Resources and guidance for Minnesota Hospitality, Design, and Entertainment teachers and programs.

Resources to support Minnesota Hospitality, Design, and Entertainment CTE Education teachers from Minnesota CTE (MN CTE); Minnesota Department of Education (MDE); Minnesota Association for Career and Technical Education (MnACTE); Minnesota Association of Family and Consumer Sciences (MAFCS); Minnesota FCCLA; and other state and national organizations.

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Hospitality, Design, and Entertainment Frequently Asked Questions

A: Family and Consumer Sciences (090100), Creative Design Careers (300400), Hospitality Service Careers (300600), and Work‑Based Learning (160000).

A: Lakes Country Service Cooperative and Minnesota State University–Mankato.

A: Culinary arts, nutrition, textiles, fashion design, interior design, hospitality finance, hospitality, event management, and more.

A: FCCLA.

A: Yes. A local school board may determine that a Hospitality, Design, and Entertainment course meets standards for math, science (except biology), or art if all applicable standards are met.

A: Student‑run cafés, catering services, fashion design shops, or on‑campus event planning businesses.

A: Minnesota does not have state-level CTE standards. Instead, under Minnesota Statutes, section 120B.022, subdivision 1a, local school districts must adopt standards for their CTE programs. Districts must base these on national CTE standards, national industry standards, or the Minnesota CTE frameworks when creating their local standards. See the Resources page on the MN CTE website for more information and links to these standards and frameworks.

Work-Based Learning Frequently Asked Questions

A: Work‑Based Learning (WBL) is a structured educational program that provides students with instruction at both the school and at an employer work site. WBL experiences help students connect classroom learning to potential careers and support students in becoming career and college ready.

A: Work‑Based Learning (160000), Diversified Occupations (000750 for ACTE‑SPED), and legacy vocational teacher‑coordinator licenses that remain valid for WBL coordination.

A: Lakes Country Service Cooperative, Bethel University, St. Cloud State University, Southwest Minnesota State University, University of Minnesota – Crookston, and University of Minnesota – Twin Cities.

A: Career seminar courses, work‑experience courses, apprenticeship courses, school‑based enterprise courses such as student‑run stores, greenhouses, catering businesses, or repair shops, and more.

A: Work release is not WBL. In work release, a school administrator allows a student to leave school to work without any school involvement. No credit is earned and no general education revenue is generated. Because work release is not part of a state‑approved program, schools must carefully consider any liability for time students spend away from school.

A: A program must include a career seminar with career exploration, work‑readiness skills, safety, and labor law instruction; coordinator approval of student placement sites using a worksite selection form; signed individual training agreements between the school, student, parents or guardians, and employer; individual training plans outlining specific learning and goals; performance evaluations documenting progress; verification of both school and employer liability insurance and workers’ compensation; adequate supervision by licensed educators and worksite personnel to ensure compliance with agreements, goals, child labor laws, and safety; documentation of both general and job‑specific safety instruction; and a WBL advisory committee with at least 50 percent of members from industry.

A: The Professional Educator Licensing and Standards Board (PELSB) requires anyone coordinating paid or unpaid WBL experiences during school hours to hold either a teacher‑coordinator license issued under the vocational legacy licensure rules or a combination of a WBL endorsement with a secondary classroom teaching license (Minnesota Rule 3505.4300). Teachers coordinating WBL programs for students with disabilities (license 000750) must hold both the WBL endorsement (or any teacher‑coordinator license) and a qualifying secondary special education license. 

It is inaccurate that teachers coordinating WBL experiences less than 40 hours are not required to hold the licensure endorsement. While MDE Rule 3505.4300 may specify that teachers must hold the WBL endorsement when a CTE program includes placement of paid or unpaid learning experiences of more than 40 hours, that does not mean they do not need it if the experience is less than 40 hours. Further, this definition only applies within the context of MDE program approval; teacher licensure is under the authority of PELSB, not MDE. PELSB defines WBL as “one or more hours of the school day.” We recommend all CTE teachers possess the WBL endorsement.

A: This is an approved WBL program that provides students with disabilities the opportunity to develop work readiness skills and participate in competitive, integrated employment. It is intended for students who require a special education teacher to supervise their work experiences because of the unique needs associated with their disability.

