edtech.”
• What opportunities are you trying to create? Your answers to those questions will help you focus your attention. “From there, you can have the curricular discus sion, look at assessment data and look at standards across grade levels,” Tan says. “Then, with a small group of teachers, administrators and students, you can see what technology services, programs, soft ware and equipment meet your needs.”
• What problem are you trying to solve?
Tan, from Huntington Beach City, recommends asking and answers to ques tions before searching for new tech:
Recent wildfires and natural disasters underscored the importance of cooperation between schools, communities and families. Continue to strengthen and nurture those connections. Some students and families still don’t have reliable internet access. Community partnerships will be essential to expanding access and maintaining student privacy. Students “can go to Starbucks or Taco Bell and do their homework, but Resources to guide your edtech next steps
6. Establish a system to evaluate tech tools Tech tools aren’t one-size-fits-all. Your district’s needs (and goals) may be quite different than your neighboring districts’, so the tools you use should be as well.
Orange County’s Fong agrees: “We can give teachers all the technology that exists today, but the PD for them to learn it and be able to instruct students with it, that’s the Investingkey.”
Teacher input is absolutely essential.
Purchasing technology is just a first step.
California School Business casbo.org 37
“There are two things I cannot buy –teacher time and teacher enthusiasm,” Tan says. “If technology can help teachers save time and bring joy to their teaching and learning to their students, then that is the way to go. Conversely, if it’s destroy ing teacher time and enthusiasm, the tech needs to be re-evaluated.”
If these eight tips for deploying the tech you have and making great tech choices in the future have made you think about shortfalls in your district, here are some resources to guide your next steps.
• Check out the Project Unicorn Interoperability Rubric at projectunicorn.org/project-unicorn-rubric.
• Check out the Butte County Office of Education Information Technology Disaster Recovery Plan at bit.ly/3cYvZzI.
7. Strengthen relationshipsstakeholder
5. Invest in developmentprofessional
• Get the Better Edtech Buying for Educators, a resource from ISTE and Project Unicorn that provides insight and guidance on edtech decisionmaking, and outlines how leaders and educators can work together to make more informed purchasing decisions at bit.ly/3ddqtJX.
Jennifer Fink is a freelance writer based in Mayville, Wisconsin.
privacy.maintaining
Schedule time to review your district and site emergency preparedness plan.
What tip would you add to our list? Tweet us at @ CASBO to let us know.
Every district should have an up-to-date disaster recovery plan that includes technology deployment and support.
If yours does not, check out the plans recently developed by Butte County and Sacramento County, available online.
Is technology adequately addressed?
38 California School Business Fall 2022 that network may not be safe,” Bennett noes. She recommends working with community partners to implement safe guards. 8. Review preparednessemergencyplans
What’s next for edtech?
partnershipsCommunity will be essential to expanding access and
“This needs to be something that’s talked about at the district level, not just in the IT department, so that everyone understands what it means, especially when it comes to technology, ” Bennett says, “because technology is the only thing that ‘s going to keep everybody talking and learning, if possible.” z
Don’t simply create a plan and file it away either. Review it and discuss it on a regular basis.
z z
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school districts have
providing our members
we are. Over 450
Service is at the heart of who California public joined together is today. history of with tell service the reason
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coverage for workers’ compensation, property and liability and health benefits. Districts join SISC for our consistently low rates, but they will
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California School Business casbo.org 39
they stay for decades. We’d love to serve you, too. It’s our highest aspiration. A Joint Powers Authority administered by the Kern County Superintendent of Schools Office, Mary C. Barlow, Superintendent Interested in membership? Let’s talk. Call us at (800) 972-1727 or visit www.sisc.kern.org.
40 California School Business Fall 2022 SELF StableStrongFinanciallyIS:andSCHOOL EXCESS LIABILITY FUND selfjpa.org •FACT:Prepared to withstand future financial challenges • Healthy investment portfolio • Conservative management of public funds PROTECTING SCHOOLS, NOT PROFITS
California School Business casbo.org 41 Get moving on critical projects Let us take care of the financing, so you can focus on the project at hand. The Certificates of Participation and Lease Program can assist you with raising the capital funds you need to get moving on your highest priority property acquisitions, classroom construction projects, equipment purchases and more. Contact us to find out more 800.266.3382 ext. 2603 | www.csba.org/cop Our program offers: » Fast and efficient financing » Non -bonded debt » Competitive interest rates » Tax-exempt payments » Full asset ownership California School Boards Association | 3251 Beacon Blvd. West Sacramento, CA 95691
New generation CTE
FEATURE
SkillsScofieldgaps and an ever-increasing need for technical skills make providing CTE pathways critical Book knowledge is one thing, but the soft skills and STEMespeciallyareindustryourshortagesskills,technicalthosearethatbusinessandpartnersseeing,inthefields.
