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, similar to an Individualized Education Program (IEP), are formal plans Schools develop to provide children with disabilities the support they need to be successful in School. A 504 may include accommodations, but not necessarily Special Education (SPED) services. [Minnesota State, Minnesota CTE]
In Minnesota, Additional Teaching Licensure allows a currently Licensed Teacher (i.e,. Initial Teaching Licensure) to obtain Authorization to Teach in a new Licensure Area or grade level. Issued by the Minnesota Professional Educator and Licensing Standards Board (PELSB), this License requires completion of a State-Approved Teacher Preparation Program or Portfolio based on the new Licensure Area. It ensures Educators are qualified to Teach multiple subjects or expand their instructional scope. [Minnesota CTE]
Adult Basic Education (ABE) includes 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) Certification attainment, and pre-employment or Career Pathway content. Minnesota ABE is administered by the Minnesota Department of Education (MDE). [Minnesota State]
Advance CTE is the national organization that represents and supports Perkins V state directors and Perkins Consortium Coordinators, who oversee the implementation of the Perkins V Career and Technical Education (CTE) funding from the United States Department of Education (ED). These directors manage funding, ensure compliance, and develop strategies to strengthen CTE Programs and expand workforce-aligned education. [Minnesota CTE]
Advanced Placement (AP) is an academic program that allows Secondary students to take Post-Secondary-level Courses in a High School setting. Students can receive Post-Secondary credits if they pass a corresponding exam. [Minnesota State]
An Advisory Committee is a group of persons with competence or interests in an occupational Career Field related to the CTE Program being served, selected for offering advice to Teachers or administrators regarding Career and Technical Education (CTE). At least 50 percent of the members of the Advisory Committee must be representatives of a directly related business, labor, or industry. [Minnesota Rule 3505.1000]
Note: Minnesota Rule 3505.1400 applies to federal Perkins V law, not CTE Programs within a School District or CTE Program State Approval. An Independent School District (ISD) must have an Advisory Committee for each CTE Program; they may not create a regional Committee serving multiple School Districts and CTE Programs. This Rule applies to Perkins Consortia, not individual CTE Programs at a School District.
Also known as: Advisory Council, Industry Advisory Committee.
See: 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 Domains are equally as important to the learning process. Leadership and Social-Emotional Learning (SEL), most commonly taught in Career and Technical Education (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 Agriculture, Food, and Natural Resources (AFNR) CTE Program to FFA leadership development; students are not allowed to be charged a membership fee. [Minnesota CTE]
Also known as: Institutional Membership, Organizational Membership.
A Teacher of Agricultural Education (010100) is authorized to provide to students in grades 5 through 12 instruction that is designed to develop the student’s literacy in the food, fiber, and natural resources systems, the agricultural applications of the concepts, and the interdisciplinary nature of science; and to assist students to develop agricultural and agriculture-related career perspectives and workplace skills. [Minnesota Rule 8710.4050]
This License can teach all content within the entire Agriculture, Food, and Natural Resources (AFNR) Career Field on the national Career Wheel. AFNR includes two Career Clusters: (a) Agriculture and (b) Energy & Natural Resources.
There are State-Approved CTE Teacher Preparation Programs for Agriculture (010100) at Southwest Minnesota State University (SMSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
The Agriculture Career Cluster concentrates on scientific advancement of agriscience, cultivation, processing, and distribution of agricultural products, employing advanced technologies and sustainable practices to optimize global food systems. This Career Cluster also supports other plant- and animal-based industries including regenerative agriculture, sustainable logging, and fisheries. This Career Cluster has meaningful connections with the Energy & Natural Resources Career Cluster, highlighting a symbiotic relationship that emphasizes stewardship and resilient communities. The Agriculture Career Cluster is part of the Agriculture, Food, and Natural Resources (AFNR) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Agriculture Career Cluster include Agriculture (010100). There are State-Approved CTE Teacher Preparation Programs for the Agriculture Career Cluster at Southwest Minnesota State University (SMSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
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. The AFNR Career Field includes 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) Career 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 Independent School Districts (ISD) offer AFNR CTE Programs in Minnesota, including 334 Teachers and 42,970 students grades 5-12. [Minnesota CTE]
AFNR comprises the Agriculture, Food, and Natural Resources (AFNR) Career Field on the national Career Wheel. AFNR includes two Career Clusters: (a) Agriculture and (b) Energy & Natural Resources.
CTE Licenses for this Career Field include: the broad-based CTE License for the entire AFNR Career Field: Agriculture (010100) and the Career Pathways CTE License for the Conservation & Land Management Pathway: Park Services (010700). There are State-Approved CTE Teacher Preparation Programs for AFNR at Lakes Country Service Cooperative (LCSC), Southwest Minnesota State University (SMSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
The Minnesota Professional Educator and Licensing Standards Board (PELSB) must Approve qualified Teacher Preparation Programs—including school districts, charter schools, or nonprofit corporations organized under chapter 317A for an education-related purpose (e.g., Service Cooperatives)—using nontraditional criteria in order to provide alternative pathways towards Minnesota Teacher Licensure outside of the traditional means, improve ethnic and cultural diversity in the classroom, and to close the achievement gap. [Minnesota Statute 122A.2451]
The American Association of Family and Consumer Sciences (AAFCS) is the national professional organization for Family and Consumer Sciences (FCS) Teachers, including (a) Arts, Entertainment, & Design (including textiles, creative design), (b) Education (including early childhood), and (c) Hospitality, Events, & 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 (IRC) and Post-Secondary credit. [National Governors Association]
Also known as: Youth Apprenticeship.
Credit that is a part of a Course articulation agreement between High School, colleges, or universities, and provides credit for Post-Secondary-level Course work completed in High School, including Concurrent Enrollment.[Minnesota State]
Also known as: Articulated College Credit.
A written agreement at the state, Independent School District (ISD), or School level that creates a sequence of progressive, non-duplicated education leading to Technical Skill proficiency, a credential, a Certification, or a degree. Typically, credit transfer agreements between Secondary and Post-Secondary institutions are key components of the articulation agreement. [Congress, Perkins V]
See: Articulation.
The Arts, Entertainment, & Design Career Cluster combines creative roles in visual and performing arts, film, journalism, fashion, interior design, and creative technologies. This Career Cluster focuses on creating, producing, and sharing artistic and design work across multiple platforms, aiming to entertain, inform, beautify, and inspire. The Arts, Entertainment, & Design Career Cluster is part of the Family and Consumer Sciences (FCS) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Arts, Entertainment, & Design Career Cluster include Family and Consumer Sciences (090100) and Creative Design Careers (300400), and sometimes the Communications Technology Careers (300000) license. There are State-Approved CTE Teacher Preparation Programs for the Arts, Entertainment, & Design Career Cluster at Lakes Country Service Cooperative (LCSC) and Minnesota State University-Mankato (MSU-Mankato).
Assessment is the evaluation of student learning through Formative Assessment, which provide ongoing feedback to guide instruction, and Summative Assessment, which measure overall achievement through final evaluations like exams and projects. Both ensure students meet learning goals and industry standards. [Minnesota CTE]
The Association for Career and Technical Education (ACTE) is the national professional organization for Career and Technical Education (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 (MAAE) are also affiliated with ACTE. [Minnesota CTE]
Bemidji State University’s State-Approved Career and Technical Education (CTE) Teacher Preparation Programs appear to be closed. Bemidji previously had CTE Teacher Preparation Programs in Business and Marketing (B&M): Communications 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 Business and Marketing (B&M), Family and Consumer Sciences (FCS), Health/Human Services Education (HSE), and Trade and Industry (T&I) Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
Bethel has State-Approved CTE Teacher Preparation Programs in Business and Marketing (B&M): Business (140050); and CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Contact information for this organization is available on the State Directory.
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 Minnesota Economic Development Region (EDR) 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 School Districts for Equipment, Curriculum, and travel through the CTE Consortium Grant, which is managed and coordinated by the four Intermediate School Districts in the Metro: Intermediates 287, 288 (SW Metro), 916 (NE Metro), and 917. [Minnesota CTE]
Contact information for this organization is available on the State Directory.
A Teacher of Business (140050) is authorized to provide to students in grades 5 through 12 instruction that is designed to develop understanding of the functional areas of business including management, sales and marketing, finance, accounting, human resources, and information systems; the factors that affect business including economics, international business, business law, and technology; and the personal and work skills of communications and interpersonal relations, data interpretation and management, computation, collaboration and group process, and career development and transitions. [Minnesota Rule 8710.4200]
This License can teach all content within the entire Business and Marketing (B&M) Career Field on the national Career Wheel. B&M includes one primary Career Cluster: Financial Services and three Cross-Cutting Career Clusters: (a) Digital Technology, (b) Management & Entrepreneurship, and (c) Marketing & Sales.
There are State-Approved CTE Teacher Preparation Programs for Business (140050) at Bethel University and Winona State University (WSU).
Business and Marketing (B&M) education prepares individuals for employment in a wide range of business occupations, including Marketing, Finance, Sales, Management, and Digital Technologies. The B&M Career Field includes the planning, organizing, directing, and evaluating of 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, and Digital Technologies. The student organizations for B&M are DECA—formed in 1946 originally as Distributive Education Clubs of America—and Business Professionals of America (BPA)—formed in 1966 originally as Vocational Office Education Clubs of America (VOECA). As of 2024, more than 245 Independent School Districts (ISD) offer B&M CTE Programs in Minnesota, including 492 Teachers and 88,868 students grades 5-12. The state Teacher professional organization for B&M is the Minnesota Marketing, Business, and Information Technology Educators (MBITE). [Minnesota CTE]
B&M comprises the Business and Marketing Career Field on the national Career Wheel. B&M includes one primary Career Cluster: Financial Services and three Cross-Cutting Career Clusters: (a) Digital Technology, (b) Management & Entrepreneurship, and (c) Marketing & Sales.
CTE Licenses for this Career Field include: the broad-based CTE License for the entire B&M Career Field: Business (140050); and the Cross-Cutting Careers CTE License for the Digital Technology Career Cluster: Communications Technology Careers (300000). There are State-Approved CTE Teacher Preparation Programs for B&M at Lakes Country Service Cooperative (LCSC), Bethel University, and Winona State University (WSU).
