This document includes a glossary and definitions for common acronyms, abbreviations, and terms used within Minnesota Career and Technical Education (CTE). This document is for CTE teachers, administrators, school board members, business and industry leaders, and advisory committee members.
Acronyms and Abbreviations
– AAFCS: American Association of Family and Consumer Sciences
– ABE: Adult Basic Education
– ACTE: Association for Career and Technical Education
– ADA: Americans with Disabilities Act
– AFNR: Agricultural, Food, and Natural Resources Education
– AP: Advanced Placement
– B&M: Business and Marketing Education
– BPA: Business Professionals of America
– CASE: Curriculum for Agricultural Science Education
– CCL: Career-Connected Learning
– CCR: Career and College Readiness
– COE: Minnesota State Center of Excellence
– CTE: Career and Technical Education
– CTSO: Career and Technical Student Organization
– DECA: no longer an acronym (formerly Distributive Education Clubs of America)
– DEED: Minnesota Department of Employment and Economic Development
– DLI: Minnesota Department of Labor and Industry
– ED: United States Department of Education (Note: USDE is US Dept. of Energy)
– EDR: Minnesota Economic Development Region
– FCCLA: Family, Career and Community Leaders of America
– FCS: Family and Consumer Sciences Education
– FFA: no longer an acronym (formerly Future Farmers of America)
– FTE: Full-Time Equivalent
– HOSA-Future Health Professionals: no longer an acronym (formerly Health Occupations Students of America)
– HSE: Health/Human Services Education
– IEP: Individualized Education Plan
– IRC: Industry-Recognized Credential
– ISD: Independent School District
– LCSC: Lakes Country Service Cooperative
– LMI: Labor Market Information
– MAAE: Minnesota Association of Agriculture Educators
– MACTA: Minnesota Association for Career and Technical Administrators
– MAELC: Minnesota Agricultural Education Leadership Council
– MAFCS: Minnesota Association of Family and Consumer Sciences
– MBITE: Minnesota Marketing, Business, and Information Technology Educators
– MCIS: Minnesota Career Information System
– MDE: Minnesota Department of Education
– MFSO: Minnesota Foundation for Student Organizations
– Minnesota State (i.e., MN State): Minnesota State Colleges and Universities
– MnACTE: Minnesota Association for Career and Technical Education
– MN ACTE-For All (SPED): no longer an acronym (formerly MnACTE-SNP)
– MREA: Minnesota Rural Education Association
– MSC: Minnesota Service Cooperatives
– MSU-Mankato: Minnesota State University-Mankato
– MTEEA: Minnesota Technology and Engineering Educators Association
– MTSS: Multi-Tiered System of Support
– NAAE: National Association of Agriculture Educators
– NBEA: National Business Education Association
– NCHSE: National Consortium for Health Science Education
– NESC: Northeast Service Cooperative
– NWSC: Northwest Service Cooperative
– OFP: Out-of-Field Permission
– OHE: Minnesota Office of Higher Education
– OJT: On-the-Job Training
– PD: Professional Development
– PELSB: Professional Educator and Licensing Standards Board
– PLC: Professional Learning Community
– PLTW: Project Lead The Way
– POS: Program of Study
– PSEO: Post-Secondary Enrollment Option
– SAE: Supervised Agricultural Experience
– SBE: School-Based Enterprise
– SCC: Southeast Service Cooperative (sometimes SESC)
– SCSC: South Central Service Cooperative
– SCSU: St. Cloud State University
– SEL: Social-Emotional Learning
– SkillsUSA: no longer an acronym (formerly Vocational Industrial Clubs of America)
– SLEDS: Statewide Longitudinal Education Data System
– SMSU: Southwest Minnesota State University
– SPED: Special Education
– STAR: Staff Automated Reporting
– STEM: Science, Technology, Engineering, and Mathematics
– SWWC: Southwest West Central Service Cooperative
– T&I: Trade and Industry Education
– TIP: Teacher Induction Program
– UFARS: Uniform Financial Accounting and Reporting Standards
– UMC: University of Minnesota-Crookston
– UMN: University of Minnesota
– UMTC: University of Minnesota-Twin Cities
– WBL: Work-Based Learning
– WIOA: Workforce Investment Opportunities Act
– WSU: Winona State University
Full Definitions
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504 Plans are formal plans schools develop to provide children with disabilities the support they need to be successful in school. [Minnesota State]
Public education programs serving students ages 16 and over who are not enrolled in school and who want to improve their basic skills, including math, reading, language, and work- readiness skills. The most common ABE programs in Minnesota are English Language Learning, GED prep/secondary (high school) credential attainment, and pre-employment or career pathway content. Minnesota ABE is administered by the Department of Education. [Minnesota State]
An academic program that allows high school students to take college-level courses in a high school setting. Students can receive college credits if they pass a corresponding exam. [Minnesota State]
A group of persons with competence or interests in an occupational field related to the program being served, selected for offering advice to teachers or administrators regarding Career and Technical Education (CTE). At least 50 percent of the members shall be representatives of a directly related business, labor, or industry. [Minnesota Rule 3505.1000]
Note: Minnesota Rule 3505.1400 applies to federal Perkins law, not secondary CTE programs and program approval.
Also known as: Advisory Council, Industry Advisory Committee.
Following Bloom’s Taxonomy for the cognitive/thinking domain (Bloom et al., 1956), Krathwohl, Bloom, and Masia (1964) categorized the affective operations required of the brain and emotions, describing the types of ‘feeling’ processes necessary to learn and develop values and dispositions. Classroom and laboratory instruction most significantly target the thinking or cognitive domain of learning, which is why most of the education system uses Bloom’s original Cognitive Domain, though the affective and Psychomotor Domain domains are equally as important to the learning process. Leadership and Social-Emotional Learning, most commonly taught in CTE through Career and Technical Student Organizations (CTSO), are most intense in the feeling or affective domain of learning. Student opportunities to participate in competitions, attend conferences and conventions, serve their communities, attain leadership positions, and win scholarships and awards makes CTE feel personal. In this part of our model, we want students to ‘feel’ differently about their values. [Minnesota CTE]
Affiliation or institutional membership provides membership in an organization for all students or staff in the organization, rather than an individual membership dues model. For example, FFA Affiliation Membership provides access to all students in an AFNR program to FFA leadership development; students are not allowed to be charged a membership fee. [Minnesota CTE]
Also known as: Institutional Membership, Organizational Membership.
Agricultural, Food, and Natural Resources (AFNR) Education prepares individuals for employment in a vast range of science, technology, and business occupations found within the context of food, fiber, and natural resources. AFNR careers include the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products or resources. [Minnesota CTE]
AFNR is one of the three original Career and Technical Education (CTE) fields, created in 1917 by the Smith-Hughes legislation. AFNR has evolved in the more than 100 years since its inception as farming classes only for boys to now supporting good paying, highly skilled, and sought after careers for all in food science, biotechnology, agribusiness, and agricultural manufacturing. The student organization for AFNR, FFA, was formed in 1928 originally as Future Farmers of America. As of 2024, more than 211 districts offer AFNR programs in Minnesota, including 334 teachers and 42,970 students grades 5-12. [Minnesota CTE]
AFNR comprises the Agriculture, Food, and Natural Resources career field on the federal Career Wheel. AFNR includes two clusters: (a) Agriculture and (b) Energy and Natural Resources.
Licenses for this career field include: Broad-based license for the entire AFNR field: Agriculture broad-based-010100.
The American Association of Family and Consumer Sciences (AAFCS) is the national professional organization for Family and Consumer Science (FCS) teachers, including (a) Arts, Entertainment, and Design (including textiles, creative design), (b) Education (including early childhood), and (c) Hospitality, Events, and Tourism (including culinary). There are approximately 5,000 members of AAFCS. The Minnesota Association of Family and Consumer Sciences (MAFCS) is the state affiliate of AAFCS. [Minnesota CTE]
A 1990 federal law that prohibits discrimination toward individuals with disabilities and guarantees equal access and equal opportunities to individuals with disabilities. [Minnesota CTE]
A youth apprenticeship is an industry driven education and career training program based on recognized industry standards. Includes the following elements: (a) paid On-The-Job Training under the supervision of skilled employee mentors, (b) related classroom-based instruction, (c) ongoing assessment against skills and competency standards, and (d) culmination in a portable, industry-recognized credential and postsecondary credit. [National Governors Association]
Also known as: Youth Apprenticeship.
See: State-Approved Program.
Credit that is a part of a course articulation agreement between high schools, colleges, or universities, and provides credit for college-level course work completed in high school, including Concurrent Enrollment.[Minnesota State]
Also known as: Articulated College Credit.
A written agreement at the state, district, or school level that creates a sequence of progressive, non-duplicated education leading to technical skill proficiency, a credential, a certificate, or a degree. Typically, credit transfer agreements between secondary and postsecondary institutions are key components of the articulation agreement. [Congress, Perkins V]
The course or courses taught in a school for which students are granted credit. [Minnesota Rule 8710.0310]
Also known as: CTE Assignment.
