The Vocational Technical Education Regulations state that it shall be the responsibility of the program advisory committee to advise, assist and support school personnel in order to improve planning, operation and evaluation in its program area. Such advice shall be based on adequate and timely information as to workforce and job development demands or job market trends, technological developments, training alternatives and other factors affecting the quality of the program. Appendix 1 shows the relationship between the program advisory committee(s) and the general advisory committee. Appendix 22 contains a standard membership form for program advisory committees for Chapter 74-approved vocational technical education programs.

 

Interested in Getting Involved?

Please reach out to James Tripp Pockevicius, Director of Career & Technical Education, at [email protected]

 

Program Advisory Responsibilities

Program advisory committees may review curriculum. The expectation is that program advisory committees will review curricula that are developed based on the Vocational Technical Education Frameworks for their respective programs in the schools that they serve.

Program advisory committees may review, evaluate, and advise on course materials. For example, schools and public two-year colleges may seek input in determining whether textbooks need to be updated or supplemented. Although advisory committees generally do not select course materials, they may identify occupation-related guides or catalogs, for example, that are used in their business and would be equally applicable for shops used for career/vocational technical education programs.

Program advisory committees may advise on the methods of instruction. Teachers welcome suggestions that help to hold student interest while advancing the knowledge and skills required in the course/program.  Although few advisory committee members have been trained to be teachers, many are in a position to offer unique perspectives from on-the-job training that occurs in their business.

Program advisory committees and general advisory committees may review data. Advisory committees may assist in the review and analysis of enrollment data, Massachusetts Comprehensive Assessment System (MCAS) data, etc.

Program advisory committees may assist in the development of articulated programs and articulation agreements with colleges and registered apprenticeship programs. Program advisory committees in high schools would assist in the development of articulated programs and articulation agreements with colleges and registered apprenticeship programs. Advisory committees in public two-year colleges would assist in the development of articulated programs and articulation agreements with high schools and registered apprenticeship programs.

Program advisory committees may recommend new or updated equipment.  Program advisory committees help schools and colleges get the best equipment for their needs at reasonable cost.  Committees might suggest purchasing a generic type of equipment and may the assist staff in selecting from the different products and models available.  Advisory committee members may attend ad hoc meetings to review sales brochures, observe vendors’ demonstrations, and compare quotes.

Career/Vocational technical education staff generally concur that some demonstration of advisory committee support is necessary to procure funds for new equipment.  Some schools and public two-year colleges require that program advisory committee members sign off on all grant applications or purchase requisitions; others simply attach minutes of committee meetings confirming the need for new equipment.  Advisory committees may also be asked to attend school/board/trustee committee meetings to support the school or public two-year college in requesting funds.

Program advisory committees and general advisory committees may donate materials, equipment, and services.  For example, advisory committee members may donate equipment and services, or direct the school or college to someone who can. Regardless of the source, schools and public two-year colleges get a better-stocked shop, and the donor businesses may get a welcome tax benefit.

Program advisory committees and general advisory committees help schools and colleges maintain their libraries of software, visual aids, magazines, and books.  For example, advisory committee members may provide schools and public two-year colleges with updated materials.

Program advisory committees and general advisory committee members may serve as, or arrange for, guest speakers.  For example, advisory committee members may arrange for manufacturers to take their displays to the schools or public two-year colleges.  For instance, a chef demonstrates ice sculpture.

Program advisory committees and general advisory committee members may recommend professional development activities.  

Program advisory committees and general advisory committees may bring special projects to the school or public two-year college.  For example, schools and public two-year colleges may initiate house-building projects, based on input from advisory committees. The advisory committee for automotive collision repair and refinishing shop may locate salvage vehicles for students to work on.  The advisory committees for a carpentry program may devise blueprint projects for students and critique the results.  The advisory committee for a machine tool technology programs may initiate competitive projects for students and award prizes to the winners.

Program advisory committees and general advisory committees may contribute to the professional development of staff.  By underwriting teachers’ memberships in industry and trade associations, advisory committees may help teachers gain access to technology updates and access to colleagues in the field.  The efforts of advisory committees enable teachers to attend conferences or workshops to upgrade their knowledge and skills. In addition, advisory committee members often provide summer employment for teachers to introduce them to technology used in the field.

Program advisory committees and general advisory committees may help introduce career/vocational technical education students and parents/guardians.  Advisory committee members may serve as role models for students who are considering entering a career/vocational technical education program.  This function is most evident when recruiting students for programs that would prepare them for careers that would be nontraditional for their gender, and when recruiting students with disabilities. Advisory committee members may speak at assemblies for eighth-graders to introduce them to career/vocational technical education. Members may also give presentations for exploratory classes. 

Program advisory committees and general advisory committees may arrange for field trips and other activities.  Advisory committee members may offer their facilities for class tours or observations of the actual operation of a business.  Sometimes they allow brief hands-on demonstrations to give students a glimpse of how it would be to do this kind of work in a work-based setting.

Program advisory committees and general advisory committees inform the school and public two-year college of opportunities to place students in full-time or part-time jobs or cooperative education.  Students enrolled in career/vocational technical education programs welcome the chance to try out their new skills and make some money while still in school. When they graduate, they want jobs related to their education.  Advisory committee members are aware of job openings; both in their own businesses and in those of their colleagues, and can pass this information on to the school or public two-year college staff.  Members may also advise teachers and students of the pay scale to expect upon graduation.

Program advisory committees and general advisory committees may inform employers of the availability of workers.  People with no direct link to schools and public two-year colleges with career/vocational technical education programs are often unaware of the talent that may be available.  Helping to publicize the school and public two-year college in this way may, in turn, generate donations and other forms of support and, of course, enlarge the membership of advisory committees.

Program advisory committees and general advisory committees may support student career/vocational technical education student organizations such as Business Professionals of America (BPA), Distributive Education Clubs of America (DECA), Family, FFA - An Organization for Students Studying Agriculture, Health Occupations Students of America (HOSA) and Skills USA.  Advisory committee members may serve as judges for leadership events and may donate scholarships, awards, or prizes to students. 

Program advisory committees and general advisory committees may review career guidance policies and activities. Advisory committee members may help school staff assess the larger picture of employment opportunities in their community -–whether for traditional careers or emerging careers.

Program advisory committees and general advisory committees may help acquaint the community with the needs of career/vocational technical education.  Advisory committee members may be effective spokespersons for the school or public two-year college with political groups – not only the school committee or board of trustees, but planning boards as well.  The views of prominent business leaders tend to carry considerable weight.

Program advisory committees and general advisory committees may seek legislative support for career/vocational technical education.  Advisory committee members who are community leaders may help influence state or federal legislators, and they may be able to speak on behalf of the needs of CVTE generally, or of particular schools or public two-year colleges.