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 (i.e., communications technology), (c) Management & Entrepreneurship, or (d) Marketing & Sales Coursework and CTE 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 CTE 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]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
Career and College Readiness (CCR) means a High School graduate has the knowledge, skills, and competencies to successfully pursue a Career Pathway, including Post-Secondary credit leading to a degree, diploma, Certification, or Industry-Recognized Credential (IRC), 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 Post-Secondary 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 CTE 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 Career 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 CTE 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 Post-Secondary 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 Career and Technical Education (CTE) students learn and practice leadership and Social-Emotional Learning (SEL) in organizations called Career and Technical 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 CTE Program. CTSOs develop relationship- and career-skills through leadership conferences and conventions, career development competitions, service, and more. Minnesota CTSOs include Business Professionals of America (BPA), DECA, Family, Career, and Community Leaders of America (FCCLA), FFA, HOSA, and SkillsUSA. [Minnesota CTE]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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 Career Clusters that are based upon common knowledge and skills. The national Career Cluster Framework organizes the 14 Career Clusters into five Career Fields: 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). The Career Clusters are: (1) Agriculture (AFNR); (2) Arts, Entertainment, & Design (FCS); (3) Construction (T&I); (4) Digital Technology (B&M); (5) Education (FCS/HSE); (6) Energy & Natural Resources (AFNR); (7) Financial Services (B&M); (8) Healthcare & Human Services (HSE); (9) Hospitality, Events, & Tourism (FCS); (10) Management & Entrepreneurship (B&M); (11) Manufacturing (T&I); (12) Marketing & Sales (B&M); (13) Public Service & Safety (HSE); and (14) Supply Chain & Transportation (T&I). Career Clusters include hundreds of occupations that may be grouped into Career Pathways around which Secondary and Post-Secondary educational Programs of Study can be built. [Minnesota State, Minnesota CTE]
Three of the Career Clusters—Digital Technology (B&M), Management & Entrepreneurship (B&M), and Marketing & Sales (B&M) are considered Cross-Cutting Career Clusters that are both within the Business and Marketing (B&M) Career Field and have implications for all other Career Fields as well. [Advance CTE, 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 Career and Technical Education (CTE) and other entities. Includes integrated Curricular components of Affective dispositions and Technical Skill development taught through Work-Based Learning (WBL) and Social-Emotional Learning (SEL)/leadership development, often referred to as ‘center of the wheel’ skills. [Minnesota CTE]
Also known as: Career Wheel.
Career Exploration is the process of exposing students to various Career Fields (i.e., Cluster Groupings), Career Clusters, and Career Pathways within Career and Technical Education (CTE) through structured activities, hands-on experiences, and industry engagement. It helps students learn about different occupations, required skills, educational pathways, and workforce expectations before committing to a specific career track. [Minnesota CTE]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State Approval from the Minnesota Department of Education (MDE), which requires the program to “provide opportunities for career awareness, Career Exploration, and career preparation.” [Minnesota Rule 3505.2550]
Five broad groupings of occupations that can be subdivided into 14 Career Clusters and numerous Career Pathways (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 Career and Technical Student Organizations (CTSO) are not a Career Field, rather they are integrated, required components throughout all Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
Also known as: Cluster Grouping.
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 Post-Secondary education options including Work-Based Learning (WBL), 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 Credential (IRC) or Post-Secondary Certification, and provides career advancement. [Workforce Innovation and Opportunity Act].
The national Career Cluster Framework organizes the Career Clusters, Career Fields, and Career Pathways. [Minnesota CTE]
Also known as: Sub-Cluster.
See: 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 previous version of the Perkins V law. A 2004 federal act to improve Career and Technical Education (CTE) Programs, integrate Academic and Technical instruction, serve special populations, and meet gender equity needs. [Minnesota CTE]
See: Perkins V.
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), Construction, Energy, Engineering, Healthcare, 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.
Certifications and 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 an Independent School District (ISD) is called a Teaching License.
See: Career Field.
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 Career and Technical Education (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]
College in the Schools (CIS) is an accredited, Concurrent Enrollment program, from the National Association of Concurrent Enrollment Programs (NACEP) serving Secondary students, Teachers, and Schools by increasing access to Post-Secondary learning, supporting excellence in teaching, and strengthening Secondary to Post-Secondary connections. A CIS Course is delivered in the High School by a School Teacher. CIS is different from Advanced Placement (AP), as students are concurrently enrolled and guaranteed to earn credit if they pass the Course, unlike AP where Colleges and Universities choose which scores to accept to articulate the credit. [Minnesota State, Minnesota CTE]
A Teacher of Communications Technology Careers (300000) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of current communications technology core skills standards through instruction including the following areas: academic foundations specific to communications technology; standard safety practices in communications technology; professional responsibilities in communications technology; communications technology careers exploration and investigation; effects of communications technology; and applications of production skills in communications technology. [Minnesota Rule 8710.8010]
This License can teach all content within the entire Arts, Entertainment, & Design Career Cluster on the national Career Wheel and is a part of the Business and Marketing (B&M) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Communications Technology Careers (300000) at Lakes Country Service Cooperative (LCSC).
To receive federal Perkins V 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 Perkins V Consortium 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 Career and Technical Education (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 V funds. [Ohio Department of Education and Workforce]
An Articulated Concurrent Enrollment Course is a Post-Secondary Course made available through the Post-Secondary Enrollment Options (PSEO) Program, offered through a Secondary School and taught by a Secondary Teacher. Students in a Concurrent Enrollment Course receive both Secondary and Post-Secondary credit upon completion. [Minnesota State Colleges and Universities Policy 3.5]
Also known as: Dual Enrollment, Post-Secondary Enrollment Options (PSEO) Program, College in the Schools (CIS).
The Construction Career Cluster focuses on professions involved in designing, planning, managing, and executing projects in the built environment. It emphasizes sustainable building practices to ensure that structures are both environmentally responsible and resilient. Careers in this Career Cluster are pivotal in creating durable infrastructure that meets present needs without compromising future generations’ ability to meet their own, covering a range of roles from architects and engineers to construction managers and skilled tradespeople. The Construction Career Cluster is part of the Trade and Industry (T&I) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Construction Career Cluster include Construction Careers (300100). There are State-Approved CTE Teacher Preparation Programs for the Construction Career Cluster at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
A Teacher of Construction Careers (300100) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of construction careers including: academic foundations specific to the construction field; construction systems and issues; planning and management in construction; construction career exploration and investigation; and safety and environmental practices in the construction field. [Minnesota Rule 8710.8020]
This License can teach all content within the entire Construction Career Cluster on the national Career Wheel and is a part of the Trade and Industry (T&I) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Construction Careers (300100) at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
A Teacher of Career Pathways: Cosmetology (092602) is authorized to teach students in grades 9 through 12 the skills and information necessary for a specific career where that career does not necessarily require a four-year degree and in which there are not board rules in place. Such careers include but are not limited to law enforcement, cosmetology, and park services. [Minnesota Rule 8710.9010]
This License can teach all content within the Personal Care Services Pathway (i.e, Sub-Cluster) within the Healthcare & Human Services Career Cluster on the national Career Wheel and is a part of the Health/Human Services Education (HSE) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Cosmetology (092602) at Lakes Country Service Cooperative (LCSC).
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]
Course syllabi are often used as a form of evidence during Minnesota Department of Education (MDE) State Approval.
Note: MDE cannot mandate Independent School Districts (ISD) submit a Course syllabus. The word “syllabus” appears nowhere in Minnesota Rule 3505. Rather School Districts must submit “evidence.” While a syllabus is a common form of evidence, other evidence might be a Course calendar, Curriculum Map, standards map, Course catalogue, etc. Because MDE cannot mandate School Districts and CTE Programs submit a syllabus, they certainly cannot mandate a specific template or format for a syllabus, or provide corrections that must be made to an School District’s submitted evidence (i.e., School Districts have local control). [Minnesota CTE, Minnesota Rule 3505]
A Teacher of Creative Design Careers (300400) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills required in creative design careers including: textiles and apparel careers; and housing, interiors, and furnishings careers. [Minnesota Rule 8710.8050]
This License can teach most of the content within the Arts, Entertainment, & Design Career Cluster on the national Career Wheel and is a part of the Family and Consumer Sciences (FCS) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Creative Design Careers (300400) at Lakes Country Service Cooperative (LCSC).
Cross-Cutting Career Clusters are based on both sector-specific and contextualized functions instead of purely discrete industry sectors. These Career Clusters have both Career Pathways (i.e., Sub-Clusters) and implications for courses taken in all other Career Clusters and Career Fields. [Minnesota State, Minnesota CTE]
See: Assignment.
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 Career and Technical Education (CTE) Program, within one Career Field. This is in contrast to a CTE Participant who only completes one CTE Course. [Minnesota State, Minnesota CTE]
A voluntary collaboration of the Minnesota Service Cooperatives (MSC) and other regional public and private partners, including Independent School Districts (ISD), Intermediate Districts, Career and Technical Education (CTE) Service Cooperatives, and Post-Secondary 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 Statute 124D.4536 to the Minnesota Service Cooperatives (MSC) for the statewide Career and Technical Education (CTE) Consortium. The funding supports the creation of new CTE Programs and Career Pathways, access to CTE Programs, family and student awareness, industry-grade Equipment, Teacher Professional Development (PD) and CTE License support, and funding for transportation. [Minnesota Statute 124D.4536]
Note: The state CTE Consortium Grant is different from federal Perkins V funding.
CTE Core Skills are the essential competencies for Career and Technical Education (CTE) Teachers required in all Minnesota CTE Licenses. They include developing competency-based curricula, implementing Safe instructional practices, integrating leadership development (i.e., Social-Emotional Learning) and Work-Based Learning (WBL), guiding Career Exploration, and managing specialized learning environments. These skills ensure effective, industry-aligned instruction in CTE Programs. [Minnesota Rule 8710.8000]
Secondary Career and Technical Education (CTE) Course means one or more components of a Secondary Career and Technical Education (CTE) instructional Program. [Minnesota Rule 3505.1000]
Note: It is incorrect that Minnesota Rule 3505 requires multiple Courses in a CTE Program for State Approval. 3505.1000 defines a CTE Program as an activity or series of instructional components, not Courses. While Minnesota Department of Education (MDE) does not have the authority to mandate multiple Courses, it is best practice and recommended.
Note: A CTE Program of Study (POS) and a CTE Program are different. A POS is a federal Perkins V requirement, while a CTE Program is a State Approval requirement. A POS requires a sequence of Courses, but the Minnesota Rule authorizing State Approval for CTE Programs does not use this language.
Post-Secondary Career and Technical Education (CTE) Course means any class or educational course taken after completing High School, which could include Post-Secondary Courses at a university, community college, Vocational training programs, or other forms of further education beyond Secondary School. [Minnesota CTE]
See: Frameworks.
See: CTE Revenue.
Career and Technical Education (CTE) Teaching Licenses are a category of Licenses, not one specific License, much like Special Education (SPED) Licenses. Teacher Licensure is under the authority of the Minnesota Professional Educator and Licensing 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]
Active CTE Teaching Licenses include:
– Agriculture, Food, and Natural Resources (AFNR): Agriculture (010100) and Career Pathways: Park Services (010700).
– Business and Marketing (B&M): Business (140050) and Communications Technology Careers (300000).