The Association for Career and Technical Education (ACTE) is the national professional organization for CTE teachers. ACTE is committed to enhancing the job performance and satisfaction of its members, to increasing public awareness and appreciation for CTE, and to assuring growth in local, state, and federal funding for these programs by communicating and working with legislators and government leaders. There are more than 27,000 members of ACTE. The Minnesota Association for Career and Technical Education (MnACTE) is the state affiliate of ACTE, and some of the subject-specific CTE professional associations in Minnesota such as the Minnesota Association of Agriculture Educators are also affiliated with ACTE. [Minnesota CTE]
Bemidji State University’s CTE teacher preparation programs appear to be closed. Bemidji previously had CTE teacher preparation programs in Business and Marketing: Communication Technology Careers (300000) and Trade and Industry (T&I): Construction Careers (300100).
Bethel University is a private, Christian university located in Arden Hills, Minnesota, with approximately 6,500 students. Bethel offers post-secondary education programs for the B&M, FCS, HSE, and T&I CTE fields. [Minnesota CTE]
Bethel has CTE teacher preparation programs in Business and Marketing (B&M): Business (140050); and CTE Licensure Endorsement: Work-Based Learning (160000).
Bloom’s original taxonomy categorized the cognitive skills within the Cognitive Domain required of the brain to perform a task, describing the types of thinking processes necessary to answer a question. An additional taxonomy was created for the Affective Domain and later the Psychomotor Domain. [Minnesota CTE]
Brightworks Service Cooperative is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. Brightworks serves Economic Development Region 11, which is the seven county metro area of Anoka, Carver, Dakota, Hennepin, Ramsey, Scott, and Washington counties. Brightworks provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant, which is managed and coordinated by the four intermediary districts in the Metro: Intermediates 287, 288 (SW Metro), 916 (NE Metro), and 917. [Minnesota CTE]
Business and Marketing (B&M) Education prepares individuals for employment in a wide range of business occupations, including marketing, finance, management, and communications. B&M careers include planning, organizing, directing, and evaluating business functions essential to efficient and productive operations; financial and investment planning, banking, insurance, and business financial management; and managing and performing marketing activities to reach organizational objectives. [Minnesota CTE]
B&M is one of the newest of the Career and Technical Education (CTE) areas, created in 1936 by the George-Deen Act, a successor of Smith-Hughes (1917), and expanded by the Vocational Education Act of 1963. B&M has evolved in the more than 80 years since its inception from marketing and distribution to include good paying, highly skilled, and sought after careers in finance, accounting, entrepreneurship, hospitality/tourism, and communications technologies. The student organizations for B&M are DECA—formed in 1946 originally as Distributive Education Clubs of America—and BPA—formed in 1966 originally as Vocational Office Education Clubs of America (VOECA). As of 2024, more than 245 districts offer B&M programs in Minnesota, including 492 teachers and 88,868 students grades 5-12. [Minnesota CTE]
B&M comprises the Business and Marketing career field on the federal Career Wheel. B&M includes one primary cluster: Financial Services and three cross-cutting clusters: (a) Digital Technology, (b) Management and Entrepreneurship, and (c) Marketing and Sales.
Licenses for this career field include: broad-based license for the entire B&M field: Business broad-based-140050; and the cross-cutting career-license for the Digital Technology cluster: Communication Technology careers-300000.
Business Professionals of America (BPA) is one of two state professional organizations for Business and Marketing (B&M) students enrolled in (a) Financial Services, (b) Digital Technology (communications technology), (c) Management and Entrepreneurship, or (d) Marketing and Sales coursework and programs. BPA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of a B&M program. BPA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1966 originally as Vocational Office Education Clubs of America (VOECA). [Minnesota CTE]
Minnesota BPA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota BPA has approximately 1,100 student members in 69 chapters. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
Career and College Readiness (CCR) means a high school graduate has the knowledge, skills, and competencies to successfully pursue a career pathway, including postsecondary credit leading to a degree, diploma, certificate, or industry-recognized credential and employment. Students who are career and college ready are able to successfully complete credit-bearing coursework at a two- or four-year college or university or other credit- bearing postsecondary program without need for remediation. [Minnesota Statute 120B.30]
Since 1917, with the Smith-Hughes Act, federal and state legislation have provided leadership for the implementation and improvement of educational programs that prepare youth for careers and advancing our economy and society. Career and Technical Education (CTE; formerly Vocational Education) includes Agriculture, Food, and Natural Resources (AFNR), Business and Marketing (B&M), Family and Consumer Sciences (FCS), Health/Human Services Education (HSE), and Trade and Industry (T&I). Technical skill development through Work-Based Learning (WBL) and Social-Emotional Learning (SEL)/Leadership through Career and Technical Student Organizations (CTSO) are integrated, required components throughout all CTE fields. WBL and SEL are not full licensure areas, rather they are ‘center of the wheel’ essential elements of a CTE program. [Minnesota CTE]
Organized educational programs, services, and activities which are related to the preparation of individuals for paid or unpaid work or for additional preparation for a career requiring technical competencies or a postsecondary or higher education advanced degree. [Minnesota Rule 3505.1000]
Also incorrectly known as: Career Technical Education (no ‘and’; this is technically and grammatically incorrect).
In CTE students learn and practice leadership and social-emotional learning in programs called CTE Student Organizations (CTSO). CTSOs are not clubs. They are an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of the program. CTSOs develop relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. Minnesota CTSOs include BPA, DECA, FCCLA, FFA, HOSA, and SkillsUSA. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
A grouping of occupations and broad industries into a national classification of 14 clusters that are based upon common knowledge and skills: Agriculture (AFNR); Arts, Entertainment, and Design (FCS); Construction (T&I); Digital Technology (B&M); Education (FCS/HSE); Energy and Natural Resources (AFNR); Financial Services (B&M); Healthcare and Human Services (HSE); Hospitality, Events, and Tourism (FCS); Management and Entrepreneurship (B&M); Manufacturing (T&I); Marketing and Sales (B&M); Public Service and Safety (HSE); and Supply Chain and Transportation (T&I). Career clusters include hundreds of occupations that may be grouped into pathways around which secondary and postsecondary educational Programs of Study can be built. [Minnesota State]
See also: Career Field, Career Pathway, Career Cluster Framework.
Career-Connected Learning (CCL) is a framework that helps students explore and prepare for careers through real-world experiences. It involves a partnership between education and industry to provide students with opportunities to apply academic and technical skills in a career context. [Minnesota CTE]
A visual representation of the five career fields (i.e., cluster groupings), 14 career clusters, and 72 career pathways (i.e., sub-clusters) adopted by Minnesota CTE and other entities. Includes integrated curricular components of affective dispositions and technical skill development taught through Work-Based Learning and Social-Emotional Learning/leadership development, often referred to as ‘center of the wheel’ skills. [Minnesota CTE]
Also known as: Career Wheel.
See also: Career Cluster, Career Field, Career Pathway, Social-Emotional Learning, Work-Based Learning.
Five broad groupings of occupations that can be subdivided into 14 Career Cluster and numerous Career Pathway (i.e., sub-clusters) as part of the Minnesota Career Cluster Framework (i.e,. Career Wheel): Agriculture, Food, and Natural Resources (AFNR), Business and Marketing (B&M), Family and Consumer Sciences (FCS), Health/Human Services Education (HSE), and Trade and Industry (T&I). Technical skill development through Work-Based Learning (WBL) and Social-Emotional Learning (SEL)/Leadership through CTSOs are not a Career Field, rather they are integrated, required components throughout all CTE fields. [Minnesota CTE]
Also known as: Cluster Groupings.
A group of occupations within a Career Cluster that provides a plan for advancement through a Career Field. Career pathways combine rigorous and high quality education, training, and other services that align with the local and regional need, prepares an individual to be successful in any of a full range of secondary or postsecondary education options including work-based learning, apprenticeships, accelerates the educational experience and career advancement, that enables an individual to attain a secondary diploma (or recognized equivalent) and at least one industry-recognized or postsecondary credential, and provides career advancement. [Workforce Innovation and Opportunity Act].
The federal Career Cluster Framework organizes the career clusters, fields, and pathways.
Also known as: Sub-Clusters.
A 2004 federal act to improve career technical education programs, integrate academic and career technical instruction, serve special populations, and meet gender equity needs. [Minnesota CTE]
Also known also: Perkins IV Legislation or Law.
Minnesota State hosts eight Centers of Excellence (COE), each serving a major industry that faces serious workforce challenges: Agriculture (Northern and Southern Centers), Energy, Engineering, Health, Information Technology, Manufacturing, and Transportation. The COEs collaborate with industry and educators to attract and prepare students for success in high-demand careers. Strategically located throughout the state, the Minnesota State COEs drive workforce innovation through education and industry collaboration, and provide thought leadership on workforce development in their respective industries. [Minnesota State]
Also known as: Minnesota State Center of Excellence.
Credentials that are recognized by national, state or regional industry groups or government agencies verifying the attainment of skills necessary for success in a given occupation or career pathway. [Minnesota State]
Also known as: Occupational Certification; Industry Certification, Industry-Recognized Certification (IRC).
Note: In Minnesota, a professional credential to teach in a school district is called a Teaching License.