A: No. These activities may be used in a career seminar to develop employability skills, but they are not considered competitive, integrated employment. Competitive integrated employment occurs when the student works full or part time at minimum wage or higher, with wages and benefits similar to those without disabilities performing the same work, and works alongside coworkers without disabilities.

A: Yes, with agreement of the school. The agency serves only as a placement vehicle and does not function as the employer or WBL coordinator. The employer and the school’s WBL coordinator remain responsible for the training agreement, training plan, supervision, safety, and all documentation.

A: The student’s IEP team determines whether WBL should be taken for credit or completed as a community‑based transition activity.

A: If WBL is taken for credit, it should be documented in the course of study section of the student’s transition plan. If the student participates in a transition activity separate from WBL for credit, it should be documented in the transition services section (below the line) as a community experience. The IEP should also include the student’s present level of performance, needs, goals and objectives, and a process for evaluating progress.

A: VRS can support school ACTE‑SPED programs by assisting with student placement into work experiences, likely only for Category 1 students as of spring 2025. The school WBL coordinator must always supervise the school‑supported work experience, but VRS or VRS‑contracted providers can assist in follow‑up.

A: As of April 7, 2025, VRS has closed priority categories 2, 3, and 4. Eligible individuals in those categories will be placed on a statewide waiting list. Eligible applicants in category 1 will not go on a waiting list. When resources become available, participants on the waitlist will be considered in order of application date and open priority category. For more details, see the VR+CP Updates bulletin. For guidance on authorizing waiver Employment Development services for people on a waitlist for VRS services, see Employment Services Authorization Guidance.

A: Minnesota does not have state-level CTE standards. Instead, under Minnesota Statutes, section 120B.022, subdivision 1a, local school districts must adopt standards for their CTE programs. Districts must base these on national CTE standards, national industry standards, or the Minnesota CTE frameworks when creating their local standards. See the Resources page on the MN CTE website for more information and links to these standards and frameworks.

Licensure Frequently Asked Questions

A: Most candidates pay nothing out of pocket. Legislative appropriations and grant funding cover program costs for a limited number of participants. Some Perkins consortia also prioritize teacher recruitment and retention and may provide additional support.

A: The program is self‑paced and varies based on your background and experience. Most candidates complete within one to two years.

A: LCSC’s program is a state‑approved alternative licensure program, not based in higher education. It is highly individualized and focused on applying content in real classrooms rather than only knowing it. This approach often feels different from traditional programs but creates a deeper, more practical learning experience.

A: We do not award grades, credits, or degrees. Completion leads to licensure rather than academic credit.

A: Most content is delivered online. Minnesota requires at least 75% of an online program to be virtual, but some parts—such as Core Skills training—are short, in‑person sessions held regionally. Required clinical experiences (student teaching or practicum) are always in‑person and school‑based. Occasionally we offer optional in‑person professional development in place of virtual components.

A: A CTE license is a Minnesota teaching license in which the teacher has demonstrated foundational CTE skills as well as content and technical expertise in a career field (such as agriculture, construction, or health sciences). “CTE license” is a general category of licenses, not a single specific license. A list of current CTE licenses is available here.

A: No. Minnesota has not issued vocational licenses since 1999 (with rare exceptions through 2001), and those terms do not appear in current rule or statute. Minnesota issues licenses and endorsements, not certifications. To avoid confusion, these outdated terms should not be used.

A: Once you are accepted and enrolled in one of LCSC’s programs, you will receive a notification in your Proserva profile when it is time to sign up for Core Skills.

A: No. If you are enrolled in the licensure program, the LCSC team has already identified funding to cover your costs.

A: There is no separate “alternative license.” All Minnesota teaching licenses are the same regardless of whether a teacher completed a traditional or alternative program. Salary is determined by each district’s collective bargaining agreement (contract), which typically uses steps (years of experience) and lanes (degree level) to set pay. Teachers entering from industry often need to negotiate to show that their years of industry experience are as valuable as teaching experience. In addition, Career and Technical Education (CTE) licensure has a bachelor’s‑degree exemption, so pay structures built around bachelor’s degrees do not always fit well. Many contracts, however, include provisions that support CTE licensure.