– Family and Consumer Sciences (FCS): Family and Consumer Sciences (090100), Creative Design Careers (300400), Early Childhood Careers (300500), and Hospitality Service Careers (300600).
– Health/Human Services Education (HSE): Medical Careers (300300), Early Childhood Careers (300500), Career Pathways: Cosmetology (092602), Career Pathways: Firefighting (092604), and Career Pathways: Law Enforcement (092603).
– Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700).
– CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
For Secondary Education, any 9th through 12th-grade student who successfully completes one Course which is part of a State-Approved Career and Technical Education (CTE) Program. This is in contrast to a CTE Concentrator who completes 150 or more Course hours (i.e., two Courses). [Minnesota State]
A Career and Technical Education (CTE) Program is an educational activity or a series of instructional components designed to meet the CTE Program objectives for the period of instruction. [Minnesota Rule 3505.1000]
A CTE Program can be at the Secondary level within a School District or Post-Secondary level within a college or university.
CTE Programs can operate with and without State Approval, but State Approval is required for School Districts to access state funding, such as CTE Revenue, and federal funding, such as Perkins V.
Note: It is incorrect that Minnesota Rule 3505 requires multiple Courses in a CTE Program for State Approval. 3505.1000 defines a CTE Program as an activity or series of instructional components, not Courses. While Minnesota Department of Education (MDE) does not have the authority to mandate multiple Courses, it is best practice and recommended.
Note: A CTE Program of Study (POS) and a CTE Program are different. A POS is a federal Perkins V requirement, while a CTE Program is a State Approval requirement. A POS requires a sequence of Courses, but the Minnesota Rule authorizing State Approval for CTE Programs does not use this language.
CTE Revenue is a permissive levy for Independent School Districts (ISD) to provide extra support based in part on the School District’s Career and Technical Education (CTE) expenditures. Minnesota Statutes, section 124D.4531, as modified by the 2014 Legislature, allows a School 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 CTE Levy is certified. School 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; including Out-of-Field Permissions and Tier 1 Licenses), 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, Minnesota CTE]
Also known as: CTE Levy.
See: Frameworks.
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 Curriculum is primarily focused on student-centered Instructional Methods of teaching and learning. CASE offers Curricula and Professional Development (PD) 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 project 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 (i.e., communications technology), (c) Management & Entrepreneurship, or (d) Marketing & Sales Coursework and CTE 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 CTE 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]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
Demonstration in Career and Technical Education (CTE) is a Teacher-Centered Instructional Method where instructors model skills, techniques, or processes while students observe and then practice. This hands-on method enhances understanding by providing a visual and practical example, reinforcing industry standards and technical competencies essential for career readiness. [Minnesota CTE]
Instruction matched to individual students’ needs, readiness, interests, circumstances, and learning profiles. [Minnesota CTE]
The Digital Technology Career Cluster focuses on developing digital systems for communication and data storage using critical technologies such as artificial intelligence (AI), data analytics, and cybersecurity. This Career Cluster builds skills necessary for all careers to navigate and lead in the constantly evolving tech landscape and drives innovation across all industries to tackle complex challenges and opportunities in communities and economies. The Digital Technology Career Cluster is part of the Business and Marketing (B&M) Career Field. [Advanced CTE, Minnesota CTE]
This Career Cluster is also a Cross-Cutting Career Cluster as the skills gained through this Career Cluster area are applicable across all Career Clusters. Practitioners are encouraged to combine content from this Career Cluster across other CTE Programs.
CTE Licenses for the Digital Technology Career Cluster include Business (140050) and Communications Technology Careers (300000). There are State-Approved CTE Teacher Preparation Programs for Digital Technology Career Cluster at Lakes Country Service Cooperative (LCSC), Bethel University, and Winona State University (WSU).
See: Concurrent Enrollment.
A Teacher of Early Childhood Careers (300500) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills in: academic foundations specific to early childhood careers; administration of early childhood programs; operational procedures of early childhood programs; and early childhood career exploration and investigation. [Minnesota Rule 8710.8060]
This License can teach most, if not all of the content within the Education Career Cluster on the national Career Wheel and is part of both the Family and Consumer Sciences (FCS) and the Health/Human Services Education (HSE) Career Fields. This license primarily focuses on the Early Childhood pathway of the Education Career Cluster, but most of the other pathways in the Cluster (i.e., teaching, leadership) can be taught under Career Exploration by any CTE License or Licensed Teacher.
There are State-Approved CTE Teacher Preparation Programs for Early Childhood Careers (300500) at Lakes Country Service Cooperative (LCSC).
The Education Career Cluster spans careers aimed at fostering learning from early childhood to adulthood, including teaching, instructional design, counseling services, community engagement, learner support, and educator training. This Career Cluster emphasizes quality education standards and lifelong learning, preparing individuals for success through all life stages by nurturing knowledge, skills, and critical thinking and encouraging personal and societal growth in a constantly evolving world. The Education Career Cluster is shared between both the Family and Consumer Sciences (FCS) and the Health/Human Services Education (HSE) Career Fields. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Education Career Cluster include Family and Consumer Sciences (090100) and Early Childhood Careers (300500). There are State-Approved CTE Teacher Preparation Programs for the Education Career Cluster at Lakes Country Service Cooperative (LCSC) and Minnesota State University-Mankato (MSU-Mankato).
See: English Learner.
The Energy & Natural Resources Career Cluster spans careers in traditional and renewable fuel production, power generation and energy conversion, utilities, environmental preservation, ecological research, and resource extraction. These industries focus on efficient and responsible resource management, including conservation, transmission, distribution and storage, to minimize environmental impacts and meet global energy needs. Career in this Cluster are dedicated to creating a sustainable future, innovating cleaner energy solutions, and preserving our planet’s natural resources for generations to come. The Energy & Natural Resources Career Cluster is part of the Agriculture, Food, and Natural Resources (AFNR) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Energy & Natural Resources Career Cluster include Agriculture (010100) and Park Services (010700). There are State-Approved CTE Teacher Preparation Programs for the Energy & Natural Resources Career Cluster at Lakes Country Service Cooperative (LCSC), Southwest Minnesota State University (SMSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
See: English Learner.
See: English Learner.
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]
Entrepreneurship is a Work-Based Learning (WBL) experience where a student operates a business under the supervision of the school, rather than work for an employer directly. Can be conducted within the school—such as a School-Based Enterprise (SBE) where the school owns the enterprise, or external to the school—where the student owns the business venture, and the school is only providing supervision, similar to an Internship. [Minnesota CTE]
The Minnesota Department of Education (MDE)‘s Uniform Financial Accounting and Reporting Standards (UFARS) manual defines Equipment as tangible, nonexpendable personal property that meets all the following criteria:
– A. It retains its original shape and appearance with use. It has a normal useful life extending beyond a single reporting period.
– B. It is nonexpendable. That is, if the article is damaged or some of its parts are lost or worn out, it is usually more feasible to repair it rather than replace it with an entirely new unit.
– C. It does not lose its identity through incorporation into a different or more complex unit or substance.. [Minnesota Department of Education]
With respect to Federal funding, including Perkins V funds, capital Equipment means an article of nonexpendable, tangible personal property having a useful life of more than one year and an acquisition cost that equals or exceeds the lesser of the capitalization level established by the LEA for financial statement purposes, or $5,000. The Federal Office of Management and Budget (OMB) increased the threshold for Equipment from $5,000 to $10,000 on April 22, 2024. This change applies to capital expenditures, including Equipment and other capital expenditures. [OMB OMNI Circular, 2 C.F.R. Chapter I, Chapter II, Part 200.33 Equipment].
With respect to Federal Perkins V funds, Equipment should be innovative and impactful. Perkins V is not designed to purchase consumable items, non-industry quality materials, or items that will not have a lasting effect on the Career and Technical Education (CTE) Program. For example, a Family and Consumer Sciences (FCS) CTE Program requesting to use Perkins funding to buy consumer-grade ovens would be denied, as they should be seeking restaurant quality Equipment, not something found in regular homes. An Agriculture, Food, and Natural Resources (AFNR) CTE Program requesting to buy educational grow lamps for plants would be denied as they should be seeking Equipment found in nurseries and greenhouses, not Equipment sold by educational vendors. [Minnesota CTE]
Independent School Districts (ISD) that want access to CTE Revenue funding and Federal Perkins V grants must receive State Approval from the Minnesota Department of Education (MDE), which requires the program to ensure “Instructional materials and supplies are appropriate to allow students to meet program objectives. Equipment is adequate to address program goals and objectives, and is properly installed, shielded, guarded, and ventilated. Adequate material storage and waste disposal is provided. Both school-based and community-based instructional settings are suitable for effective learning and are barrier free. Class size and facilities are appropriate for Safe student learning. First aid equipment is available and signage reflects an emphasis on Safety.” [Minnesota Rule 3505.2550]
Note: It is inaccurate that a Perkins Consortium must receive prior approval from the Minnesota Department of Education (MDE) for an Equipment request of more than $1,000, but less than $5,000 or $10,000. Perkins V legislation requires prior approval for Equipment purchases, but an item of less than $10,000 would not meet the federal Office of Management and Budget (OMB) definition for Equipment and of less than $5,000 would not meet the state Uniform Financial Accounting and Reporting Standards (UFARS) definition for Equipment. Such a requirement is outside of the authority of the Minnesota Department of Education (MDE). Minnesota State Colleges and Universities (Minnesota State) is the sole state agency and recipient to receive and disburse federal funds for the Perkins V grant in Minnesota, per Minnesota Statute 136F.79. Minnesota Department of Education (MDE) is a sub-recipient underneath Minnesota State’s authority. Such a financial control requirement would need to be stipulated by Minnesota State in the award contract and not in conflict with Minnesota UFARS and federal OMB requirements for the federal award. That said, while such items do not meet the definitions of Equipment and the agency likely overreaching its authority to mandate prior approval, such purchases also are not a good use of Federal Perkins V as they likely are not very innovative, nor would they make a lasting impact on the CTE Program. [Minnesota CTE]
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 Shadowing; to hear a guest presenter describe their education, occupation and industry; attending a career fair; completing a service-learning project; or to visit a Post-Secondary campus. Also includes more structured activities like Work-Based Learning (WBL) Internships and 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 (WBL) (Pre-WBL), Foundational Work-Based Learning (WBL) (Foundational WBL), Foundational Supervised Agricultural Experience (SAE) (Foundational SAE).
See: Extended Employment.
Paid time when staff is employed beyond the regular school calendar, which is necessary for job placement and coordination, development of Training Plan 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.
See: Extended Employment.