Bloom’s original taxonomy categorized the cognitive operations required of the brain, describing the types of thinking processes necessary to learn and acquire knowledge (Bloom et al., 1956; Anderson & Krathwohl, 2001). Classroom and laboratory instruction most significantly target the thinking or cognitive domain of learning, which is why most of the education system uses Bloom’s original cognitive domain, though the Affective Domain and Psychomotor Domain are equally as important to the learning process. Even though CTE is fairly hands on, we still target the cognitive domain in the classroom. We want students to ‘think’ differently about content and concepts. [Minnesota CTE]
An accredited concurrent enrollment program from the National Association of Concurrent Enrollment Programs (NACEP) serving high school students, teachers, and schools by increasing access to college learning, supporting excellence in teaching, and strengthening high school to college/university connections. A CIS course is delivered in the high school by a high school teacher. [Minnesota State]
To receive federal Perkins funding, a local recipient (i.e., a Perkins Consortium) must (a) conduct a Comprehensive Local Needs Assessment (CLNA) related to Career and Technical Education (CTE) and include the results of the needs assessment in the local application and (b) not less than once every two years, update such CLNA. [Congress, Perkins V]
The CLNA is designed as the foundation of Perkins V implementation at the local level. It drives the development of the local application and future spending decisions. The CLNA prompts an applicant (i.e., Perkins Consortium) to take an in-depth look at its entire local and regional CTE system and identify areas where targeted improvements can lead to increased opportunities for student success. The CLNA can also offer local stakeholders the chance to build an understanding of CTE and share in the vision of the future. The CLNA is completed through the Perkins Consortium leadership team collecting and analyzing data, performing a root cause analysis with stakeholder engagement, and identifying priority needs. The applicant (i.e., Perkins Consortium) will use the priority needs that are identified to complete the Perkins Consortium’s local application for federal Perkins funds. [Ohio Department of Education and Workforce]
An articulation concurrent enrollment course is a college or university course made available through the Postsecondary Enrollment Options (PSEO) Program, offered through a secondary school and taught by a secondary teacher. Students in a concurrent enrollment course receive both high school and college credit upon completion. [Minnesota State Colleges and Universities Policy 3.5]
Also known as: Dual Enrollment.
For secondary education, any 9th through 12th-grade student who successfully completes 150 or more course hours (i.e., two courses) which are part of a state-approved secondary CTE program, within one career field. [Minnesota State]
A voluntary collaboration of the Minnesota Service Cooperatives (MSC) and other regional public and private partners, including school districts, intermediate school districts, Career and Technical Education (CTE) cooperatives, and higher education institutions, that work together to provide CTE opportunities for students through the CTE Consortium Grant. [Minnesota Statute 124D.4536]
Note: A CTE Consortium is different from a Perkins Consortium.
A state legislative appropriation under Minnesota State Statute 124D.4536 to the Minnesota Service Cooperatives (MSC) for the statewide CTE Consortium. The funding supports the creation of new programs and pathways, access to CTE programs, family and student awareness, industry-level equipment, teacher professional development and license support, and funding for transportation. [Minnesota Statute 124D.4536]
Note: The state CTE Consortium Grant is different from federal Perkins funding.
CTE licenses are a category of license, not one specific license, much like special education licenses. Teaching licensure is under the authority of the Professional Educator Licensing and Standards Board (PELSB). Technically, there is no statutory or rule language that defines which licenses are CTE. However, as there is language about “appropriately licensed CTE teacher,” PELSB designates on their Licensure Assignment Table which licenses are eligible to teach within ‘CTE Assignments.’ [Minnesota CTE]
For secondary education, any 9th through 12th-grade student who successfully completes one or more courses which are part of a state-approved secondary CTE program. [Minnesota State]
A CTE program is an education activity or a series of instructional components designed to meet the program objectives for the period of instruction. [Minnesota Rule 3505.1000]
Note: it is incorrect that Minnesota Rule requires multiple courses in a program, though it is best practice and recommended.
A permissive levy for school districts to provide extra support based in part on the district’s CTE expenditures. Minnesota Statutes, section 124D.4531, as modified by the 2014 Legislature, allows a district with a state-approved CTE program under this section to be eligible for CTE revenue equal to 35 percent of state-approved expenditures in the fiscal year in which the levy is certified. Districts submit anticipated CTE budgets each year in the spring for the coming school year, and detailed information about actual CTE expenditures each fall for the previous school year. Eligible CTE Expenditure UFARS Object codes: Classroom support and extended time (140/143/185), teacher travel (365/366), specialized CTE instructional supplies/food (406/433/490), curriculum development activities (610), and contracted services (305/394/396). [Minnesota Department of Education]
Also known as: CTE Levy.
A document that outlines the topics that will be covered in a course along with expectations for students. Usually includes course policies, rules and regulations, required texts, and a schedule of assignments. [Minnesota CTE]
A written plan outlining a course of study detailing teaching content as directed by a set of standards/frameworks. [Minnesota CTE]
Curriculum for Agricultural Science Education (CASE) is a national Agriculture, Food, and Natural Resources (AFNR) curriculum that uses science inquiry for lesson foundations. The curricula follow an Activity-Project-Problem model and the program is primarily focused on student-center methods of teaching and learning. CASE offers curricula and professional development for the following courses: Intro to AFNR, AgExplore Middle School, Agricultural business Foundations, Animal Science, Plant Science, Natural Resources and Ecology, Environmental Science Issues, Food Science and Safety, Animal and Plant Biotechnology, Animal Health and Veterinary Science, Agricultural Power and Technology, Ag Equipment Maintenance and technology, Small Gas Engines, and Agricultural Research and Development. CASE is a sister program to Project Lead The Way (PLTW). [Minnesota State, Minnesota CTE]
Listing of a specific curricula in chronological order indicating the amount of time and emphasis that is placed upon each curricular segment to allow for analysis of content. [Minnesota CTE]
A tool for gathering data on what teachers are working on with their students based on content, skills, and assessments. [Minnesota CTE]
DECA is one of two state professional organizations for Business and Marketing (B&M) students enrolled in (a) Financial Services, (b) Digital Technology (communications technology), (c) Management and Entrepreneurship, or (d) Marketing and Sales coursework and programs. DECA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of a B&M program. DECA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1946 originally as Distributive Education Clubs of America (DECA); the organization is now known simply as DECA (no longer an acronym). [Minnesota CTE]
Minnesota DECA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota DECA has approximately 4,292 student members in 65 chapters. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
Instruction matched to individual students’ needs, readiness, interests, circumstances, and learning profiles. [Minnesota CTE]
A student not yet fluent in English. [Minnesota CTE]
Also known as: English Language Learner (ELL), English as a Second Language (ESL), Multilingual Learner (MLL), Emergent Bilingual.
A school-supervised business venture undertaken to teach the free enterprise system, including the functions of organizing and managing the factors of production or a distribution of goods or services. [Minnesota Rule 3505.1000]
Process of learning through experience undertaken by students to acquire and apply knowledge and skills in an immediate and relevant setting, such as in a laboratory, a marketplace or a community-based work site. Student experiential learning can also include opportunities for job shadows; hear a guest presenter describe their education, occupation and industry; attend a career fair; complete a service-learning project; or visit a college campus. Also includes more structured programs like Work-Based Learning internships and youth apprenticeships. Experiential learning can be sponsored by a school for the purposes of providing students with opportunities for career exploration, occupational exploration, career planning, and occupational training. [Minnesota State]
Also known as: Pre-Work-Based Learning.
Paid time when staff is employed beyond the regular school calendar, which is necessary for job placement and coordination, development of training plans and training agreements, equipment maintenance, supply procurement, inventory and storage, curriculum development, staff development, or career and technical student organization activities. [Minnesota Rule 3505.1000]
Also known as: Extended Contracts.
Family, Career, and Community Leaders of America (FCCLA) is the state professional organizations for Family and Consumer Sciences Education (FCS) students enrolled in (a) Arts, Entertainment, and Design, (b) Education, and (c) Hospitality, Events, and Tourism coursework and programs. FCCLA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of an FCS program. FCCLA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1945 originally as the Future Homemakers of America (FHA). [Minnesota CTE]
Minnesota FCCLA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota FCCLA has approximately 2,973 student members in 54 chapters. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
Family and Consumer Science (FCS) Education prepares individuals for employment in a wide range of human services occupations, including food, child development, fashion, and textiles. FCS careers relate to families and human needs such as education, consumer services, the management, marketing, and operations of restaurants and other food services, lodging, attractions, recreation events, and travel related services. [Minnesota CTE]
FCS is one of the three original Career and Technical Education (CTE) areas, created in 1917 by the Smith-Hughes legislation. FCS has evolved in the more than 100 years since its inception from home economics courses just for girls to now supporting good paying, highly skilled, and sought after careers in creative design/textiles, hospitality/culinary, early childhood, education careers, and other human and community services. The student organization for FCS, the Family, Career, and Community Leaders of America, or FCCLA, was formed in 1945 originally as the Future Homemakers of America, or FHA. As of 2024, more than 220 districts offer FCS programs in Minnesota, including 529 teachers and 78,786 students grades 5-12. [Minnesota CTE]
FCS comprises the Family and Consumer Sciences career field on the federal Career Wheel. FCS includes three clusters: (a) Arts, Entertainment, and Design, (b) Education, and (c) Hospitality, Events, and Tourism.