A: You may apply, but admission requires that you are a Teacher of Record (Tier 1, Tier 2, or OFP) or that you hold a job offer in a Minnesota district. This ensures candidates can complete required practicum experiences.

A: You must be currently teaching as a Teacher of Record (Tier 1, Tier 2, or OFP) or have a job offer in a Minnesota district.
You must be teaching in the subject area for which you seek licensure.
You must have experience working with students.
You must complete an interview with program staff.
Some licensure areas also require five years of industry experience, an industry certification, or a related degree.

A: Contact Siri Livdahl, Program Coordinator of Admission and Advising, at slivdahl@lcsc.org.

A: No. The Technology (100100) license is not a CTE license and is not eligible for Minnesota Department of Education CTE program approval. Although it shares some skills with Construction, Manufacturing, Transportation, and/or Communications Technology licenses, it does not meet key CTE requirements.

A: No. LCSC’s program is an alternative licensure program approved by the state but not affiliated with a college or university.

A: Not always. Most CTE licensure areas allow entry with an associate’s degree, an industry certification, or five years of relevant experience.

A: No. The program leads to licensure but does not award credits or degrees.

A: We do not offer traditional financial aid such as FAFSA, but most participants have their costs covered through grants.

A: Because the program is self‑paced, you may pause and resume as needed. We encourage regular communication with your advisor to plan your timeline.

Mentoring Frequently Asked Questions

A: There is no cost to participants. TIP is funded through legislative appropriations and grants. A limited number of spaces are available each year, and if those are filled, Perkins funding may also support participation.

A: TIP runs for one school year. It includes two statewide in‑person conferences (each 24 hours—one at the start and one at the end) and monthly 1.5‑hour online meetings on topics such as safety, grading, teaching methods, CTE funding, and classroom management. Optional workshops on topics like licensure and program requirements are also offered.

A: Mentors are experienced CTE educators with proven teaching success and mentoring skills. Many are past TIP participants themselves. Because CTE teachers are often the only teacher in their content area within a district, TIP connects participants to regional mentors, statewide content experts, and peers who can share resources and best practices, along with local mentors for site‑level onboarding.

A: Yes. The Career and Technical Education Teacher Induction Program (CTE TIP) is Minnesota’s statewide CTE mentoring program. It combines in‑person support, curriculum resources, and professional development to help teachers succeed in their first years. On average, 86% of TIP participants return to teach the following year, and more than 80% are still teaching two years later.

A: CTE TIP is introductory mentoring for secondary teachers new to the profession, typically Tier 1 or Tier 2 teachers or those on an Out‑of‑Field Permission. It focuses on foundational CTE skills and basic pedagogy and includes free curriculum, mentoring, professional development, and resources.

License‑Specific TIP programs are advanced mentoring for teachers who have already completed a teacher preparation program (Tier 3) or who have completed CTE TIP and now need license‑specific support. These advanced programs help teachers build programs, design and adopt curriculum, and deepen their pedagogy. Teachers at Tier 1 or Tier 2 should complete CTE TIP before enrolling in a License‑Specific TIP program.

A: No. TIP supports first‑year teachers, early‑career teachers, newly licensed teachers, and teachers who are new to a specific CTE license area.

A: Yes. Both statewide conferences are required.

A: Mentors are assigned based on your content area, region, and needs. We make every effort to match you with someone who fits your situation.

A: No. TIP and our licensure programs are separate. Enrollment in TIP does not mean you are enrolled in a teacher preparation program. However, our staff manage both programs, so we can help TIP participants with licensure questions and next steps. In addition, prior learning and experiences from TIP can be recognized if you later enroll in one of our licensure programs.

A: Yes. While TIP itself is not a licensure program, our staff commonly support TIP participants as they move from Tier 1 to Tier 2 and eventually Tier 3.

A: The state requires districts to provide mentoring, and many districts use CTE TIP to meet this requirement. Outside of that, CTE TIP is generally not required, but it is highly recommended and often supported by administrators.

A: Contact Dr. Lavyne Rada, Associate Director of Teacher Recruitment & Retention, at lrada@lcsc.org.