A Teacher of Family and Consumer Sciences (090100) is authorized to provide to students in grades 5 through 12 instruction that is designed to prepare students for family life and the interrelationships between family, community, and work, including the following occupations: occupations: Family and Community Support Services; Consumer Resources Management; Early Childhood and Educational Services; Apparel and Textile Design, Manufacturing, and Merchandising; Interior Design and Furnishings; Management and Maintenance of Facilities; Hospitality, Tourism, and Recreation; Food Science, Dietetics, and Nutrition; and Food Production Services. [Minnesota Rule 8710.4450]
This License can teach all content within the entire Family and Consumer Sciences (FCS) Career Field on the national Career Wheel. FCS includes three Career Clusters: (a) Arts, Entertainment, & Design, (b) Education, and (c) Hospitality, Events, & Tourism.
Family and Consumer Sciences (FCS) education prepares individuals for employment in a wide range of human services occupations, including Food, Child Development, Fashion, and Textiles. The FCS Career Field includes 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/Tourism, Early Childhood, Education Careers, and other human and community services. The student organization for FCS, Family, Career, and Community Leaders of America (FCCLA), was formed in 1945 originally as the Future Homemakers of America, or FHA. As of 2024, more than 220 Independent School Districts (ISD) offer FCS CTE Programs in Minnesota, including 529 Teachers and 78,786 students grades 5-12. [Minnesota CTE]
FCS comprises the Family and Consumer Sciences (FCS) Career Field on the national Career Wheel. FCS includes three Career Clusters: (a) Arts, Entertainment, & Design, (b) Education, and (c) Hospitality, Events, & Tourism.
CTE Licenses for this Career Field include: the broad-based CTE License for the entire FCS Career Field: Family and Consumer Sciences (090100); the careers CTE Licenses for the Arts, Entertainment, & Design Career Cluster: Creative Design Careers (300400), the Education Career Cluster: Early Childhood Careers (300500), and the Hospitality, Events, & Tourism Career Cluster: Hospitality Service Careers (300600). There are State-Approved CTE Teacher Preparation Programs for FCS at Lakes Country Service Cooperative (LCSC) and Minnesota State University-Mankato (MSU-Mankato).
Family, Career, and Community Leaders of America (FCCLA) is the state professional organization for Family and Consumer Sciences (FCS) students enrolled in (a) Arts, Entertainment, & Design, (b) Education, or (c) Hospitality, Events, & Tourism Coursework and CTE 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 CTE 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]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
FFA is the state professional organization for Agriculture, Food, and Natural Resources (AFNR) students enrolled in (a) Agriculture or (b) Energy & Natural Resources Coursework and CTE 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 CTE 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 Career and Technical Education (CTE) Career Fields cannot use FFA as their CTSO, and that AFNR CTE Programs should be using FFA as its CTSO to comply with federal law. [Minnesota CTE]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
The Financial Services Career Cluster encompasses careers in managing and advising financial transactions, including banking, lending, corporate finance, debt management, accounting, insurance, and real estate. These careers contribute to economic stability and growth by supporting the financial health of individuals and organizations. The Financial Services Career Cluster is part of the Business and Marketing (B&M) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Financial Services Career Cluster include Business (140050). There are State-Approved CTE Teacher Preparation Programs for the Financial Services Career Cluster at Bethel University and Winona State University (WSU).
A Teacher of Career Pathways: Firefighting (092604) is authorized to teach students in grades 9 through 12 the skills and information necessary for a specific career where that career does not necessarily require a four-year degree and in which there are not board rules in place. Such careers include but are not limited to law enforcement, cosmetology, and park services. [Minnesota Rule 8710.9010]
This License can teach all content within the Emergency Response Pathway (i.e, Sub-Cluster) within the Public Service & Safety Career Cluster on the national Career Wheel and is a part of the Health/Human Services Education (HSE) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Firefighting (092604) at Lakes Country Service Cooperative (LCSC).
Formative Assessment continuous monitoring of short-term results to provide ongoing information useful in the improvement of student achievement (e.g., quizzes, homework, group work, dialogue). Formative Assessment is more qualitative and subjective in nature than Summative Assessment. [Minnesota CTE]
See: Experiential Learning.
See: Experiential Learning.
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 Independent School Districts (ISD) in adopting local CTE standards. School Districts are required to use either National Career and Technical Education (CTE) Standards, Industry Standards, or set local standards based on the state CTE Frameworks. [Minnesota CTE]
Years of work experience are expressed in terms of Full-Time Equivalent (FTE) 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 Careers, including Nursing, Teaching, Emergency, Dental, and other Public Service careers. The HSE Career Field includes the planning, managing, and providing of 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 Healthcare careers to broader Career Clusters of Community Health and Human Services 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 Independent School Districts (ISD) offer HSE CTE Programs in Minnesota, including 86 Teachers and 7,930 students grades 7-12. [Minnesota CTE]
HSE comprises the Health/Human Services Education (HSE) Career Field on the national Career Wheel. HSE includes three Career Clusters: (a) Education, (b) Healthcare & Human Services, and (c) Public Service & Safety.
CTE Licenses for this Career Field include: for the Education Career Cluster: Early Childhood Careers (300500); for the Healthcare & Human Services Career Cluster: Medical Careers (300300) and Cosmetology (092602); and for the Public Service & Safety Career Cluster: Firefighting (092604) and Law Enforcement (092603). There are State-Approved CTE Teacher Preparation Programs for HSE at Lakes Country Service Cooperative (LCSC).
Also known as: Health Science Education (HSE).
The Healthcare & Human Services Career Cluster promotes whole health in individuals and communities through a diverse array of services. This sector includes technical, mental, and therapeutic services and personal care, supported by medical and social sciences. By addressing social determinants of health and leveraging health data and science, this Career Cluster aims to enhance the overall health and resilience of individuals, families, and communities. The Healthcare & Human Services Career Cluster is part of the Health/Human Services Education (HSE) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Healthcare & Human Services Career Cluster include Medical Careers (300300) and Cosmetology (092602). There are State-Approved CTE Teacher Preparation Programs for the Healthcare & Human Services Career Cluster at Lakes Country Service Cooperative (LCSC).
See: Post-Secondary.
HOSA-Future Health Professionals is the state professional organization for Health/Human Services Education (HSE) students enrolled in (a) Education, (b) Healthcare & Human Services, or (c) Public Service & Safety Coursework and CTE 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 CTE 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]
Independent School Districts (ISD) that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
A Teacher of Hospitality Service Careers (300600) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills required in food preparation/production and service, food science/nutrition, tourism/recreation, and facilities management/maintenance. [Minnesota Rule 8710.8070]
This License can teach all content within the entire Hospitality, Events, & Tourism Career Cluster on the national Career Wheel and is a part of the Family and Consumer Sciences (FCS) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Hospitality Service Careers (300600) at Lakes Country Service Cooperative (LCSC).
The Hospitality, Events, & Tourism Career Cluster encompasses a broad range of services and experiences related to food and beverage, lodging, travel, events, and conferences. This Career Cluster focuses on delivering quality customer service, memorable experiences, and seamless logistics to cater to the needs and preferences of guests, tourists, and event participants. The Career Cluster is characterized by its diversity, including everything from luxury hotels and international travel to local dining, cultural events, and business conferences, aiming to enhance the overall experience of visitors and attendees. The Hospitality, Events, & Tourism Career Cluster is part of the Family and Consumer Sciences (FCS) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Hospitality, Events, & Tourism Career Cluster include Family and Consumer Sciences (090100) and Hospitality Service Careers (300600). There are State-Approved CTE Teacher Preparation Programs for the Hospitality, Events, & Tourism Career Cluster at Lakes Country Service Cooperative (LCSC) and Minnesota State University-Mankato (MSU-Mankato).
An Independent School District (ISD) in Minnesota is a public or private School District that operates independently from other School Districts. School Districts are legally separate entities with their own elected boards and authority over public education. [Minnesota CTE]
Also known as: Local Educational Agency (LEA).
An educational plan, similar to 504 Plans, for elementary and Secondary students receiving Special Education (SPED) 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]
See: Advisory Committee.
Industry Standards in Career and Technical Education (CTE) refer to the specific knowledge, skills, and competencies that are established by industry professionals and organizations to ensure that students and workers are prepared to meet the demands of the workforce. These standards define the expectations for technical proficiency, safety, ethical practices, and job performance within a given career field.
In CTE, Industry Standards guide curriculum development, instructional practices, and credentialing processes to align educational programs with real-world job requirements. These standards are often set by professional associations, certification bodies, and employers in sectors such as Agriculture, Food, and Natural Resources (AFNR), Business and Marketing (B&M), Health/Human Services Education (HSE), and Trade and Industry (T&I), and more. They help ensure that students graduate with Industry-Recognized Credentials (IRC), licenses, or qualifications that improve their employability and Career and College Readiness (CCR).
An Industry-Recognized Credential (IRC) is a Certification that verifies a person’s skills and knowledge in a specific Career Field. IRCs are issued by a third party and are valued by employers in the industry. [Minnesota State]
Also known as: Industry-Recognized Certification (IRC)
In Minnesota, Initial Teaching Licensure is the first Authorization to Teach, typically obtained through a Tier 3 License. Issued by the Minnesota Professional Educator and Licensing Standards Board (PELSB), it requires completion of a State-Approved Teacher Preparation Program or Portfolio. This license is renewable and ensures Educators meet state Teacher Licensure standards. [Minnesota CTE]
Inquiry-Based Learning in Career and Technical Education (CTE) is a Student-Centered Instructional Method where students explore real-world challenges, ask questions, and develop solutions through investigation, critical thinking, research, and hands-on experimentation. These approaches help students apply technical skills, analyze data, and make informed decisions, preparing them for industry careers. [Minnesota CTE]
See: Affiliation Membership.
A body of practices, Instructional Strategies, procedures, and rules designed to foster and support student learning. Instructional Methods are either Teacher-Centered (e.g, Lecture-Discussion, Demonstration) or Student-Centered (e.g., Project-Based Learning, Inquiry-Based Learning/Problem Solving/Scientific Method). [Minnesota CTE]
A number of classroom instructional practices designed to foster and support student learning. [Minnesota CTE]
A Minnesota School District with a collaborative and cooperation-based program offering integrated services for Secondary, Post-Secondary, 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 (WBL) for High School 11th and 12th grade students and Post-Secondary students. Can be either paid or unpaid. Might offer School credit. [Minnesota State]
Job Shadowing is an Experiential Learning activity during which a learner follows and observes an individual on the job for a designated number of hours or days as that individual performs workplace tasks. [Minnesota CTE]
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 Fields. Examples of Labor Market Information (LMI) used in Career and Technical Education (CTE) include the unemployment rate, short- and long-term occupational demand, and skills gap reports. [Minnesota State]
Lakes Country Service Cooperative (LCSC) is one of nine regional government service agencies that support Schools, cities, counties, and other governmental agencies. LCSC serves Minnesota Economic Development Region (EDR) 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 School 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 State-Approved CTE Alternative Teacher Preparation Program in Minnesota. [Minnesota CTE]
LCSC has State-Approved CTE Teacher Preparation Programs in: Agriculture, Food, and Natural Resources (AFNR): Career Pathways: Park Services (010700), Business and Marketing (B&M): Communications Technology Careers (300000); Family and Consumer Sciences (FCS): Creative Design Careers (300400), Early Childhood Careers (300500), and Hospitality Service Careers (300600); Health/Human Services Education (HSE): Medical Careers (300300), Early Childhood Careers (300500), Career Pathways: Cosmetology (092602), Career Pathways: Firefighting (092604), and Career Pathways: Law Enforcement (092603); Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700); and the CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Contact information for this organization is available on the State Directory.