Licenses for this area include: broad-based license for the entire FCS field: Family and Consumer Sciences broad-based-090100; careers license for the Arts, Entertainment, and Design cluster: Creative Design careers-300400; careers license for the Education cluster: Early Childhood careers-300500; and the careers license for the Hospitality, Events, and Tourism cluster: Hospitality Service careers-300600.
FFA is the state professional organizations for Agriculture, Food, and Natural Resources (AFNR) students enrolled in (a) Agriculture and (b) Energy and Natural Resources coursework and programs. FFA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of an AFNR program. FFA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1928 originally as the Future Farmers of America (FFA); the organization is now known simply as FFA (no longer an acronym). [Minnesota CTE]
Minnesota FFA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota FFA has approximately 16,000 student members in 210 chapters. FFA holds a congressional federal charter. Federal Public Law 116-7 defines FFA’s purpose as an integral role of AFNR, and that students must take an AFNR course to be a member. This means other CTE areas cannot use FFA as their CTSO, and that AFNR programs should be using FFA as its CTSO to comply with federal law. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
The continuous monitoring of short-term results to provide ongoing information useful in the improvement of student achievement (e.g., quizzes, homework, group work, dialogue). [Minnesota CTE]
In Minnesota, per state statute, Minnesota Department of Education (MDE) may not create state standards for Career and Technical Education (CTE). The CTE Frameworks are a tool to support districts in adopting local CTE standards. Districts are required to use either National Standards, Industry Standards, or set local standards based on the State Frameworks. [Minnesota CTE]
Years of work experience are expressed in terms of full-time equivalent service with a full time twelve-month workload equal to one (1) FTE year. [Minnesota State]
Working more than 1.00 FTE is considered working on an overload assignment. For example, a teacher may voluntarily choose to teach an extra class during their prep period (i.e., 1.20 FTE), which places them beyond a full time workload. [Minnesota CTE]
Health/Human Services Education (HSE) prepares individuals for employment in a wide range of health, medical, safety, and education occupations, including nursing, teaching, emergency, dental, and other human services careers. HSE careers relate to planning, managing, and providing health services, education services, health informatics, safety and support services, and biotechnology research and development. [Minnesota CTE]
HSE is one of the newest of the Career and Technical Education (CTE) areas, created in 1956 by the George-Barden Amendments, a successor of Smith-Hughes (1917). HSE has evolved in the more than 60 years from medical careers to broader areas of community health including education and public safety. The student organization for HSE, HOSA-Future Health Professionals was formed in 1976 originally as the Health Occupations Students of America. As of 2024, more than 47 districts offer HSE programs in Minnesota, including 86 teachers and 7,930 students grades 7-12. [Minnesota CTE]
HSE comprises the Health/Human Services Education career field on the federal Career Wheel. HSE includes three clusters: (a) Education, (b) Healthcare and Human Services, and (c) Public Service and Safety.
Licenses for this area include: careers license for the Education cluster: Early Childhood careers-300500; careers license for the Healthcare and Human Services cluster: Medical careers-300300 and Cosmetology career pathways-092602; and the careers license for the Public Service and Safety cluster: Law Enforcement career pathways-092603.
See Post-Secondary.
See also: Career and Technical Student Organizations (CTSO), Health/Human Services Education (HSE), Minnesota Foundation for Student Organizations (MFSO). HOSA-Future Health Professionals is the state professional organizations for Health/Human Services Education (HSE) students enrolled in (a) Education, (b) Healthcare and Human Services, and (c) Public Service and Safety coursework and programs. HOSA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of an HSE program. HOSA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1976 originally as the Health Occupations Students of America. [Minnesota CTE]
Minnesota HOSA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota HOSA has approximately 1,800 student members in 54 chapters. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
An independent school district (ISD) in Minnesota is a public or private school district that operates independently from other districts. ISDs are legally separate entities with their own elected boards and authority over public education. [Minnesota CTE]
An educational plan, including 504 Plans, for elementary and secondary students receiving special education services. Includes information on the student’s current performance, goals and evaluation, and on what specific services and accommodations the student needs. [Minnesota State, Minnesota CTE]
An Industry-Recognized Credential (IRC) is a credential that verifies a person’s skills and knowledge in a specific field. IRCs are issued by a third party and are valued by employers in the industry. [Minnesota State]
A body of practices, strategies, procedures, and rules designed to foster and support student learning. [Minnesota CTE]
A number of classroom instructional practices designed to foster and support student learning. [Minnesota CTE]
A Minnesota school district with a cooperative program offering integrated services for secondary, postsecondary, and adult students in the areas of Career and Technical Education (CTE), Special Education (SPED), and other authorized services. The four intermediate districts in Minnesota are: Intermediate 287, Intermediate 288 (SW Metro), Intermediate 916 (NE Metro), and Intermediate 917. [Minnesota Statute 136D.01, Minnesota CTE]
A short-term experience where an individual works under supervision in a workplace to gain practical skills and experience in a career pathway and to increase work-readiness skills. A common type of Work-Based Learning for high school 11th and 12th grade students and college students. Can be either paid or unpaid. Might offer school credit. [Minnesota State]
An activity during which a student follows and observes an individual on the job for a designated number of hours or days as that individual performs workplace tasks. [Minnesota CTE]
Lakes Country Service Cooperative (LCSC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. LCSC serves Economic Development Region 4, which is west-central Minnesota, including Clay, Becker, Douglas, Grant, Otter Tail, Pope, Stevens, Traverse, and Wilkin counties. LCSC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. Statewide, LCSC provides services and leadership for Minnesota CTE teachers through MN CTE, including free resources and curricula, its CTE TIP mentoring programs, and is the only CTE alternative teacher preparation program in Minnesota. [Minnesota CTE]
LCSC has CTE teacher preparation programs in: Business and Marketing (B&M): Communication Technology Careers (300000); Family and Consumer Science (FCS): Creative Design (300400), Early Childhood Careers (300500), and Hospitality Service Careers (300600); Health/Human Services Education (HSE): Medical Careers (300300) and Early Childhood Careers (300500); Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700); CTE Licensure Endorsement: Work-Based Learning (160000); and CTE Core Skills plus industry recognized certification using the portfolio process for Cosmetology (092602) and Law Enforcement (092603).
Quantitative or qualitative data and analysis related to employment and the workforce. Data can be national, statewide, regional or local, and can include all or specific industries or career areas. Examples of LMI used in career exploration include the unemployment rate, short- and long-term occupational demand, and skills gap reports. [Minnesota State]
A Minnesota teaching license that is no longer issued by Professional Educator Licensing and Standards Board (PELSB), but can be renewed for those who already have it. [PELSB]
A ‘field,’ ‘licensure area,’ or ‘subject area’ means the content area in which a teacher may become licensed to teach. [Minnesota Statute 122A.06]
The content taught for which standards have been adopted in Minnesota Rules. [Minnesota Rule 8710.0310]
Also known as: Licensure Field, Subject Area.
See State-Approved Program.
Minnesota Agricultural Education Leadership Council (MAELC) is a 16-member legislative council that provides leadership to promote and expand Agricultural, Food, and Natural Resources (AFNR) Education in Minnesota. [Minnesota Secretary of State]
The Minnesota Association for Career and Technical Administrators (MACTA) association is the state professional organization for CTE administrators. Approximately 60 members belong to MACTA, with 31 also being members of the Minnesota Association for Career and Technical Education (MnACTE). MACTA is a state affiliate of MnACTE and is not affiliated with a national CTE administrators professional organization. [Minnesota CTE]
The Minnesota Association for Career and Technical Education (MnACTE) is a representative, statewide, professional, umbrella organization of and for individuals who teach, administer, coordinate, and offer support services to students in secondary and post-secondary CTE. There are more than 600 members of MnACTE. MnACTE is the state affiliate of Association for Career and Technical Education (ACTE). MnACTE includes the following state affiliates: Minnesota Association of Agriculture Educators (MAAE), Minnesota Association of Family and Consumer Sciences (MAFCS), Minnesota Marketing, Business, and Information Technology Educators (MBITE), Minnesota Technology and Engineering Educators Association (MTEEA), MN ACTE-For All (SPED), and Minnesota Association for Career and Technical Administrators (MACTA). [Minnesota CTE]
The Minnesota Association of Agriculture Educators (MAAE) is the state professional organization for Agriculture, Food, and Natural Resources (AFNR) teachers, including (a) Agriculture and (b) Energy and Natural Resources. All of the more than 400 members of MAAE—including secondary, post-secondary, and adult farm business management education instructors—also belong to the Minnesota Association for Career and Technical Education (MnACTE). MAAE is a state affiliate of MnACTE, the National Association of Agriculture Educators (NAAE), and the Association for Career and Technical Education (ACTE). [Minnesota CTE]
The Minnesota Association of Family and Consumer Sciences (MAFCS) is the state professional organization for Family and Consumer Science (FCS) teachers, including (a) Arts, Entertainment, and Design (including textives, creative design), (b) Education (including early childhood), and (c) Hospitality, Events, and Tourism (including culinary). All 110 members of MAFCS also belong to the Minnesota Association for Career and Technical Education (MnACTE). MAFCS is a state affiliate of MnACTE and the American Association of Family and Consumer Sciences (AAFCS). [Minnesota CTE]
A Minnesota Department of Education online career exploration resource requiring a paid license for access. Resources include interest and skill assessments, information on colleges, program requirements for various occupations, Personal Learning Plan resources, and college entrance practice tests. [Minnesota State]
The state agency that oversees all K-12 schools in Minnesota and other educational programs, including early learning programs, Adult Basic Education, community education, and citizenship programs. Responsible for academic curriculum standards and performance measures. In Minnesota, Independent School Districts (ISD) and local boards of education maintain significant control over education (i.e., local control). MDE may not establish state CTE standards. MDE administers Minnesota’s school districts, not teachers. [Minnesota State]
Note: Teacher licensure and administration of teachers is under the jurisdiction of the Minnesota Professional Educator and Licensing Standards Board (PELSB); MDE has no authority over teacher licensure.
