This inclusive planning process involved key business, community, and education stakeholders. Over 70 steering committee member from across Forsyth County provided unique perspectives on FCS CTAE.
The development of this three-year Workforce Forsyth 2.0 plan began with a needs assessment designed to allow business partners, students, school leaders, and CTAE teachers to discuss their perspectives on the current state of FCS CTAE. These groups provided input relating to current programing, skills gaps, skills needs, and opportunities for growth.
To reflect upon the findings from the needs assessment and to prepare for priority planning, steering committee members conducted an environmental scan. This exercise challenged members to identify specific strengths, opportunities, aspirations, and risks {SOAR) of and to FCS CTAE. Through this SOAR analysis, the committee members gained a more thorough understanding of the environment in which CTAE programs are administered. This session built on information gathered during the needs assessment and provided a more holistic understanding of how CTAE should move forward in the coming years. Four questions guided committee members through this portion of the process:
- What are the greatest strengths of CTAE in Forsyth County?
- What are the best opportunities for CTAE in Forsyth County?
- What do we want CTAE in Forsyrh County to be known for?
- What are the greatest risks/barriers to achieving our aspirations for the program?
In the final stage of the development process, committee members identified four priorities that will guide FCS CTAE over the next three years. The committee considered the information gathered du ring the needs assessment and environmental scan to articulate the priorities and values discussed below. Additionally, the steering committee developed a set of values to guide future investments and decisions.
FCS has also implemented a Career, Technical, and Agriculture Education Excellence Model. The model identifies best practices, metrics, and aspirational goals for every CTAE program in the district. Teachers and administrators use the model as a program planning and improvement tool.