A Teacher of Career Pathways: Law Enforcement (092603) is authorized to teach students in grades 9 through 12 the skills and information necessary for a specific career where that career does not necessarily require a four-year degree and in which there are not board rules in place. Such careers include but are not limited to law enforcement, cosmetology, and park services. [Minnesota Rule 8710.9010]
This License can teach all content within the Public Safety and Military & National Security Pathways (i.e, Sub-Clusters) within the Public Service & Safety Career Cluster on the national Career Wheel and is a part of the Health/Human Services Education (HSE) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Law Enforcement (092603) at Lakes Country Service Cooperative (LCSC).
Lecture-Discussion in Career and Technical Education (CTE) is a Teacher-Centered Instructional Method that combines direct lecture with interactive dialogue. Teachers present key concepts, theories, or procedures while engaging students through questions, discussions, and real-world applications. This approach promotes deeper understanding, critical thinking, and active participation. [Minnesota CTE]
Note: Pure lecture for an entire class period is never an appropriate Instructional Method.
A Minnesota Teaching License that is no longer issued by the Minnesota Professional Educator and Licensing Standards Board (PELSB), but can be renewed by Teachers who already have it. [PELSB]
A Licensure 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, Licensure Subject Area, Subject Area.
See: Licensure Area.
Licensure Portfolio is a path for Teachers in Minnesota to obtain a Teaching License by demonstrating competency in required teaching standards through a comprehensive Portfolio. Administered by the Minnesota Professional Educator and Licensing Standards Board (PELSB), this option allows individuals to showcase their knowledge, skills, and experience as an alternative to completing a Teacher Preparation Program. The portfolio is evaluated based on state-defined teaching standards and must include evidence such as lesson plans, assessments, and reflections. [Minnesota CTE]
Note: Licensure Portfolio is generally not a good path for individuals seeking an Initial Teaching License, as it can be incredibly difficult to demonstrate the Standards of Effective Practice (SEP).
See: Licensure Area.
While Minnesota Department of Education (MDE) has an oversight role, local Independent School District (ISD) boards generally Control public education in Minnesota. MDE oversees public education in Minnesota, which includes, for example, setting state-required academic standards for the different subject areas. However, Minnesota has a “Local Control” approach to public education. Under a Local Control approach, elected or appointed representatives serving on governing bodies, such as school boards or committees, govern and manage the public schools that are located in their communities. These boards and committees make key decisions about how to educate students, within the parameters set by the state. Such decisions include adopting budgets, developing long-term strategic plans, setting goals for instruction and student achievement, and developing processes to evaluate student progress. School district administrators and Teachers work to implement the policies that school boards develop. [Office of the Legislative Auditor, Minnesota Legislature; Minnesota Statutes 123B.02, 123B.09, and 124E.07]
The Management & Entrepreneurship Career Cluster involves skills and occupations that are essential across all industries, focusing on business administration, operations optimization, strategic planning, workforce management, and entrepreneurship. It merges key areas such as data management and analysis, human resources, general operations, administrative support, project management, and organizational leadership. This Career Cluster ensures that businesses across all industries efficiently meet their goals, adapt to market changes, and maintain competitive advantage. By emphasizing entrepreneurship, this Career Cluster supports the creation of new ventures, driving economic growth and innovation and making it a cornerstone of modern economies. The Management & Entrepreneurship Career Cluster is part of the Business and Marketing (B&M) Career Field. [Advanced CTE, Minnesota CTE]
This Career Cluster is also a Cross-Cutting Career Cluster as the skills gained through this Career Cluster area are applicable across all Career Clusters. Practitioners are encouraged to combine content from this Career Cluster across other CTE Programs.
CTE Licenses for the Management & Entrepreneurship Career Cluster include Business (140050). There are State-Approved CTE Teacher Preparation Programs for the Management & Entrepreneurship Career Cluster at Bethel University and Winona State University (WSU).
The Manufacturing Career Cluster blends innovative technologies and practices to enhance design and production. It covers areas such as engineering, research and development, automation and artificial intelligence, equipment maintenance, safety protocols, and quality control. This Career Cluster aims to increase efficiency, reduce waste, ensure safety, and produce high-quality goods, driving the industry’s growth and adapting to modern demands. The Manufacturing Career Cluster is part of the Trade and Industry (T&I) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Manufacturing Career Cluster include Manufacturing Careers (300200). There are State-Approved CTE Teacher Preparation Programs for the Manufacturing Career Cluster at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
A Teacher of Manufacturing Careers (300200) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of construction careers including: academic foundations specific to the manufacturing field; standard safety and environmental practices; manufacturing career exploration and investigation; industry skills standards for manufacturing technology; and ethics and legal responsibilities in manufacturing. [Minnesota Rule 8710.8030]
This License can teach all content within the entire Manufacturing Career Cluster on the national Career Wheel and is a part of the Trade and Industry (T&I) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Manufacturing Careers (300200) at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
The Marketing & Sales Career Cluster focuses on promoting products, understanding consumer needs, engaging with communities, and driving sales. It integrates digital marketing, data analysis, brand promotion, customer relationship management, strategic communications, human-centered design, and retail strategies to build strong customer connections and support business growth. This Career Cluster is essential in all industries for creating value, effectively reaching and engaging target audiences, and achieving commercial success in a competitive marketplace. The Marketing & Sales Career Cluster is part of the Business and Marketing (B&M) Career Field. [Advanced CTE, Minnesota CTE]
This Career Cluster is also a Cross-Cutting Career Cluster as the skills gained through this Career Cluster area are applicable across all Career Clusters. Practitioners are encouraged to combine content from this Career Cluster across other CTE Programs.
CTE Licenses for the Marketing & Sales Career Cluster include Business (140050). There are State-Approved CTE Teacher Preparation Programs for the Marketing & Sales Career Cluster at Bethel University and Winona State University (WSU).
A Teacher of Medical Careers (300300) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills in: academic foundations specific to early childhood careers; administration of early childhood programs; operational procedures of early childhood programs; and early childhood career exploration and investigation. [Minnesota Rule 8710.8060]
This License can teach all of the content within the Healthcare & Human Services Career Cluster on the national Career Wheel and is part of the Health/Human Services Education (HSE) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Medical Careers (300300) at Lakes Country Service Cooperative (LCSC).
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]
Contact information for this organization is available on the State Directory.
The Minnesota Association for Career and Technical Administrators (MACTA) association is the state professional organization for Career and Technical Education (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]
Contact information for this organization is available on the State Directory.
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 Career and Technical Education (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]
Contact information for this organization is available on the State Directory.
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 & 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]
Contact information for this organization is available on the State Directory.
The Minnesota Association of Family and Consumer Sciences (MAFCS) is the state professional organization for Family and Consumer Sciences (FCS) Teachers, including (a) Arts, Entertainment, & Design (including textiles, creative design), (b) Education (including early childhood), and (c) Hospitality, Events, & 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]
Contact information for this organization is available on the State Directory.
A Minnesota Department of Education (MDE) 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 Post-Secondary entrance practice tests. [Minnesota State]
Minnesota Department of Education (MDE) is 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 Career and Technical Education (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.
Note: Federal Perkins V funding is under the authority of Minnesota State Colleges and Universities (Minnesota State) as the sole state agency responsible for the federal grant; MDE is a sub-recipient and its staff provide leadership for Secondary funds, but must comply with the state plan and requirements of the sole agency. [Minnesota Statute 136F.79]
Contact information for this organization is available on the State Directory.
Minnesota Department of Employment and Economic Development (DEED) is 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: Business Professionals of America (BPA), DECA, Family, Career, and Community Leaders of America (FCCLA), FFA, HOSA, and SkillsUSA. [MFSO]
Contact information for this organization is available on the State Directory.
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 (i.e., communications technology), (c) Management & Entrepreneurship, and (d) Marketing & 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]
Contact information for this organization is available on the State Directory.
The Minnesota Office of Higher Education (OHE) is a cabinet-level state agency providing financial aid programs and information to allow for greater access to Post-Secondary education. Serves as the state’s clearinghouse for data, research, and analysis on Post-Secondary 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 Minnesota Professional Educator and Licensing Standards Board (PELSB) is 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 State Approval, and performance measures, including Teacher discipline. Administers Minnesota’s Teacher Preparation Programs. [Minnesota State]
Note: The Minnesota Department of Education (MDE) has no authority over Teacher Licensure.
Minnesota Rural Education Association (MREA) brings together Teachers, administrators, and School board members from across rural Minnesota and partners with education Service 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 (PD) and networking. [MREA]
The Minnesota Service Cooperatives (MSC) is a Joint Powers organization of the nine regional government service agencies in Minnesota called Service Cooperatives: BrightWorks Service Cooperative, Lakes Country Service Cooperative (LCSC), Northeast Service Cooperative (NESC), Northwest Service Cooperative (NWSC), Resource Training and Solutions Service Cooperative, Sourcewell Service Cooperative, South Central Service Cooperative (SCSC), Southeast Service Cooperative (SCC), and Southwest/West Central Service Cooperative (SWWC). MSC operates several statewide programs including cooperative purchasing, health insurance, and the CTE Consortium Grant. [Minnesota Statute 123A.21, Minnesota Statute 471.59, Minnesota CTE]
Contact information for this organization is available on the State Directory.
Minnesota State Colleges and Universities (Minnesota State) is 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]
Formerly known as: MNSCU.
Contact information for this organization is available on the State Directory.
Minnesota State University-Mankato (MSU-Mankato) is a public university in south central Minnesota, located in Mankato, with approximately 15,000 students. MSU-Mankato is part of the Minnesota State System and offers Post-Secondary education programs for all five Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
MSU-Mankato has a State-Approved CTE Teacher Preparation Programs in Family and Consumer Sciences (FCS): Family and Consumer Sciences (090100).
Contact information for this organization is available on the State Directory.
The Minnesota Technology and Engineering Educators Association (MTEEA) is the state professional organization for Career and Technical Education (CTE) Science, Technology, Engineering, and Mathematics (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 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.
Contact information for this organization is available on the State Directory.