The state economic development agency, which has four divisions: Workforce Development, Economic Development, Operations, and Office of Economic Equity and Opportunity. Also serves as the state agent of the U.S. Department of Labor, and administers the Minnesota CareerForce Centers, Workforce Innovation and Opportunity Act (WIOA), unemployment insurance, and multiple job training and employment programs, including services for dislocated workers, economically disadvantaged individuals, people with disabilities, Veterans, and youth services. [Minnesota State]
The state agency that oversees safety, compensation, and other workplace and employment laws, including worker’s compensation, child labor regulations, and apprenticeship registration. [Minnesota State]
A Minnesota Economic Development Region (EDR) is a group of counties in Minnesota that are designated for economic development purposes. The Minnesota Department of Employment and Economic Development (DEED) manages these regions. [Minnesota DEED]
The Minnesota Legislature created the Minnesota Foundation for Student Organizations (MFSO) in 1996 to ensure the stability of and provide collaborative leadership and funding to the Career and Technical Student Organizations (CTSO) in Minnesota. The MFSO provides oversight, leadership, and guidance to the six, state-approved CTSOs in Minnesota: BPA, DECA, FCCLA, FFA, HOSA, and SkillsUSA. [MFSO]
The Minnesota Marketing, Business, and Information Technology Educators (MBITE) association is the state professional organization for Business and Marketing (B&M) teachers, including (a) Financial Services, (b) Digital Technology (communications technology), (c) Management and Entrepreneurship, and (d) Marketing and Sales. It is not publicly available how many members belong to MBITE, but 13 are also members of the Minnesota Association for Career and Technical Education (MnACTE). MBITE is a state affiliate of MnACTE and the National Business Education Association (NBEA). [Minnesota CTE]
A cabinet-level state agency providing financial aid programs and information to allow for greater access to postsecondary education. Serves as the state’s clearinghouse for data, research, and analysis on postsecondary enrollment, financial aid, finance, and trends. The agency oversees the Minnesota State Grant program, tuition reciprocity programs, a student loan program, Minnesota’s college savings program, licensing, and an early college awareness outreach initiative for youth. [Minnesota State]
The state agency that oversees educators and educator licensing in Minnesota, including related services licenses and administrator licenses (in collaboration with the Minnesota Board of School Administrators). Responsible for teacher licensure standards, teacher preparation program approval, and performance measures, including teacher discipline. Administers Minnesota’s teacher preparation programs. [Minnesota State]
Note: The Minnesota Department of Education has no authority over teacher licensure.
A system of public colleges and universities governed by the Board of Trustees. Minnesota State administers all 30 community, technical and consolidated colleges and seven universities in Minnesota. [Minnesota State Colleges and Universities Procedure 3.36.1]
Minnesota Rural Education Association (MREA) brings together teachers, administrators, and school board members from across rural Minnesota and partners with education cooperatives, higher education, nonprofits, businesses, and community members. MREA was founded in 1985 by a group of school board members and administrators who believed non-metro school districts needed a focused voice in St. Paul to represent every student around the state. MREA serves school districts by advocating for the issues that matter to them, communicating changes and the impact they will have and providing high-quality professional development and networking. [MREA]
The Minnesota Service Cooperatives (MSC) is a Joint Powers organization of the nine regional government service agencies in Minnesota called Service Cooperative: BrightWorks Service Cooperative, Lakes Country Service Cooperative, Northeast Service Cooperative, Northwest Service Cooperative, Resource Training and Solutions Service Cooperative, Sourcewell Service Cooperative, South Central Service Cooperative, Southeast Service Cooperative, and Southwest/West Central Service Cooperative. MSC operates several statewide programs including cooperative purchasing, health insurance, and the CTE Consortium Grant. [Minnesota State Statute 123A.21, Minnesota State Statute 471.59, Minnesota CTE]
Minnesota State University-Mankato (MSU-Mankato) is a public university in south central Minnesota, located in Mankato, with approximately 15,000 students. MSU-Mankato offers post-secondary education programs for all five CTE fields. [Minnesota CTE]
MSU-Mankato has a CTE teacher preparation program in Family and Consumer Science (FCS): Family and Consumer Sciences (090100).
The Minnesota Technology and Engineering Educators Association (MTEEA) is the state professional organization for CTE Science, Technology, Engineering, and Math (STEM) teachers. It is not publicly available how many members belong to MTEEA, but 20 are also members of the Minnesota Association for Career and Technical Education (MnACTE). MTEEA is a state affiliate of the International Technology and Engineering Educators Association (ITEEA) and the Minnesota Association for Career and Technical Education (MnACTE). [Minnesota CTE]
Note: MTEEA is the state affiliate for CTE STEM, not Trade and Industry (T&I), as it focuses on technology and engineering rather than construction, manufacturing, and transportation.
The Minnesota Association for Career and Technical Education-For All (i.e., MN ACTE-For All) is the state professional organization for CTE Special Education (SPED) teachers. It is not publicly available how many members belong to MN ACTE-For All (SPED), but 10 are also members of the Minnesota Association for Career and Technical Education (MnACTE). MN ACTE-For All (SPED) is a state affiliate of MnACTE and the SPED section of Association for Career and Technical Education (ACTE) known as CTE For All (SPED). [Minnesota CTE]
Note: MN ACTE-For All is a division of MnACTE, but the two are technically separate organizations.
A Multi-Tiered System of Supports (MTSS) is a framework used in education to identify students’ academic, behavioral, and social-emotional needs and provide differentiated support based on those needs, essentially offering varying levels of intervention depending on the student’s progress and challenges, with the goal of supporting all students to reach their full potential. [Minnesota CTE]
The National Association of Agriculture Educators (NAAE) is the national professional organization for Agriculture, Food, and Natural Resources (AFNR) teachers, including (a) Agriculture and (b) Energy and Natural Resources. There are more than 9,000 members of NAAE, including secondary, post-secondary, and adult farm business management. The Minnesota Association of Agriculture Educators (MAAE) is a state affiliate of the NAAE, and NAAE is a national affiliate of the Association for Career and Technical Education (ACTE). [Minnesota CTE]
Note: Agricultural Educator is grammatically incorrect, while Agricultural Education is correct. Education can be agricultural in nature, but an educator (human) cannot. They are a teacher of agriculture.
The National Business Education Association (NBEA) is the national professional organization for Business and Marketing (B&M) teachers, including (a) Financial Services, (b) Digital Technology (communications technology), (c) Management and Entrepreneurship, and (d) Marketing and Sales. Minnesota does not have a state affiliate of the NBEA. The Minnesota Marketing, Business, and Information Technology Educators (MBITE) is the state affiliate of NBEA. [Minnesota CTE]
The National Consortium for Health Science Education (NCHSE) is the national professional organization for Health/Human Services Education (HSE) teachers, teacher educators, and state administrators, including (a) Education, (b) Healthcare and Human Services, and (c) Public Service and Safety. Minnesota does not have a state affiliate of the NCHSE or an HSE affiliate of the Minnesota Association for Career and Technical Education (MnACTE). [Minnesota CTE]
Occupations or fields of work, such as careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work (e.g., men entering nursing; women in construction). [Perkins V]
Northeast Service Cooperative (NESC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. NESC serves Economic Development Region 3, which is northeast Minnesota, including Aitkin, Carlton, Cook, Itasca, Koochiching, Lake, and St. Louis counties. NESC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
Northwest Service Cooperative (NWSC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. NWSC serves Economic Development Regions 1 and 2, which is northwest Minnesota, including Beltrami, Clearwater, Hubbard, Kittson, Lake of the Woods, Mahnomen, Marshall, Norman, Pennington, Polk, Red Lake, and Roseau counties. NWSC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
On-the-Job Training (OJT) is hands-on instruction completed at work to learn the core competencies necessary to succeed in an occupation. Work-Based Learning and Apprenticeship often include OJT. [Minnesota DLI, Minnesota CTE]
An out-of-field permission from the Professional Educator Licensing and Standards Board (PELSB) authorizes a teacher holding a Tier 2, 3, or 4 license to teach in an assignment outside of the scope or field of the license held. [Minnesota Rule 8710.0320]
See: Perkins Local Application.
