Legislature Proposes Career and Technological Education Expansion

Mitch Albers

By Mitch Albers, MASB Assistant Director of Government Relations

DashBoard, Oct. 25, 2017

Last week, House Bills 5139-5142 and 5145 were introduced, which would outline education requirements for schools to implement for their career and technological education curriculum. Advocates for this legislation hope that it will help reduce the skills gap that they believe is widening between Michigan’s population and its employment needs. The legislation would create educational plans to ensure Michigan students have access to CTE programs in career fields most in need of positions to be filled.

The bills received their first hearing in the House on Tuesday and we expect further hearings.  MASB is supportive of the concept that schools should be ensuring students receive an education that sets them up for employment after graduation, and certainly encourages interested students to seek out courses that will provide them with skills they will be able to use in the professions that they enter following graduation. However, there are details in the bills that we do not support. MASB doesn’t want to see a new set of policies that creates a uniform, one-size-fits-all approach or restricts individual school boards and districts to established educational goals.

We also have concerns that this package does not do anything to address the opportunity gap in our state for these types of programs. Throughout this debate, we will urge the Legislature to consider ways to expand CTE opportunities to areas that are currently underserved.

The following is a brief breakdown of what each bill does:

  • House Bill 5139, introduced by Rep. Daire Rendon (R-Lake City)
    • Requires the Michigan Department of Education to create model programming that includes learning targets and instruction for every student enrolled in K-12 education.
    • Requires that career education is implemented into the core instruction and that schools create strategies for engaging with parents, community businesses and industries.
    • School boards and public school academy boards of directors must ensure that their curriculum incorporates instruction on career development for grades K-12 by the 2018-2019 school year.
  • House Bill 5140, introduced by Rep. Sue Allor (R-Wolverine)
    • Allows schools to share, with parental consent, pupils’ names, addresses and telephone numbers in grades 9-12 with proprietary schools, community colleges and skilled trade employers.
    • This information could then be used by those groups to share information with the pupils about educational and career opportunities they provide.
  • House Bill 5141, introduced by Rep. Bronna Kahle (R-Adrian)
    • Allows noncertified, nonendorsed teachers to qualify to teach CTE programs.
    • The board of a local school district or ISD, or the board of directors at a PSA may determine the individual has achieved expertise and meets certain other requirements.
  • House Bill 5142, introduced by Rep. Robert Kosowski (D-Westland)
    • Requires each ISD superintendent to notify MDE of each educator that is not legally certificated, licensed or engaged to teach.
    • Exempts districts and ISDs that employ noncertified teachers from paying the deduction that is generally required if that noncertified teacher is engaged to work in a CTE program as outlined in HB 5141.
  • House Bill 5145, introduced by Rep. Julie Alexander (R-Hanover)
    • Requires the Superintendent of Public Instruction to establish and promote rules to allow individuals who have spent time engaging with local employers and technical centers toward the renewal of a teaching certificate, professional teaching certification, or advanced professional teaching certificate in the same manner as state continuing education or professional development. 

MASB will work with the bill sponsors and members of the House Workforce and Talent Committee to ensure that the system established is fair and reasonable for schools, and does not place a new, unmanageable curriculum burden on districts or students. 

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