The Minnesota Association for Career and Technical Education-For All (i.e., MN ACTE-For All) is the state professional organization for Career and Technical Education (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 (SPED) is a division of MnACTE, but the two are technically separate organizations.
Contact information for this organization is available on the State Directory.
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]
See: English Learner.
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 & 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 (i.e., communications technology), (c) Management & Entrepreneurship, and (d) Marketing & 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 Career and Technical Education (CTE) Standards are a set of guidelines and benchmarks designed to ensure consistency and quality in Career and Technical Education (CTE) across the United States. These standards define the essential knowledge, skills, and competencies that students should acquire to be prepared for both postsecondary education and the workforce. They align with industry needs and cover various Career Cluster, including Agriculture, Food, and Natural Resources (AFNR), Business and Marketing (B&M), Health/Human Services Education (HSE), and Trade and Industry (T&I), and more.
These standards are typically developed by organizations such as the Association for Career and Technical Education (ACTE), the Council for Agricultural Education and National Association of Agriculture Educators (NAAE), Advance CTE, and industry partners, ensuring they reflect current labor market demands and best practices in CTE programs. [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 Independent School Districts (ISD) in adopting local CTE standards. School Districts are required to use either National Career and Technical Education (CTE) Standards, Industry Standards, or set local standards based on the state CTE Frameworks. [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 & Human Services, and (c) Public Service & 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, Career Pathway, or Career 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 Career Field (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 Minnesota Economic Development Region (EDR) 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 School Districts for Equipment, Curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
Contact information for this organization is available on the State Directory.
Northwest Service Cooperative (NWSC) is one of nine regional government service agencies that support Schools, cities, counties, and other governmental agencies. NWSC serves Minnesota Economic Development Regions (EDR) 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 School Districts for Equipment, Curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
Contact information for this organization is available on the State Directory.
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 (WBL) and Apprenticeship often include OJT. [Minnesota DLI, Minnesota CTE]
See: Affiliation Membership.
An Out-of-Field Permission (OFP) from the Minnesota Professional Educator and Licensing Standards Board (PELSB) authorizes a Teacher holding a Tier 2, Tier 3, or Tier 4 Teaching License to teach in an Assignment outside of the scope or field of the license held. [Minnesota Rule 8710.0320]
An OFP is a valid teaching license and is eligible for CTE funding, including state CTE Revenue and federal Perkins V. An OFP does not meet the qualifications to offer credit equivalency. [Minnesota CTE]
A Teacher of Career Pathways: Park Services (010700) is authorized to teach students in grades 9 through 12 the skills and information necessary for a specific career where that career does not necessarily require a four-year degree and in which there are not board rules in place. Such careers include but are not limited to law enforcement, cosmetology, and park services. [Minnesota Rule 8710.9010]
This License can teach all content within the Conservation & Land Management Pathway (i.e, Sub-Clusters) within the Energy & Natural Resources Career Cluster on the national Career Wheel and is a part of the Agriculture, Food, and Natural Resources (AFNR) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Park Services (010700) at Lakes Country Service Cooperative (LCSC).
See: State-Approved Teacher Preparation Program (PELSB).
See: Perkins V Consortium 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 Minnesota Department of Education (MDE) State Approval or a local School District’s State Approval of its Career and Technical Education (CTE) Programs. While State Approval is a prerequisite for School Districts to assess CTE Revenue and federal Perkins V grants, individual School Districts and their CTE Programs are not approved under Perkins V law.
A Perkins Consortium is a collaboration established through a formal agreement involving at least one eligible Post-Secondary institution and at least one eligible Secondary School District that partner to plan for and implement Career and Technical Education (CTE) programming and receive Perkins V funds in a geographic region of the state. Secondary and Post-Secondary recipients are independently responsible for meeting accountability measures. [Minnesota State]
Note: A Perkins Consortium is different from a CTE Consortium.
Contact information for these organizations is available on the State Directory.
Also known as Perkins Consortia (consortia is plural, while consortium is singular; ‘consortia leader’ is grammatically incorrect).
A Perkins Consortium Coordinator is an individual(s) responsible for managing state and federal reporting related to the federal Perkins V grant funds allotted to a Perkins Consortium. Secondary and Post-Secondary Perkins Consortium coordinators are appointed locally and can be employees of a Secondary or Post-Secondary campus or can be a consultant hired by the Perkins Consortium. [Minnesota State]
Also known as: Perkins Leader (consortium is singular, while consortia is plural; “consortia leader” and “consortia coordinator” are grammatically incorrect).
Contact information for these organizations is available on the State Directory.
Strengthening Career and Technical Education for the 21st Century Act, public law 115-224 (Perkins V). [Minnesota State]
Perkins V is Federal funding from the United States Department of Education (ED) that supports Career and Technical Education (CTE). Minnesota receives about 20 million dollars; half for Secondary and half for Post-Secondary education. School Districts submit proposals to their Perkins Consortium for industry-grade Equipment, Professional Development (PD), and other innovative CTE needs. Minnesota State Colleges and Universities (Minnesota State) is the sole state agency and recipient to receive and disburse federal funds for the Perkins V grant in Minnesota, per Minnesota Statute 136F.79. Minnesota Department of Education (MDE) is a sub-recipient underneath Minnesota State’s authority. [Minnesota CTE, Minnesota Statute 136F.79]
A Perkins V Local Application is a plan and budget that each Minnesota Perkins Consortium must submit every two years to receive funds under Perkins V law. The Perkins V Consortium Local Application must address Secondary and Post-Secondary Career and Technical Education (CTE) programming and must be based on findings from a Comprehensive Local Needs Assessment (CLNA). Local plans must be signed by each consortium’s participating college president(s) and each participating School Districts superintendent.
Note: A Perkins V Consortium Local Application is different from Minnesota Department of Education (MDE) State Approval or a local School District’s State Approval of its CTE Programs. While State Approval is a prerequisite for School Districts to assess CTE Revenue and federal Perkins V grants, individual School Districts and their CTE Programs are not approved under Perkins V 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 Statute 124D.09 that provides eligible Secondary students with opportunities to earn Secondary and Post-Secondary credits for Post-Secondary Courses completed on a Post-Secondary campus, at a Secondary school, or at another location. [Minnesota State]
See: Experiential Learning.
Formal or informal training and education to enhance professional skills, knowledge, and ability. [California Department of Education]
Effective Professional Development (PD) 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 Post-Secondary 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. For example, the Career and Technical Education (CTE) Teacher Induction Program (TIP).[Minnesota CTE]
See: State-Approved Secondary CTE Program (MDE) or State-Approved Teacher Preparation Program (PELSB).
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 (POS) and a CTE Program are different. A POS is a federal Perkins V requirement, while a CTE Program is a State Approval requirement. A POS requires a sequence of Courses, but the Minnesota Rule authorizing State Approval for CTE Programs does not use this language.
Project Lead The Way (PLTW) is a national Science, Technology, Engineering, and Mathematics (STEM), Trade and Industry (T&I), and Health/Human Services Education (HSE) Curriculum that uses science inquiry for lesson foundations. PLTW follows an Activity-Project-Problem model and the Curriculum is primarily focused on student-center Instructional Methods of teaching and learning. PLTW offers Curricula and Professional Development (PD) for the following four groupings of Courses: Launch (PreK-5), Gateway (6-8), Computer Science (9-12), Engineering (9-12), and Biomedical Science (9-12). PLTW is a sister project to the Curriculum for Agricultural Science Education (CASE). [Minnesota CTE]
Project-Based Learning (PBL) in Career and Technical Education (CTE) is a Student-Centered Instructional Method where students engage in real-world, hands-on projects to develop technical skills, problem-solving abilities, and industry knowledge. By working on authentic tasks, students apply academic concepts to practical situations, collaborate with peers, and build career readiness. PBL fosters critical thinking, creativity, and workplace skills essential for success in various industries. [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 (WBL) are most intense in the doing or ‘Psychomotor’ domain of learning. Our ability to place students in Internships, promote Entrepreneurship, operate simulated School-Based Enterprise (SBE) like School stores and greenhouses, and prepare students for future careers is what we are known for in Career and Technical Education (CTE). In this part of the CTE three-component model, we want students to ‘do’ or ‘act’ differently regarding content and concepts. [Minnesota CTE]
The Public Service & Safety Career Cluster encompasses roles in local, state, and federal government; legal and justice systems; security; and military operations, all aimed at promoting civic responsibility and ensuring the well-being, security, functionality, and resilience of communities, states, and countries. The Public Service & Safety Career Cluster is part of the Health/Human Services Education (HSE) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Public Service & Safety Career Cluster include Firefighting (092604) and Law Enforcement (092603). There are State-Approved CTE Teacher Preparation Programs for the Public Service & Safety Career Cluster at Lakes Country Service Cooperative (LCSC).
A Research Work-Based Learning project is specific type of Instructional Strategy that meets the Federal definitions of Work-Based Learning (WBL). Specifically, the Research Work-Based Learning project must include sustained interactions with community and industry over time, such as taking community or industry input for a need or problem to be studied, conducting the research, and presenting the result to the Stakeholder group for input. Examples might be a multi-year project where students partner with a wildlife conservation organization to research local duck populations and build bird houses, or a Science Fair where industry is evaluating the results and findings are shared with Stakeholders. A research project assignment in a course generally does not meet this definition, as it does not engage industry, and is a short activity. [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 Minnesota Economic Development Region (EDR) 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 School 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]
Contact information for this organization is available on the State Directory.