Note: Perkins Approval, while not a formal term, refers to a Minnesota Perkins Consortium’s Local Application or Plan. It is a different process than MDE Program Approval or a local district’s State-Approval of its CTE programs. While Program Approval is a prerequisite for districts to assess CTE Revenue and federal Perkins grants, individual districts and their CTE programs are not approved under Perkins law.
A collaboration established through formal agreement involving at least one eligible postsecondary institution and at least one eligible secondary school district that partner to plan for and implement CTE programming and receive Perkins funds in a geographic region of the state. Secondary and postsecondary recipients are independently responsible for meeting accountability measures. [Minnesota State]
Note: A Perkins Consortium is different from a CTE Consortium.
Also known as Perkins Consortia (consortia is plural, while consortium is singular; ‘consortia leader’ is grammatically incorrect).
An individual(s) responsible for managing state and federal reporting related to the federal Perkins grant funds allotted to a consortium. Secondary and postsecondary consortium coordinators are appointed locally and can be employees of a school district or college campus or can be a consultant hired by the consortium. [Minnesota State]
Also known as: Perkins Leader (consortium is singular, while consortia is plural; “consortia leader” and “consortia coordinator” are grammatically incorrect).
Strengthening Career and Technical Education for the 21st Century Act, public law 115-224 (Perkins V). [Minnesota State]
The plan and budget that each Minnesota Perkins Consortium must submit every two years to receive funds under Perkins Law. The application must address secondary and postsecondary CTE programming and must be based on findings from a comprehensive local needs assessment. Local plans must be signed by each consortium’s participating college president(s) and each participating school district superintendent.
Note: A Perkins Local Application is different from MDE Program Approval or a local district’s State-Approval of its CTE programs. While Program Approval is a prerequisite for districts to assess CTE Revenue and federal Perkins grants, individual districts and their CTE programs are not approved under Perkins law.
Also known as: Local Plan; Perkins Plan.
A formal instructional program in which curriculum is designed primarily for students who have earned a high school diploma or the equivalent. Includes two-year colleges and four-year colleges and universities as well as academic, vocational, and continuing professional education programs. [Minnesota State]
Also known as: Higher Education.
A Concurrent Enrollment program established by Minnesota State Statute 124D.09 that provides eligible high school students with opportunities to earn secondary and postsecondary credits for college or university courses completed on a college or university campus, at a high school, or at another location. [Minnesota State]
Formal or informal training and education to enhance professional skills, knowledge, and ability. [California Department of Education]
Effective professional development activities are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, classroom-focused, and to the extent practicable, evidence-based. Activities and materials can be for secondary and postsecondary teachers and faculty, administrators, career guidance and academic counselors, specialized instructional support personnel and paraprofessionals. [Congress, Perkins V]
A Professional Learning Community (PLC) is a group of educators who work together to improve teaching and student learning. [Minnesota CTE]
See: State-Approved Program.
A sequence of Career and Technical Education (CTE) courses between the secondary and post-secondary levels leading to certification, employment, or post-secondary education. [Congress, Perkins V]
Note: a CTE program of study and a CTE program are different. A POS is a federal Perkins requirement, while a program is a state program approval requirement. A POS requires a sequence of courses, but the Minnesota Rule defining a CTE program does not use this language.
Project Lead The Way (PLTW) is a national Science, Engineering, Technology, and Math (STEM), Trade and Industry (T&I), and Health/Human Services Education (HSE) curriculum that uses science inquiry for lesson foundations. The curricula follow an Activity-Project-Problem model and the program is primarily focused on student-center methods of teaching and learning. PLTW offers curricula and professional development for the following four groupings of courses: PLTW Launch (PreK-5), PLTW Gateway (6-8), PLTW Computer Science (9-12), PLTW Engineering (9-12), and PLTW Biomedical Science (9-12). PLTW is a sister program to the Curriculum for Agricultural Science Education (CASE). [Minnesota CTE]
Following Bloom’s original taxonomy for the cognitive/thinking domain (Bloom et al., 1956), Dave (1970) and Simpson (1972) categorized the psychomotor operations required of the brain and body to perform a task, describing the types of ‘doing’ processes necessary to learn and acquire skills. Classroom and laboratory instruction most significantly target the thinking or cognitive domain of learning, which is why most of the education system uses Bloom’s original cognitive domain, though the affective and psychomotor domains are equally as important to the learning process. Experiential Learning and Work-Based Learning are most intense in the doing or ‘psychomotor’ domain of learning. Our ability to place students in internships, promote entrepreneurship, operate simulated businesses like school stores and greenhouses, and prepare students for future careers is what we are known for in CTE. In this part of the CTE three-component model, we want students to ‘do’ or ‘act’ differently regarding content and concepts. [Minnesota CTE]
Resource Training and Solutions Service Cooperative is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. Resource serves Economic Development Region 7, which is central Minnesota, including Benton, Chisago, Isanti, Kanabec, Mille Lacs, Pine, Sherburne, Stearns, and Wright counties. Resource provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. Statewide, Resource provides services and leadership for Minnesota CTE teachers, including its teacher externship model. [Minnesota CTE]
An assessment tool that provides scoring guidelines and descriptions of categories or levels of performance. [Minnesota CTE]
A School-Based Enterprise (SBE) is a student-operated business within the school setting that provides practical, hands-on Work-Based Learning (WBL) opportunities for students and simulates authentic working conditions. Students participating in an SBE operate a small, simulated business to perform work for other businesses or the community, including paid or unpaid contract work. SBEs are operated from the school campus using school facilities, equipment, and other resources provided by the CTE program or the school in general to create goods or services for the community. The business itself is ‘owned’ by the district, meaning the district holds the risk of the business that is managed by students. An SBE includes opportunities for students to learn and participate in: operations, product services management, pricing, distribution channel management and promotion. Common examples of SBEs include: greenhouses, school farms, school stores, information technology help desks, photography and yearbook operations, school restaurants and coffee shops, t-shirt printing operations, student-operated childcare facilities, automotive repair shops, fabrication labs, and community health clinics (e.g., basic vital signs, first aid). [Minnesota Department of Education, Minnesota CTE, Iowa Department of Education]
Note: Federal funding requirements for SBEs, such as Perkins, only apply if (a) federal funding is specifically used for the SBE and (b) only during the award period.
Note: It is inaccurate that teachers coordinating WBL experiences, including an SBE, for less than 40 hours are not required to hold the WBL endorsement. While MDE Rule 3505.4300 may specify that teachers must hold the WBL endorsement when a CTE program includes placement of paid or unpaid learning experiences of more than 40 hours, that does not mean they do not need it if the experience is less than forty hours. Further, this definition only applies within the context of MDE program approval; teacher licensure is under the authority of PELSB, not MDE. PELSB defines WBL as “one or more hours of the school day or week…”
Science, Technology, Engineering, and Mathematics (STEM) is an umbrella term linking the four disciplines of study. STEM is sometimes associated with Career and Technical Education (CTE), such as within the Association for Career and Technical Education (ACTE), but not exclusively. Within Minnesota, many STEM programs such as St. Cloud State University (SCSU)’s Technology Education program and the Technology license, is not considered a CTE licensure program, and is therefore ineligible for CTE funding. There is not a specific license for STEM in Minnesota. Many of the CTE licenses such as Business and Marketing: Communication Technology Careers (300000) and Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) integrate STEM concepts and content. [Minnesota CTE]
There are nine regional government service agencies in Minnesota called Service Cooperatives that support schools, cities, counties, and other governmental agencies within their Economic Development Region (EDR): BrightWorks Service Cooperative, Lakes Country Service Cooperative, Northeast Service Cooperative, Northwest Service Cooperative, Resource Training and Solutions Service Cooperative, Sourcewell Service Cooperative, South Central Service Cooperative, Southeast Service Cooperative, and Southwest/West Central Service Cooperative. These organizations together form the Minnesota Service Cooperatives (MSC). [Minnesota State Statute 123A.21, Minnesota State Statute 471.59, Minnesota CTE]
A method of instruction whereby students or participants learn and develop skills through unpaid active participation in community service. It integrates and enhances the academic curriculum of the students or the educational components of the local community service program. [Minnesota CTE]
SkillsUSA is the state professional organizations for Trade and Industry (T&I) students enrolled in (a) Construction, (b) Manufacturing, and (c) Supply Chain and Transportation coursework and programs. SkillsUSA is not a club; it is an intracurricular (i.e., within the curriculum) and integral (i.e., necessary, essential) part of an T&I program. SkillsUSA develops relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. The organization was formed in 1965 originally as Vocational Industrial Clubs of America (VICA). [Minnesota CTE]
Minnesota SkillsUSA is a state-recognized Career and Technical Student Organization (CTSO), a member of the Minnesota Foundation for Student Organizations (MFSO), and receives partial funding through a state appropriation under Minnesota Statute 124D.34. Minnesota SkillsUSA has approximately 750 student members in 31 chapters. [Minnesota CTE]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
Social-Emotional Learning (SEL) encompasses a wide range of affective operations required of the brain and emotions to learn and develop values and dispositions. Leadership and SEL, most commonly taught in CTE through Career and Technical Student Organizations (CTSO), are most intense in the feeling or affective domain of learning. SEL dispositions include: leadership, communication, collaboration, resiliency, creativity, social and environmental awareness, and more. [Minnesota CTE, Advance CTE Career Clusters]
Districts that want access to CTE Revenue funding and federal Perkins grants must receive approval from the Minnesota Department of Education (MDE), which requires that “students have access to leadership development opportunities through student organizations or other means.” [Minnesota Rule 3505.2550]
Sourcewell Service Cooperative is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. Sourcewell serves Economic Development Region 5, which is north central Minnesota, including Cass, Crow Wing, Morrison, Todd, and Wadena counties. Sourcewell provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. Statewide, Sourcewell provides services and leadership for Minnesota CTE teachers, including its Metier career exploration curriculum. [Minnesota CTE]
South Central Service Cooperative (SCSC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. SCSC serves Economic Development Region 9, which is south central Minnesota, including Blue Earth, Brown, Faribault, Le Sueur, Martin, Nicollet, Sibley, Waseca, and Watonwan counties. SCSC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. Statewide, SCSC provides services and leadership for Minnesota CTE teachers, including its CTE academy model. [Minnesota CTE]
Southeast Service Cooperative (SCC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. SCC serves Economic Development Region 10, which is southeast Minnesota, including Dodge, Fillmore, Freeborn, Goodhue, Houston, Mower, Olmsted, Rice, Steele, Wabasha, and Winona counties. SCC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. Statewide, SCC provides services and leadership for Minnesota CTE teachers, including its Future Forward industry engagement program. [Minnesota CTE]
Also known as: SESC.
