Identifying the knowledge and skill core competencies of CTE coordinators in Wisconsin

Abstract

Despite having content guidelines for CTE Coordinators in Wisconsin since 2003, the knowledge and skill core competencies needed to lead CTE programs remains open to interpretation. To identify these competencies, a focus group of experienced CTE Coordinators was conducted by to modify a list of CTE Coordinator focus areas, as well as knowledge and skill statements. An examination of open CTE Coordinator position descriptions was coded for themes. These themes were compared to the knowledge and skill statements to develop the results. The results identified budgeting and finance, staffing, and equity as core knowledge statements. They identified advocacy, using data to direct programming, developing CTE curriculum, and equity as core skill statements. However, several items appeared to lead to gaps in knowledge and skills between the two groups, such as: leadership or management type roles, what makes CTE administration different, and classification of CTE Coordinators in Wisconsin. These differences suggested that CTE Coordinator preparation programs in Wisconsin may need to adjust curriculum, and that administrator preparation programs should include an awareness of the importance of CTE Coordinators to education.