San Bernardino City Unified School District has certainly received the recog nition to prove its innovative approach is working, including receiving gold certification for five of its CTE pathways and silver certification for seven oth ers from the Linked Learning Alliance, a nationwide coalition of education, industry and community organizations dedicated to increasing equity and em powering young people for college and careerSansuccess.Bernardino’s innovative goldcertified programs include the Digital Design and Communications Academy at Pacific High School; the Digital Media Arts Academy at Arroyo Valley High School; the Business and Logistics Acad emy at Arroyo Valley High School; the Construction Opportunities in Renew able Energy (C.O.R.E) at Arroyo Valley High School; and Project Lead the Way Biomedical Science Academy at Pacific HighWhatSchool.can other leaders apply in their own districts to build or grow a success ful CTE pathway? And perhaps more im portant, what should districts be doing to prepare for the workforce of the future? Venkatesan and others with knowledge of the subject have some innovative ideas to share. Today’s career and technical education CTE as it is currently known has come a long way over the past 105 years. Federal funding was first earmarked for secondary vocational education in 1917, providing funding to states for education that focused on agriculture, homemaking and trade and industrial education.
For Chuck Sandoval, the admin istrator of curriculum, instruction and accountability at Clovis Unified School District, a CASBO Organizational Sub scriber, CTE gives his students a leg up, allowing them to test the waters of the By Jill
The vocational education of the past has evolved into the CTE of today, which provides an educational option for learners to gain the knowledge and skills needed to be prepared for both college and careers through learning real-world skills and practical knowledge.
When Sudha Venkatesan, Ed.D., talks about the future of career and technical education (CTE) at her school district, the excitement she exudes is almost contagious.“Cyber security. Virtual reality. Artificial intelligence pathways. These are areas that students naturally want to engage in, and these are also areas that lead to jobs of the future,” says the director of San Bernardino City Unified School District’s Secondary Education Department, a CASBO Organizational Subscriber.“Wetry to stay super innovative,” she says about the district’s CTE path ways, adding, “It does require a lot of staff, connections and time.”
44 California School Business Fall 2022 New generation CTE
“CTE is often looked at historically as you left high school and entered a job,” says Steve DeWitt, deputy executive director for ACTE. “That landscape has changed dramatically. You need some post-secondary education in something like 65% of jobs – and that is certifications, four-year and two-year programs.”
“Our kids who go through CTE are able to learn more about their futures and find out if it’s the right path for them.”
California School Business casbo.org 45 field or industry they have in mind before determining whether it’s the right path for them.“Why wait until you think you know what you want to do, and then get down that path and figure out that it isn’t what you thought it would be, or realize it’s not the right position for you?” he asks.
The value of CTE is emphasized by an ongoing skills gap coupled with an in creasing need for technical skills required in key industries. In California, 47% of jobs require additional skills training –more education than high school but less than a four-year college degree. Yet only 39% of workers are trained at this level, according to the “CTE in California” fact sheet from the Association for Career and Technical Education (ACTE).
DeWitt’s role at ACTE includes oversight of policy development, ad vocacy and research activities for the organization, which focuses on pro moting CTE’s value related to school improvement and student career readi ness. According to ACTE, other benefits of CTE include higher levels of student
You need needscommunity’sbusinesswhatunderstandtotheare.
46 California School Business Fall 2022 engagement and reduced dropout rates; plus an average high school graduation rate of CTE students that outpaces the national average rate – 94% compared to 85%,Employersrespectively.see the value of CTE pathways, too. About 77% of employers from in-demand industries (identified as accounting/banking/finance; construc tion and architecture; health care and pharmaceuticals; manufacturing; and technology, information technology and telecommunications) report hiring an employee because of knowledge and skills gained from their CTE experience, according to “Shifting the Skills Conver sation,” a publication from Advance CTE that summarizes employers’ responses to a survey about their perceptions of CTE. The key to CTE: Industry relationships For a CTE program to be successful, DeWitt says a district must have strong industry partnerships. “You have to have a strong link to business and industry at the state level, and in local communities as well. You need to understand what the business community’s needs are, and work with them to outline specific sectors where there is a need.”
The benefits of those partnerships go beyond a strong CTE connection for the district, he says. “If you already have the connection with the business com munity, they are going to advocate for you, and they have a very strong voice that can be stronger than the school dis
New generation CTE
California School Business casbo.org 47 trict’s when it comes to advocating with legislators.” Clovis Unified and San Bernardino City Unified have 250 and close to 100 industry partners, respectively. These partnerships, once established, require continuous maintenance, according to Chuck“TwiceSandoval.ayear, our CTE teachers have advisory meetings with our indus try partners to learn more from industry about what they need and what is evolv ing within that industry. They tell us what they need in their future employees,” he says.The communication with industry partners helps elucidate the skills em ployers are looking for, and how school districts can adapt to meet those needs.