Southwest Minnesota State University (SMSU) is a public university in southwestern Minnesota, located in Marshall, with approximately 9,000 students. SMSU offers post-secondary education programs for all five CTE fields. [Minnesota CTE]
SMSU has CTE teacher preparation programs in Ag, Food, and Natural Resources (AFNR): Agriculture (100100); and CTE Licensure Endorsement: Work-Based Learning (160000).
Southwest/West Central Service Cooperative (SWWC) is one of nine regional government service agencies that support schools, cities, counties, and other governmental agencies. SWWC serves Economic Development Regions 6 and 8, which is southwest Minnesota, including Big Stone, Chippewa, Cottonwood, Jackson, Kandiyohi, Lac Qui Parle, Lincoln, Lyon, McLeod, Meeker, Murray, Nobles, Pipestone, Redwood, Renville, Rock, Swift, amd Yellow Medicine counties. SWWC provides Career and Technical Education (CTE) funding to districts for equipment, curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
Students in Special Education (SPED) have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP). [Minnesota Department of Education]
St. Cloud State University (SCSU) is a public university in central Minnesota, located in St. Cloud, with approximately 10,000 students. SCSU offers post-secondary education programs for the B&M, FCS, HSE, and T&I CTE fields. [Minnesota CTE]
SCSU has a CTE teacher preparation program in CTE Licensure Endorsement: Work-Based Learning (160000).
Note: There are confirmed budget cuts to SCSU’s graduate Business and Marketing: Communication Technology Careers (300000) and Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) licensure programs. The Technology undergraduate licensure program which remains is not a CTE program and is ineligible for CTE funding.
STAR (STaff Automated Reporting) is a web-based system used by school districts to report employment and assignment information to the Minnesota Professional Educator Licensing and Standards Board (PELSB). This system is also used by districts to access the licensure/assignment violation report. [Minnesota PELSB]
Persons who have interest in, sponsor, conduct, are directly influenced by, use, or benefit from education projects and programs. [Minnesota CTE]
To be eligible for CTE Revenue, local education agencies shall meet the requirements in parts 3505.2400 to 3505.5900 for State Approval of their CTE programs. Local education agencies must submit approval requests to the MDE Commissioner of Education. MDE must notify local education agencies submitting new program approval or alteration requests in writing regarding approval, disapproval, recommended alteration, or delay of action within 20 working days after receipt of the request. When the program is disapproved or recommended for alteration, the notification must include reasons for denial or changes. When applicable, the notice will outline corrective actions for the program to qualify for approval upon resubmission. Approved programs and administrative services must be supervised by the authorized local administrator. The local education agency must resubmit each state-approved program for evaluation by the commissioner of education at least once every five years. Minimum standards for state approval include: community involvement (i.e., advisory committee), appropriately licensed staff/personnel, program administration, program assessment, program design (i.e., safety, experiential learning/work-based learning, leadership development/CTSOs), resources (i.e., equipment), and support services (i.e., SPED). All program components and learner outcomes for specific program areas must be addressed to qualify for approval; however, emphasis shall be at the discretion of the local education agency with guidance from the program advisory committee. [Minnesota Rules 3505.2400-3505.2600]
Note: MDE Program Approval or a local district’s State-Approval of its CTE programs is different from a Perkins Local Application (i.e., Perkins Approval). While Program Approval is a prerequisite for districts to assess CTE Revenue and federal Perkins grants, individual districts and their CTE programs are not approved under Perkins law.
Also known as: MDE Approval, Program Approval, Approved Program.
The Minnesota Statewide Longitudinal Education Data System (SLEDS) matches student data from pre-kindergarten through completion of post-secondary education and into the workforce. The tool brings together data from education and workforce to: identify the most viable pathways for individuals to succeed in education and work, inform decisions to support and improve education and workforce policy and practice, and assist in creating a more seamless education and workforce system for Minnesotans. [Minnesota DEED]
Culminating assessment used to make a determination at one point of time (e.g., end of unit, quarter, semester, etc.) such as a culminating project or final exam. [Minnesota CTE]
Federal law prohibits federal funds, including Perkins funding, from replacing non-federal funds. For example, a district uses state funding to purchase equipment for the science department, but federal funding for the CTE programs. Federal funding should supplement, not supplant/replace, state funding. [Minnesota CTE]
A hands-on learning opportunity that allows students to apply classroom knowledge to real-world agricultural careers. Supervised Agricultural Experience combines the concepts of Experiential Learning and Work-Based Learning. In the SAE For All framework, SAE that is Experiential Learning is conceptualized as Foundational SAE, and SAE that is Work-Based Learning learning is called Immersion SAE. [Minnesota CTE]
The SAE for All program is designed to provide meaningful career preparation experiences for all students through the SAE component of the AFNR program. It enables every student, regardless of their time in AFNR Education to benefit from the SAE involvement by aligning the effort with their career interest. In the SAE For All framework, SAE that is Experiential Learning is conceptualized as Foundational SAE, and SAE that is Work-Based Learning learning is called Immersion SAE. [National FFA Organization, Minnesota CTE]
Table C provides a list of six-digit program codes and two-digit course codes for each CTE Career Field, Career Cluster, and Pathway. Program codes listed in Table C are aligned with teacher licensure. Each CTE program in the state is reviewed on a five-year cycle. [Minnesota State]
Also known as: Table of CTE Programs and Licenses.
A classroom teacher or other similar professional employee required by law to hold a license from the Professional Educator Licensing and Standards Board. [Minnesota Statute 122A.06]
CTE Teacher Induction Program (TIP) is an introductory mentoring and induction for secondary teachers new to the profession who are in need of support with foundations of CTE and basic pedagogy/instruction, most often Tier 1 and Tier 2 teachers, or those teaching on an Out-of-Field Permission. The purpose of CTE TIP is to function as a professional learning community for early career CTE teachers and support their development, efficacy, success, resilience, and retention. Participation provides just-in-time monthly professional development, mentorship, and a cohort of support. Lakes Country Service Cooperative and the Minnesota Association for Career and Technical Education (MnACTE) administer CTE TIP, with major support from the Minnesota Service Cooperatives’ (MSC) CTE Consortium Grant and Professional Educator Licensing and Standards Board’s (PELSB) Teacher Mentorship and Retention of Effective Teachers Grant. [Minnesota CTE]
Additional, license-specific advanced mentoring programs are available called AFNR TIP, B&M TIP, FCS TIP, HSE TIP, T&I TIP, and WBL TIP. These programs are advanced mentoring and induction for those who have recently completed a teacher preparation program (Tier 3) or those who have completed CTE TIP (Tier 2 or Tier 3) and need license-specific support to build a program, design and adopt curriculum, and enhance their teaching and pedagogy. Tier 1 or 2 teachers should first complete CTE TIP. [Minnesota CTE]
An individual who is responsible for the planning, instruction, and assessment of students in a classroom and, when applicable, authorized to grant students credit for meeting standards attributed to the content taught, or is part of a co-teaching assignment and has shared responsibility for planning, instruction, and assessment of students in a classroom. Serving in one of the following assignments or roles does not meet the definition of teacher of record: paraprofessional, short-term substitute, teacher aide, teacher in a home-school setting, teacher in a private early childhood program, or as an instructor of post-secondary students outside the E-12 setting. [Minnesota Rule 8710.0310]
A license issued by the Professional Educator Licensing and Standards Board (PELSB) that permits an individual to be a teacher of record. This includes Tier 1, Tier 2, Tier 3, and Tier 4 licenses, as well as an Out-of-Field Permission (OFP). [Minnesota Rule 8710.0310]
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
An endorsement is a license issued by the Professional Educator Licensing and Standards Board (PELSB) that is added to an existing license. While all licenses can be added to an existing license, an endorsement license cannot stand alone. This means an individual must already hold a Minnesota teaching license or be adding a full teaching license at the same time as the endorsement license. [Minnesota PELSB]
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
Specialized procedures and methods used in any specific career. Skill development is within the psychomotor domain, whereas knowledge acquisition is within the cognitive domain and values and dispositions are within the affective domain. [Minnesota CTE]
A Tier 1 Minnesota Teaching license is valid for one year and can be renewed three times (for a total of four years). Within Career and Technical Education (CTE), the Professional Educator Licensing and Standards Board (PELSB) generally issues the license to districts who have hired an industry professionals with either five years of relevant industry experience, a degree in the licensure area, or an industry-recognized license or credential. The license is temporary and is meant to provide time for the teacher to pursue a permanent license through a PELSB-approved teacher preparation program or the PELSB portfolio process. Districts are required to repost the position each year in order to find a teacher candidate who holds a Tier 2, Tier 3, or Tier 4 license. [Minnesota CTE]
A CTE Tier 1 license is not limited to three renewals and instead may be renewed indefinitely [Minnesota Rule 8710.0311.6.C]
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
A Tier 2 Minnesota Teaching license is valid for two years and can be renewed three times (for a total of eight years). The Professional Educator Licensing and Standards Board (PELSB) issues the license to districts who have hired a teacher without a Tier 3 or Tier 4 license who are enrolled in a PELSB-approved teacher preparation program or have a Master’s degree in the licensure area. Within Career and Technical Education (CTE), industry professionals who have five years of relevant industry experience, a degree in the licensure area, or an industry-recognized license or credential may be exempt from the subject-matter standards of the license. The license is temporary and is meant to provide time for the teacher to complete a permanent license through a teacher preparation program. When a teacher is Tier 2, districts are no longer required to repost the position each year in order to find a teacher candidate who holds a Tier 2, Tier 3, or Tier 4 license. [Minnesota CTE]
Note: Enrollment in an out-of-state teacher preparation program does not qualify for a Tier 2 license.