A Rubric is an Summative Assessment tool that provides scoring guidelines and descriptions of categories or levels of performance. [Minnesota CTE]
The implementation of standards, procedures, and practices to ensure a secure learning environment in Career and Technical Education (CTE) Programs. Safety in CTE includes maintaining facilities and equipment that meet Safety requirements and providing an environment conducive to learning. This encompasses adherence to industry Safety standards, proper use of tools and Equipment, and fostering awareness of workplace hazards to protect students and Educators. [Minnesota CTE]
Independent School Districts (ISD) that want access to CTE Revenue funding and Federal Perkins V grants must receive State Approval from the Minnesota Department of Education (MDE), which requires the program to ensure “Safety instruction is based on federal, state, and local health and Safety laws, regulations, and policies. Equipment is adequate to address program goals and objectives, and is properly installed, shielded, guarded, and ventilated. Class size and facilities are appropriate for Safe student learning. First aid equipment is available and signage reflects an emphasis on Safety.” [Minnesota Rule 3505.2550]
A School-Based Enterprise (SBE) is a student-operated business within the Independent School District (ISD) 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 within the School District campus using School facilities, Equipment, and other resources provided by the Career and Technical Education (CTE) Program or the School in general to create goods or services for the community. The business itself is ‘owned’ by the School 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 V, 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 Work-Based Learning (WBL) experiences, including an SBE, for less than 40 hours are not required to hold the WBL Teaching Licensure Endorsement. While Minnesota Department of Education (MDE) Rule 3505.4300 may specify that Teachers must hold the WBL Teaching Licensure 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 CTE Program State Approval; Teacher Licensure is under the authority of the Minnesota Professional Educator and Licensing Standards Board (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, there is not a specific Teaching License for STEM. Many of the CTE Licenses such as Business and Marketing (B&M): Communications Technology Careers (300000) and Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) integrate STEM concepts and content. Other licenses that teach STEM concepts are not considered a CTE License, and are therefore ineligible for CTE funding (e.g., the Technology license from St. Cloud State University (SCSU)’s Technology Education program). [Minnesota CTE]
A formal instructional program operated by a Independent School District (ISD) in which Curriculum is designed primarily for students who have completed primary education. Includes high schools, secondary schools, junior high schools, senior high schools, and sometimes middle schools, as wells as Service Cooperative Schools and Intermediate Schools. [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 Minnesota Economic Development Region (EDR): BrightWorks Service Cooperative, Lakes Country Service Cooperative (LCSC), Northeast Service Cooperative (NESC), Northwest Service Cooperative (NWSC), Resource Training and Solutions Service Cooperative, Sourcewell Service Cooperative, South Central Service Cooperative (SCSC), Southeast Service Cooperative (SCC), and Southwest/West Central Service Cooperative (SWWC). These organizations together form the Minnesota Service Cooperatives (MSC). [Minnesota Statute 123A.21, Minnesota Statute 471.59, Minnesota CTE]
Contact information for these organizations is available on the State Directory.
Service Learning is an Instructional Strategy where students learn and develop skills through unpaid active participation in community service. Service Learning is different from community service because it integrates and enhances the academic Curriculum of the students and includes educational components embedded within the community service program. [Minnesota CTE]
A Service Learning Work-Based Learning project is a specific type of Service Learning that meets the federal definitions of Work-Based Learning (WBL). Specifically, the Service Learning project must include sustained interactions with community and industry over time, such as taking community or industry input for a need, conducting the project, and presenting the result to the Stakeholder group for input. Examples might be students collaborating with local Stakeholders to create and operate a community garden or building homes partnering with Habitat for Humanity where industry groups and Stakeholders are providing input and evaluating the results. A class assignment or small Career and Technical Student Organization (CTSO) service project generally does not meet this definition, as it often does not engage industry and community, and is a short activity. [Minnesota CTE]
SkillsUSA is the state professional organizations for Trade and Industry (T&I) students enrolled in (a) Construction, (b) Manufacturing, or (c) Supply Chain & Transportation Coursework and CTE 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 CTE 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]
School Districts that want access to CTE Revenue funding and federal Perkins V grants must receive State 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]
Contact information for this organization is available on the State Directory.
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 Career and Technical Education (CTE) through Career and Technical Student Organization (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]
School Districts that want access to CTE Revenue funding and federal Perkins V grants must receive State 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 Minnesota Economic Development Region (EDR) 5, which is north central Minnesota, including Cass, Crow Wing, Morrison, Todd, and Wadena counties. Sourcewell provides Career and Technical Education (CTE) funding to School 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]
Contact information for this organization is available on the State Directory.
South Central Service Cooperative (SCSC) is one of nine regional government service agencies that support Schools, cities, counties, and other governmental agencies. SCSC serves Minnesota Economic Development Region (EDR) 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 School 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]
Contact information for this organization is available on the State Directory.
Southeast Service Cooperative (SCC) is one of nine regional government service agencies that support Schools, cities, counties, and other governmental agencies. SCC serves Minnesota Economic Development Region (EDR) 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 School 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]
Contact information for this organization is available on the State Directory.
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 is part of the Minnesota State System and offers Post-Secondary education programs for all five Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
SMSU has State-Approved CTE Teacher Preparation Programs in Ag, Food, and Natural Resources (AFNR): Agriculture (010100); and CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Contact information for this organization is available on the State Directory.
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 Minnesota Economic Development Regions (EDR) 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, and Yellow Medicine counties. SWWC provides Career and Technical Education (CTE) funding to School Districts for Equipment, Curriculum, and travel through the CTE Consortium Grant. [Minnesota CTE]
Contact information for this organization is available on the State Directory.
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 (SPED) 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 Business and Marketing (B&M), Family and Consumer Sciences (FCS), Health/Human Services Education (HSE), and Trade and Industry (T&I) Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
SCSU has a State-Approved CTE Teacher Preparation Program in CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Note: There are confirmed budget cuts and elimination of SCSU’s graduate Business and Marketing (B&M): Communications Technology Careers (300000) and Trade and Industry (T&I): Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) licensure programs. The Technology undergraduate program which remains is not a CTE licensure program and is ineligible for CTE funding.
Contact information for this organization is available on the State Directory.
STAR (STaff Automated Reporting) is a web-based system used by School Districts to report employment and Assignment information to the Minnesota Professional Educator and Licensing Standards Board (PELSB). This system is also used by School Districts to access the Licensure/Assignment violation report. [Minnesota PELSB]
Stakeholders are persons who have interest in, sponsor, conduct, are directly influenced by, use, or benefit from education projects and programs. [Minnesota CTE]
The Standards of Effective Practice (SEP) are Instructional Methodology standards required within each Teaching License issued by the Minnesota Professional Educator and Licensing Standards Board (PELSB). Teachers complete the SEPs during their Initial Licensure program; they do not need to complete them again when pursuing Additional Licensure. [Minnesota CTE]
To be eligible for CTE Revenue, Independent School Districts (ISD) must meet the requirements in Minnesota Rule parts 3505.2400 to 3505.5900 for State Approval of their Career and Technical Education (CTE) Programs. Districts must submit Approval requests to the Minnesota Department of Education (MDE) Commissioner of Education. Minnesota Department of Education (MDE) must notify Districts submitting new CTE Program State 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 CTE 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 CTE Program to qualify for State Approval upon resubmission. State-Approved CTE Programs and administrative services must be supervised by the authorized local administrator. The District must resubmit each State-Approved CTE 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 (including Teachers with a Tier 1 or Tier 2 License, or an Out-of-Field Permission), CTE Program administration, CTE Program assessment, CTE Program design (i.e., Career Exploration, Safety, Experiential Learning/Work-Based Learning (WBL), leadership development/Career and Technical Student Organizations), Resources (i.e., Equipment), and Support Services (i.e., Special Education). All program components and learner outcomes for specific program areas must be addressed to qualify for State Approval; however, emphasis must be at the discretion of the local Independent School District (ISD) with guidance from the CTE Program Advisory Committee. [Minnesota Rules 3505.2400-3505.2600]
Note: MDE CTE Program State Approval or a local School District’s State Approval of its CTE Programs is different from a Perkins V Consortium Local Application (i.e., Perkins Approval). While CTE Program State Approval is a prerequisite for School Districts to assess CTE Revenue and Federal Perkins V grants, individual School Districts and their CTE Programs are not approved under Perkins V law.
Also known as: MDE Approval, Program Approval (Secondary CTE), Approved Program (Secondary CTE).
To recommend Teachers for Licensure, Teacher Preparation Programs must meet the requirements in parts 8705.1010 to 8705.1100, 8705.2100 to 8705.2200, and applicable requirements within 8710 for the programs it offers for State Approval of their programs. Teacher Preparation Programs must submit Approval requests to the Minnesota Professional Educator and Licensing Standards Board (PELSB). Includes Teacher Preparation Programs at Institutions of Higher Education and Alternative Teacher Preparation Programs. [Minnesota CTE]
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 Career 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]
See: Career Pathway.
See: Licensure Area.
A Summative Assessment is a qualitative, 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. For example, a Rubric in a project. Compared to Formative Assessment that is a more subjective, qualitative assessment of learning during the learning process. [Minnesota CTE]
A hands-on learning opportunity that allows students to apply classroom knowledge to real-world agricultural careers. Supervised Agricultural Experience (SAE) combines the concepts of Experiential Learning and Work-Based Learning (WBL). In the SAE for All framework, SAE that is Experiential Learning is conceptualized as Foundational SAE, and SAE that is Work-Based Learning (WBL) 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 Agriculture, Food, and Natural Resources (AFNR) CTE 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 (WBL) learning is called Immersion SAE. [National FFA Organization, Minnesota CTE]
Federal law prohibits federal funds, including Perkins V funding, from replacing non-federal (i.e., state) funds. For example, a School District uses state funding to purchase Equipment for the science department, but attempts to use federal funding for the Career and Technical Education (CTE) Programs. Federal funding should supplement, not Supplant or replace, state funding. [Minnesota CTE]
The Supply Chain & Transportation Career Cluster encompasses the transfer, coordination, and management of goods from production to consumption, ensuring efficient movement across various modes of transportation including air, ground, and water, as well as maintenance of the respective transport modes. This Career Cluster integrates logistics and distribution networks to facilitate the seamless flow of materials and products, playing a crucial role in global commerce, economic development, and community health. The Supply Chain & Transportation Career Cluster is part of the Trade and Industry (T&I) Career Field. [Advanced CTE, Minnesota CTE]
CTE Licenses for the Supply Chain & Transportation Career Cluster include Transportation Careers (300700). There are State-Approved CTE Teacher Preparation Programs for the Supply Chain & Transportation Career Cluster at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
Table C provides a list of six-digit CTE Program codes and two-digit Course codes for each Career and Technical Education (CTE) Career Field, Career Clusters, and Career Pathways. CTE Program codes listed in Table C are aligned with Teacher CTE Licensure. Each CTE Program in the state is reviewed on a five-year cycle. [Minnesota State]
Note: Table C is a recommendation for how to code Course. Minnesota Department of Education (MDE) does not have authority over what a License can teach. Refer to Minnesota Professional Educator and Licensing Standards Board (PELSB)’s Assignment Table and the STAR (STaff Automated Reporting) system for what courses and topics are allowed within each CTE License.
Also known as: Table of CTE Programs and CTE Licenses.
