A multiple case study of a select group of Texas school administrators' perceptions of a change initiative : tech prep integration into career and technology education (CATE) programs
Abstract
Changes in the expectation of Career and Technology Education (CATE)
programs and the integration of the Tech Prep reform initiative have created serious
challenges for local administrators overseeing today’s high schools. Craig (1998)
believes that the success of Tech Prep programs depends on the involvement of key
administrators such as the superintendent, high school principal, and the vocational
director. While these local administrators attempt the successful implementation of this
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reform initiative into existing programs, little is known about their experiences and the
challenges they face. The purpose of this study was to examine how school district
administrators have integrated the Tech Prep reform initiative into CATE programs and
the influence it has had on CATE reform.
The case study utilized purposeful sampling to select the consortium, three high
school principals, and three CATE administrators from school districts that had
demonstrated active Tech Prep participation within the selected consortium. Qualitative
research techniques were used to gather data through in-depth, semi-structured
interviews, review of consortium and school district Tech Prep data. Individual-case
and cross-case pattern analysis was utilized to analyze the gathered data.
Findings of the study suggest that the Tech Prep initiative positively influenced
the administrators’ job roles of visionary and supporter. The administrators identified
six job responsibilities influenced by the Tech Prep initiative in the following areas:
program goal evaluation; campus planning; change implementation; team building;
public relations; and staff development. Tech Prep critical characteristics identified as
positively influencing CATE program reform included career pathways, standardsbased curriculum, work-based learning, and career guidance/exploration.
Characteristics cited as experiencing implementation problems were academics taught
in context and interdisciplinary problem solving.
Common barriers encountered in the implementation of Tech Prep initiatives
included lack of time, inadequate facilities, insufficient funding, communication gaps,
and staff mobility. Strategies for enhancing the potential for program success included
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improved public relations, increased student recognition and staff meeting/planning
time, generating central office support and funding partnerships, and facilitating the
articulation credit retrieval process. The consortium and campus level support teams
were credited by participants as critical in institutionalizing the reform effort within the
participating school districts.