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
A Tier 3 Minnesota Teaching license is valid for three years and can be renewed indefinitely. The Professional Educator Licensing and Standards Board (PELSB) issues the license to individuals who have recently completed a teacher preparation program or portfolio, but do not yet have three years of experience as a Teacher of Record. The license is permanent and is meant to provide a temporary period for teacher evaluation and growth. After teaching for three years (at any tier) without being placed on an improvement plan, and meeting all license renewal conditions, the individual can apply for Tier 4. [Minnesota CTE]
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
A Tier 4 Minnesota Teaching license is valid for five years and can be renewed indefinitely. The Professional Educator Licensing and Standards Board (PELSB) issues the license to individuals who have completed a teacher preparation program or portfolio and have at least three years of experience as a Teacher of Record without being placed on an improvement plan. [Minnesota CTE]
Note: Teacher licensure and administration of teachers is under the jurisdiction of PELSB; the Minnesota Department of Education (MDE) has no authority over teacher licensure.
Trade and Industry (T&I) Education prepares individuals for employment in a wide range of industrial occupations, including preparation for apprentice trades, technical occupations, and other industrial and service occupations. T&I careers include skilled trades and service occupations that involve designing, producing, processing, assembling, maintaining, servicing, or repairing any product or commodity. [Minnesota CTE]
T&I is one of the three original Career and Technical Education (CTE) areas, created in 1917 by the Smith-Hughes legislation. T&I has evolved in the more than 100 years since its inception from welding and woodworking to include good paying, highly skilled, and sought after careers in manufacturing, engineering, transportation, construction, and communications technologies. The student organization for T&I, SkillsUSA, was formed in 1965 originally as Vocational Industrial Clubs of America, or VICA. As of 2024, more than 247 districts offer T&I programs in Minnesota, including 580 teachers and 69,130 students grades 7-12. [Minnesota CTE]
T&I comprises the Trade and Industry career field on the federal Career Wheel. T&I includes three clusters: (a) Construction, (b) Manufacturing, and (c) Supply Chain and Transportation.
Licenses for this career field include: careers license for the Construction cluster: Construction careers-300100; careers license for the Manufacturing cluster: Manufacturing careers-300200; and the careers license for the Supply Chain and Transportation cluster: Transportation careers-300700.
Note: These CTE licenses are eligible for Minnesota Department of Education program approval, which affords access to CTE Revenue funding, federal Perkins grants, and more. This is in contrast to the Technology (100100) license, which may have some similar skills and standards as these four licenses, but is not a CTE license and is ineligible for these funding options.
An agreement signed by the employer, the student, the parent or guardian when the student is below 18, and the instructor coordinator, which defines their respective responsibilities, and includes pertinent information regarding supervision of the student at the training station. [Minnesota Rule 3505.1000]
Also known as: Work-Based Learning Training Plan, Work-Based Learning Training Agreement.
Uniform Financial Accounting and Reporting Standards (UFARS) are state standards requiring districts to use detailed tracking of revenues and expenditures in order to meet legislative requirements for school districts and to provide financial accountability for public fund allocations. The UFARS system is an integral part of the accounting and reporting process for school districts. [Prior Lake-Savage Schools]
Districts must code their CTE expenditures such as teacher salary and extended contracts, supplies, food, and instructional materials, instructor travel, and curriculum development to specific UFARS codes to be eligible for reimbursement through CTE Revenue. [Minnesota CTE]
The federal agency that establishes policy for, administers, and coordinates most federal assistance to education, including Special Education (SPED) funding and federal Perkins funding. Local Independent School Districts (ISD) and the state department of education agencies maintain nearly all authority and control over education, including standards, regulations, and most of education funding. In Minnesota, ISDs and local boards of education maintain significant control over education (i.e., local control). [Minnesota CTE]
Note: USDE is the United States Department of Energy, not Education. USDOE is also incorrect.
The University of Minnesota-Crookstons is a public university in northwestern Minnesota, located in Crookston, with approximately 1,500 students. UMC offers post-secondary education programs for the AFNR, B&M, FCS, and T&I CTE fields. [Minnesota CTE]
UMC has CTE teacher preparation programs in Ag, Food, and Natural Resources (AFNR): Agriculture (100100); and CTE Licensure Endorsement: Work-Based Learning (160000).
The University of Minnesota-Twin Cities (historically known as University of Minnesota) is a public land-grant research university in the Twin Cities of Minneapolis and Saint Paul, Minnesota, with more than 50,000 students. UMTC offers post-secondary education programs for all five CTE fields. [Minnesota CTE]
UMTC has CTE teacher preparation programs in Ag, Food, and Natural Resources (AFNR): Agriculture (100100); and CTE Licensure Endorsement: Work-Based Learning (160000).
Also known as: UMN.
While superficially similar, Career and Technical Education (CTE) and Vocational Education are philosophically and fundamentally different. CTE is a sequence of career development experiences ranging from career awareness to exploration, preparation, and finally career training. CTE programs align secondary, postsecondary, and business and industry to prepare students for multiple opportunities in a career pathway. Whereas the philosophy of vocational education was to provide preparation and skills for a specific job right out of high school, not a career. References to Vocational Education are antiquated and should be avoided. [Minnesota CTE]
Winona State University (WSU) is a public university in southeast Minnesota, located in Winona, with approximately 6,000 students. WSU offers post-secondary education programs for all five CTE fields. [Minnesota CTE]
WSU has CTE teacher preparation programs in Business and Marketing (B&M): Business (140050); and Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700).
A Work-Based Learning (WBL) project is an extension of the classroom, where students develop specific technical and career knowledge that prepares them for their future. A WBL experience is different from academic instruction and is often more relevant. WBL includes internships, entrepreneurship, research, service learning, apprenticeship, and School-Based Enterprises (SBE). Pre-WBL or Experiential Learning experiences prepare students for WBL and include job shadowing, career exploration, and career literacy. Many schools offer WBL courses, sometimes called On-the-Job Training (OJT). WBL skills include: critical thinking, digital skills, time management, financial literacy, education and career navigation, safety, academic and technical skills, and more. [Minnesota CTE, Advance CTE Career Clusters]
Sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction. [US Congress; Perkins V]
Note: It is inaccurate that teachers coordinating WBL experiences less than 40 hours are not required to hold the endorsement. While MDE Rule 3505.4300 may specify that teachers must hold the WBL endorsement when a CTE program includes placement of paid or unpaid learning experiences of more than 40 hours, that does not mean they do not need it if the experience is less than forty hours. Further, this definition only applies within the context of MDE program approval; teacher licensure is under the authority of PELSB, not MDE. PELSB defines WBL as “one or more hours of the school day or week…”
Work release is not Work-Based Learning. Work release is when the district ‘releases’ a part time student from the school site. During this non-instructional time, students often work. There is no formal relationship between the school district and the employer. The district cannot award a grade or academic credit and no general education revenue is earned for the time the student is released. Additionally, because work release is not a course, and students are technically ‘released’ from the district, there must be careful consideration about liability. Especially if the district communicates in any way to students or parents that a staff member is coordinating or responsible for the student during this ‘released’ time. [Minnesota CTE]
The Workforce Innovation and Opportunity Act (WIOA) was signed into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. WIOA intersects with several other federal and state laws such as Perkins. [United States Department of Labor, Minnesota CTE]