For many employers today, those are pri marily soft skills – the mix of social and interpersonal skills that don’t typically come from straight academics. Team work, time management, communication and other interpersonal skills are a few examples.“Communication is key on the job, as are other employability skills. That’s what business and industry are telling us that they need the most. Even students coming from a four-year pathway often don’t have those,” says DeWitt. “Employers tell us that when employees go through our CTE pro grams, they understand the soft skills that some people lack when they go to work. Filling out resumes, interviewing, time management, that sort of thing,” addsForSandoval.Venkatesan, this aspect underscores the importance of CTE’s convergence of traditional academics with hands-on learning. “Book knowledge is one thing, but the soft skills and technical skills, those are shortages that our business and in dustry partners are seeing, especially in the STEM fields. In the current world we are living in, there is no way book knowl edge alone is sufficient,” she notes.
And a new program, Golden State Pathways, sets aside $500 million in the current California state budget for competitive grants to “help students transition from high school to wellpaying, skilled careers.” According to reports on the new funding, this grant program will attempt to bridge existing These are areas that theleadalsoandtonaturallystudentswantengagein,theseareareasthattojobsoffuture.
Funding opportunities In California, a number of state and federal funding mechanisms are available to support CTE pathways.
The state of California sets aside more than $300 million annually that is dispersed through the California De partment of Education’s CTE Intensive Grants (CTEIG). Federal funding is also available through the Strengthening Ca reer and Technical Education for the 21st Century Act – more informally known as Perkins funding – which earmarked $133,555,412 specifically for California CTE programs in fiscal year 2021.
Where does CTE go from here?
For school districts interested in starting or expanding a robust CTE pro gram, this presents an opportunity to play a role in the local community’s eco nomic growth and recovery, particularly as the economy braces for what’s needed in the post-COVID landscape.
“We would be out of the loop if we didn’t go down that road of preparing students to excel in such pathways. Our partnership with Amazon is a specific success story that brings technology and 21st century learning to these educational pathways.”
According to ACTE, the U.S. is facing a projected deficit of 6.5 million skilled workers over the next decade, with key industries and occupations that are facing talent shortages including health care, manufacturing, infrastructure, operations and logistics, information technology and education.
Marcus Funcess, Ed.D., assistant superintendent of human resources at San Bernardino City Unified School District, notes one such partnership at Cajone High School that does just that.
Those strengths that have,studentswehave to capitalize on in the classroom.
48 California School Business Fall 2022
New generation CTE gaps that currently exist in CTE funding, allowing school districts, charter schools, regional occupational centers or com munity colleges working in concert with K-12 schools to apply, with prioritization placed on a few general CTE pathways including education, computer science, health care and climate resilience involv ing STEM.Butindustry partnerships can also provide a valuable piece of funding for CTE
“Onepathways.good example CTE partner ships we see often is when a business or industry has donated expensive equip ment that a district cannot afford itself. Industry will provide that to the district, and in turn there is training or education on that equipment,” says DeWitt.
In San Bernardino, bolstering the region’s economic vitality is something that has been a secondary goal of the district’s CTE pathways. “San Bernardino was a community that was thriving 2025 years ago. But industries left,” says Venkatesan, noting that school districts can play a valuable role in a local area’s growth.“If we develop talent, we attract companies. Every community should aspire to that – to build up the local talent, build a pool of very high-skilled work ers. Our goal for our district is to be that catalyst.”Acouple of years ago, San Bernadino City Unified brought CTE and traditional
“Amazon provides grant funding to one of our pathways that is centered on logistics, giving our scholars the ability to have the related training and resources that allows them to make headway in a booming industry,” he says.
What CTE programs are thriving in your district? Share your examples at LinkedIn/CASBO. academic pathways under one roof, so to speak, with the same district leader ship overseeing both programs. “Why separate services at the district office? Give them two different instructions? I feel like the message is now streamlined.
When CTE and other departments are separate, they are not in alignment,” says Venkatesan.Regardless of what the model looks like within a given district, both Clovis and San Bernardino agree leadership support is key. “If we didn’t have the support of our superintendent and executive board, we wouldn’t be successful,” notes Sandoval.
Jill Scofield is a Northern Californiabased freelance writer whose coverage largely focuses on issues affecting higher education, agriculture, membership associations and local government.
As CTE programs continue to shift and address needs of local employers in the post-COVID economy, some factors remain unknown. But for Funchess, CTE programs have the power to build on students’ strengths in close partnership with“Iindustry.hadachance to go to San Francisco recently to visit Cisco Systems, and we talked about the importance of educa tion aligning with the skills, tools and resources that they [students] have at their fingertips. If our scholars who are digital natives utilize certain tools or soft ware, why don’t we make sure they’re utilizing those things in their learning?” he says. “Those strengths that students have, we have to capitalize on in the classroom. If we’re not doing that, we’re not setting kids up for success to enter the workforce.”IfCTE pathways can continue to do just that, both students and parents will see the increasing value of such pro grams, says DeWitt of ACTE. “The stigma of CTE is that people think of it existing 50 years ago, but it really is cutting edge. If parents can better understand that, they will advocate for CTE in their local school districts.”
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