CTEEC is a national organization seeking members from across the United States that are sincerely interested in the importance of fair and equitable work opportunities for all people.
CTEEC provides a unique approach to providing a positive framework for increasing the effectiveness of career and technical education for everyone. With members from states across the nation, we are focused on high expectations and full participation for all students and employees in career and technical education.
The purposes of this organization are awareness, advocacy and support. Additionally, CTEEC offers professional development and an opportunity to develop a community of leaders in educational equity.
CTEEC offers research, strategies and leadership in career and education equity. CTEEC and its members are committed to professional development for program improvement and strives to partner with all career and educational services and organizations.
CTEEC works in conjunction with the ACTE Administrative Division and the other affiliates/members of ACTE.
To view the Bylaws in its entirety click on the Bylaws and Governance Manual tab.
The History of CTEEC by LouAnn Hargrave
CTEEC (an affiliate of ACTE/Administration Division) was formed by sex equity coordinators across the United States. The sex equity coordinator was a mandated position which was first created as a result of the Vocational Educational Act of 1976. Every state had to employ a sex equity coordinator whose sole responsibility was to change vocational education systems in their state to ensure that males and females had equal access.
These change agents realized that they needed a way to network with one another. Forming an organization within ACTE was a natural way for them to gather and receive professional development, exchange best practices, and share curriculum and resources. Prior to this time there was very little resources or curriculum developed. It was up to the sex equity coordinators to develop such materials.
STEM Equity is another type of professional development that incorporates micro messaging training as well as tailored professional development that targets areas that are barriers to classroom diversity. Enrollment information is analyzed and specific areas are identified that professional development is tailored to address. Educators monitors results to determine if positive changes have occurred. If not, they modify their best practices until the areas of weakness are eliminated.
Discovering root causes to underrepresented populations participations in CTE and helping local educators formulate strategies to eliminate them has been revolutionary. No longer is a cookie cutter required staff development used by administration as proof that the low enrollments of underrepresented populations have been addressed.
If you have interest is becoming a change agent, please contact CTEEC at (CTEEC.org). Together we can truly be educators for all students.