A classroom Teacher or other similar professional employee required by law to hold a Teaching License from the Minnesota Professional Educator and Licensing Standards Board (PELSB). [Minnesota Statute 122A.06]
A Teacher Externship is a short-term, immersive work experience that provides Teachers with hands-on exposure to industry practices, technologies, and workplace environments. These experiences help Teachers integrate real-world applications into their curriculum, enhance student career readiness, and strengthen connections between education and industry. Externships typically involve Job Shadowing, project-based learning, or direct collaboration with industry professionals, allowing teachers to gain insights into workforce skills, trends, and expectations. [Minnesota CTE]
Career and Technical Education (CTE) Teacher Induction Program (TIP) is an introductory mentoring and induction Professional Development (PD) program for Secondary Teacher 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 Teacher, or those teaching on an Out-of-Field Permission (OFP). The purpose of CTE TIP is to function as a Professional Learning Community (PLC) for early career CTE Teacher and support their development, efficacy, success, resilience, and retention. Participation provides just-in-time monthly Professional Development (PD), mentorship, and a cohort of support. Lakes Country Service Cooperative (LCSC) 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 the Minnesota Professional Educator and Licensing Standards Board’s (PELSB) Teacher Mentorship and Retention of Effective Teachers Grant. [Minnesota CTE]
Additional, CTE License-specific advanced mentoring programs are available called Agriculture, Food, and Natural Resources (AFNR) TIP, Business and Marketing (B&M) TIP, Family and Consumer Sciences (FCS) TIP, Health/Human Services Education (HSE) TIP, Trade and Industry (T&I) TIP, and Work-Based Learning (WBL) TIP. These programs are advanced mentoring and induction for those who have recently completed a Teacher Preparation Programs (Tier 3) or those who have completed CTE TIP (Tier 2 or Tier 3) and need CTE License-specific support to build a program, design and adopt Curriculum, and enhance their teaching and pedagogy. Tier 1 or Tier 2 Teacher should first complete CTE TIP. [Minnesota CTE]
A Teacher of Record is a Teacher 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 School setting. [Minnesota Rule 8710.0310]
Teacher Preparation Program means a program Approved by the Minnesota Professional Educator and Licensing Standards Board (PELSB) for the purpose of preparing individuals for a specific Teacher Licensure field in Minnesota. Includes Teacher Preparation Programs at Institutions of Higher Education and Alternative Teacher Preparation Programs at a Service Cooperative or Independent School District (ISD). [Minnesota Rule 8705.0200]
A Teaching License issued by the Minnesota Professional Educator and Licensing 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]
Also includes Legacy Teaching Licenses that are no longer issued by PELSB.
Note: Teacher Licensure and administration of Teachers is under the jurisdiction of the Minnesota Professional Educator and Licensing Standards Board (PELSB); the Minnesota Department of Education (MDE) has no authority over Teacher Licensure.
A Teaching Licensure Endorsement is a Teaching License issued by the Minnesota Professional Educator and Licensing Standards Board (PELSB) that is added to an existing Teaching 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 Teaching Licensure Endorsement. [Minnesota PELSB]
Note: Teacher Licensure and administration of Teachers is under the jurisdiction of the Minnesota Professional Educator and Licensing Standards Board (PELSB); the Minnesota Department of Education (MDE) has no authority over Teacher Licensure.
Specialized procedures and methods used in any specific career. Technical 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 Teacher of Technology (100100) is authorized to provide to students in grades 5 through 12 instruction that is designed to provide an understanding of the continually developing technological world using as its context the areas of transportation, construction, power and energy, communications, manufacturing, biotechnology, and other contemporary and emerging technologies to include orienting students to careers in these and other technological areas. The instruction focuses on teaching students how to extend human capability with products or processes using the technological method through providing them with experiences for creating a system that integrates equipment, machines, tools, software, hardware, and other technological devices to complete a task; how to adapt to technological changes in all aspects of their lives including home, leisure, and work; and how to assess the impact of technology from an environmental, social, economic, cultural, historical, and ethical perspective. [Minnesota Rule 8710.4850]
The Technology (100100) license may have some similar skills and standards as the Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) Career and Technical Education (CTE) Trade and Industry (T&I) Licenses, but is not a CTE License and is ineligible for CTE Revenue funding and federal Perkins V funding.
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 Minnesota Professional Educator and Licensing Standards Board (PELSB) generally issues the Teaching License to School 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 Teaching License is temporary and is meant to provide time for the Teacher to pursue a permanent license through a PELSB State-Approved Teacher Preparation Program or the PELSB portfolio process. School 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 Tier 1 CTE 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 the Minnesota Professional Educator and Licensing Standards Board (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 Minnesota Professional Educator and Licensing Standards Board (PELSB) issues the Teaching License to School Districts who have hired a Teacher without a Tier 3 or Tier 4 Teaching License who are enrolled in a PELSB State-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 Credential (IRC) may be exempt from the subject-matter standards of the license. The Teaching 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, School 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 the Minnesota Professional Educator and Licensing Standards Board (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 Minnesota Professional Educator and Licensing Standards Board (PELSB) issues the Teaching 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 Teaching 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 licensure renewal conditions, the individual can apply for Tier 4. [Minnesota CTE]
Note: Teacher Licensure and administration of Teachers is under the jurisdiction of the Minnesota Professional Educator and Licensing Standards Board (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 Minnesota Professional Educator and Licensing Standards Board (PELSB) issues the Teaching 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 the Minnesota Professional Educator and Licensing Standards Board (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. The T&I Career Field includes 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, and Construction. 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 Independent School Districts (ISD) offer T&I CTE Programs in Minnesota, including 580 Teachers and 69,130 students grades 7-12. [Minnesota CTE]
T&I comprises the Trade and Industry (T&I) Career Field on the national Career Wheel. T&I includes three Career Clusters: (a) Construction, (b) Manufacturing, and (c) Supply Chain & Transportation.
CTE Licenses for this Career Field include: Construction Career Cluster: Construction Careers (300100); Manufacturing Career Cluster: Manufacturing Careers (300200); and Supply Chain & Transportation Career Cluster: Transportation Careers (300700). There are State-Approved CTE Teacher Preparation Programs for T&I at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
Note: Bemidji State University’s CTE Teacher Preparation Programs appear to be closed. There are confirmed budget cuts and elimination of St. Cloud State University’s graduate T&I Construction Careers (300100), Manufacturing Careers (300200), and Transportation Careers (300700) licensure programs. The technology undergraduate program which remains is not a CTE licensure program and is ineligible for CTE funding.
Note: These CTE Licenses are eligible for Minnesota Department of Education (MDE) CTE Program State Approval, which affords access to CTE Revenue funding, federal Perkins V grants, and more. This is in contrast to the Technology (100100) license, which may have some similar skills and standards as these three Licenses, but is not a CTE License and is ineligible for these funding options.
Also incorrectly known as: Industrial Arts and Industrial Technology, which are antiquated terms and should be avoided.
A Training Plan or Training Agreement is a Work-Based Learning (WBL) agreement signed by the employer, the student, the parent or guardian when the student is below 18, and the Teacher 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 (WBL) Training Plan, Work-Based Learning (WBL) Agreement.
A Teacher of Transportation Careers (300700) is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of transportation careers including: transportation systems and issues, such as land, air, water, and space; safety and environmental concerns and issues; legal responsibilities and ethical practices in transportation; various methods of giving and obtaining information; and alternative careers within the industry. [Minnesota Rule 8710.8080]
This License can teach all content within the entire Supply Chain & Transportation Career Cluster on the national Career Wheel and is a part of the Trade and Industry (T&I) Career Field.
There are State-Approved CTE Teacher Preparation Programs for Transportation Careers (300700) at Lakes Country Service Cooperative (LCSC) and Winona State University (WSU).
Uniform Financial Accounting and Reporting Standards (UFARS) are state financial standards requiring Independent School Districts (ISD) 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. [Minnesota Department of Education]
School Districts must code their Career and Technical Education (CTE) expenditures such as Teacher Salary and Extended Employment, instructional supplies, materials, and food, Teacher travel, and Curriculum Development to specific UFARS codes to be eligible for reimbursement through CTE Revenue. [Minnesota CTE]
The United States Department of Education (ED) federal agency that establishes policy for, administers, and coordinates most federal assistance to education, including Special Education (SPED) funding and federal Perkins V 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-Crookston (UMC) is a public university in northwestern Minnesota, located in Crookston, with approximately 1,500 students. UMC offers Post-Secondary education programs for the Agriculture, Food, and Natural Resources (AFNR), Business and Marketing (B&M), Family and Consumer Sciences (FCS), and Trade and Industry (T&I) Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
UMC has State-Approved CTE Teacher Preparation Programs in Ag, Food, and Natural Resources (AFNR): Agriculture (010100); and CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Contact information for this organization is available on the State Directory.
The University of Minnesota-Twin Cities (UMTC) (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 Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
UMTC has State-Approved CTE Teacher Preparation Programs in Ag, Food, and Natural Resources (AFNR): Agriculture (010100); and CTE Teaching Licensure Endorsement: Work-Based Learning (160000).
Contact information for this organization is available on the State Directory.
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, Post-Secondary, 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 is part of the Minnesota State System and offers Post-Secondary education programs for all five Career and Technical Education (CTE) Career Fields. [Minnesota CTE]
WSU has State-Approved 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).
Contact information for this organization is available on the State Directory.
A Teacher-Coordinator of Work-Based Learning (160000) is authorized to provide and coordinate instruction that enables students to learn through work and to consult and collaborate with families, other teachers, and business, industry, labor, and community representatives in designing, implementing, and evaluating student learning through work. For the purposes of this part, “work-based learning” means learning through paid and unpaid work-based experiences where the worksite is the educational setting for one or more hours of the school day or week for one or more quarters or semesters of the school year. [Minnesota Rule 8710.4825]
Note: It is inaccurate that Teachers coordinating WBL experiences less than 40 hours are not required to hold the Teaching Licensure Endorsement. While Minnesota Department of Education (MDE) Rule 3505.4300 may specify that Teachers must hold the WBL Teaching Licensure Endorsement when a Career and Technical Education (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 CTE Program State Approval; Teacher Licensure is under the authority of the Minnesota Professional Educator and Licensing Standards Board (PELSB), not MDE.
There are State-Approved CTE Teacher Preparation Programs for Work-Based Learning (160000) at Lakes Country Service Cooperative (LCSC), Bethel University, Southwest Minnesota State University (SMSU), St. Cloud State University (SCSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
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 WBL, Apprenticeship, and School-Based Enterprise (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]
There are State-Approved CTE Teacher Preparation Programs for WBL at Lakes Country Service Cooperative (LCSC), Bethel University, Southwest Minnesota State University (SMSU), St. Cloud State University (SCSU), University of Minnesota-Crookston (UMC), and University of Minnesota-Twin Cities (UMTC).
Note: It is inaccurate that Teachers coordinating WBL experiences less than 40 hours are not required to hold the Teaching Licensure Endorsement. While Minnesota Department of Education (MDE) Rule 3505.4300 may specify that Teachers must hold the WBL Teaching Licensure Endorsement when a Career and Technical Education (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 CTE Program State Approval; Teacher Licensure is under the authority of the Minnesota Professional Educator and Licensing Standards Board (PELSB), not MDE. The Minnesota Professional Educator and Licensing Standards Board (PELSB) defines WBL as “one or more hours of the School day or week…”
Work Release is not Work-Based Learning (WBL). Work Release is when the School 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 School 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 School District, there must be careful consideration about liability. Especially if the School District communicates in any way to students or parents that a staff member of the School District 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 V. [United States Department of Labor, Minnesota CTE]
See: Apprenticeship.