Program Specific Advisory – A Requirement with a Purpose

The program advisory is a unique requirement steeped in the tradition of what was considered vocational education.  Vocational Education required a teacher to partner with non-education personnel in a related industrial field to insure that the education program being delivered was current with the industry.  This requirement continues to be a strong component as Vocational Education has gone through the reform to standards based Career and Technical Education (CTE). 

The soon to be adopted Career and Technical Program Standards define the advisory’s purpose and role. 

PROGRAM SPECIFIC ADVISORY COMMITTEE: A committee where members represent a balance of labor and management who are private volunteers who share an expert working knowledge of the job tasks and competencies required for specific occupations.  The committee provides advice, planning, development, and evaluation of individual CTE programs.  Committee meets on a regular basis and minutes are on file in the district.

ROLE OF PROGRAM SPECIFIC ADVISORY COMMITTEE:

1. Validate curriculum competencies.
2. Assist with career counseling, cooperative education activities, student leadership activities, student recruitment, and job placement.
3. Promote the professional development of instructors and assist in endorsing teachers for certification as a career and technical education educators.
4. Publicized the content and benefits of career and technical education to parents, students, and the community.
5. Be an integral part of the total quality improvement strategy.

As reflected in these CTE Advisory guidelines, the advisory committee will be involved in all aspects of a program.  The following CTE Exploratory and Preparatory standards language reflects some of the specific areas which require advisory committee input.

            Exploratory: 2. Demonstrate occupational-specific skills.

2.1 Use a state curriculum framework aligned with related industry

with functioning program specific advisory committees

2.4.1 Evidence of functioning program specific advisory committees.

                                                2.4.1.a Membership list, minutes, annual review of labor market       

                                                information and program review on file in the district.

Preparatory: 1. Receive industry cert. upon completion of the secondary CTE program.

                                    1.4 Be developed and maintained in consultation with functioning                                                  program advisory committees.

1.5 Have an appropriate environment to support vocational skill attainment.

                                                1.5.1.a Record on file of advisory committee review,      

                                                laboratories/equipment appropriateness to training.                                         

1.6 Have vocationally certified instructors with knowledge and  skills from appropriate industry.

1.6.1.a Advisory committee annual faculty review on file.

The program advisory is vital to insure that school districts offer high quality CTE programs that provide students with the knowledge and skills needed to be successful in their careers.  In addition to the historic tasks of providing input on current tools, methods, and practices of a given field, advisory members must provide input on specific academic requirements, post secondary educational opportunities, and access to the worksite for a variety of work based experiences.  The input and support provided to a teacher by an active local advisory is truly a necessary part of a high quality CTE program.

Although an active advisory is required, the amount of time a teacher spends in advisory activities on a yearly basis is not.  A CTE teacher’s advisory needs can differ widely depending on his/her teaching assignment. Teachers should plan to spend time in advisory- related activities every school year.  This guide is intended to assist teachers to organize and record these advisory activities in a form that can be readily available for review.  As a general rule a CTE teacher should spend time with a same program educator in PSD or another district, at least one post-secondary educator (preferably dual credit contact), and three businesspersons per year.