Advisory Committee Handbook

Advisory committees are a vital component of Minnesota’s Career and Technical Education (CTE) ecosystem, helping ensure that programs remain rigorous, relevant, and aligned with workforce expectations. The strongest CTE programs view their advisory committees not simply as a procedural requirement but as a strategic resource that strengthens industry relationships, enhances program quality, broadens community engagement, and expands opportunities for all learners. This handbook is designed to support Perkins leaders in building and sustaining advisory committees that reflect Minnesota State’s commitment to collaboration, continuous improvement, and student success. By engaging partners meaningfully and shaping committee structures to meet local needs, CTE leaders can create advisory committees that elevate program relevance and advance positive outcomes across our state.Use this handbook as a guide, and work with your partners to design an advisory committee model that fits your local context.

Advisory Committee Basics

Minnesota State defines an advisory committee as “A formally organized committee that provides expert advice and assistance to college professional-technical programs.”[1] The statute governing advisory boards at the secondary level defines them by their function, namely that “The local advisory committee shall advise the eligible recipient on the current job needs and the relevance of programs (courses) being offered by the local education agency or postsecondary educational institution in meeting current job needs. The local advisory committee shall assist the eligible recipient in developing its application for funds.”[2] While both definitions are correct, advisory committees can do much more than what is indicated here.

These definitions also set considerable latitude as to how these committees are set up in terms of structure, leadership, and management. In short, the state provides program leaders and their industry partners with the flexibility they need to customize their committee structure in a way that lines up with their needs and circumstances.

Functions of an Advisory Committee

There are a number of ways in which advisory committees can support the ongoing management of effective pathways and CTE programs. These include:

Ensuring Program Relevance

Program relevance – making sure that a program of study is aligned with industry expectations and needs – is one of the core functions of an advisory committee. CTE programs exist in order to introduce students to certain careers and industries, and to prepare them to successfully enter those careers; guidance from industry partners is a necessary and indispensable source of information to make sure programs are sharing current and accurate information, and effectively relaying industry’s priorities and needs.

Assessing Program Quality

As employers – the people who will ultimately be hiring graduates from the program – advisory committee members are perfectly positioned to assess the rigor and relevance of a program of study. Your committee members can share firsthand information on their hiring expectations and work with you to determine which of your curriculum and instructional efforts will help students meet those standards upon graduation.

Problem-Solving

Your advisory committee is like your own personal Knights of the Round Table – a group of experienced professionals who are committed to your program and are ready to put their skills to work to ensure your success. Program leaders who try to put a positive face on their program,

never letting their industry partners see their struggles and challenges, are doing themselves and their partners a disservice: Your committee members want to be true partners and help you work through your problems so that you can all succeed together.

Providing Opportunities for Students and Staff

While most advisory committees don’t require members to participate in experiential education efforts as a condition for joining, it is a clear expectation, and a smart thing for committee members to do. Like other employers, your committee members want to develop relationships now with potential future employees, and in a larger sense want to make sure the pipeline of future workers to their industry is full. Participating in work-based learning activities is one of the best ways to accomplish that.

In addition to working with students, advisory committees also recognize the importance of keeping faculty and staff up to date on current practices in their fields, and make sure that educators have opportunities to experience the workplace firsthand through summer internships, site visits, professional development, pairing with industry mentors, and sharing current trade publications and other resources.

Advocacy

Your advisory committee members are able to say things that you may not be able to say, either due to modesty or regulations (such as advocating for bond issuances); as influential members of the community, they may also be able to speak to people you may not be able to reach directly. As such they can be very effective advocates for your work, making people aware of your successes and highlighting the importance of ongoing support. In some schools or colleges, the advisory committee is expected to provide an annual report to a governing body; in others, school leadership, such as a dean or superintendent, sits on the committee to get direct feedback from community members.

Committees and Subcommittees

There is no one right way to set up your advisory committee. Depending on your needs, the size of your board, and your priorities, you may decide on having a single committee, in which all members deal with all issues put before them; a large general committee and a small executive committee, made up of a handful of program and advisory committee leaders; or you may have a master committee with multiple subcommittees, either on a permanent or an as-needed basis, that focus on specific issues of interest to your program.

No matter which model you prefer, there are certain topics that you may want to assign either to a committee or to individual members:

  • Employer Needs – Someone, or some group, should be tasked with continually gathering information on employer needs. This includes regional economic development trends, such as which industries are growing and which are being considered as recruiting priorities for the regional Economic Development Agency; which professions are in greatest demand in the program’s field; and what knowledge and skills employers desire.
  • Experiential Education – Advisory committee members should maintain a strong focus on identifying partners who can provide work-based learning opportunities as well as ensuring that standards are set for quality experiences.
  • Dual Credit/Articulation – If the school has secondary or postsecondary partners, the committee should have a role in developing formal agreements to ensure alignment and, where possible, dual credit opportunities. If no such relationships exist, the committee can play a role in developing them.
  • Accreditation – If a program is accredited by a professional body, the advisory committee will have a role in accreditation and should be involved in reviewing annual reports.
  • Curriculum and Instruction – Since industry members of the advisory committees have a clear understanding of their workforce needs, and also have experience in training current employees, they should be asked to play an ongoing role in the review of curriculum and instructional practices and offer advice on both. Many programs keep an ongoing “light touch” approach coupled with a periodic (perhaps every three to four years) intensive review to ensure alignment.
  • Professional Development – While many CTE educators come with direct work experience in their industry of choice, the relevance of that experience fades over time as industry practices gradually change. One or more advisory committee members should maintain a focus on keeping teachers in touch with industry through direct professional development and/or through exposure to the workplace.
  • Fundraising – If there are fundraising needs, such as building a new facility or acquiring new resources or equipment, one or more committee members should play a supporting role in that effort. This person may also be involved in capital campaigns that require bond referenda.
  • Marketing/Recruitment/Retention – Because most CTE programs are programs of choice (not required as part of a core sequence), marketing and recruitment are particularly important issues in attracting students; it is similarly important to build awareness of the program among prospective partners and community members to ensure support for experiential education and other efforts.

Remember that many of your advisory committee members have professional skill sets that can benefit your program: You may have a marketing expert on your board who can apply his or her experience to building a plan for promoting your program to various audiences. If you recruit new members with specific skills in mind, you could very well end up with a multi-talented committee ready to apply their professional skills to any number of challenges.

Advisory Committee Structure

When most people think about advisory committees, they assume that each pathway or CTE program has its own standalone committee, and that is often the reality. But in some circumstances, that can present challenges, particularly to your business partners. Suppose you’re in an urban environment with multiple programs operating within the footprint of a major employer, and each program is asking that partner to take a seat on their individual boards? It hardly makes sense for an employer to sit on multiple boards to share essentially the same information. Or what about programs in rural areas, where there may be a limited number of industry partners in their service area?

In light of these examples, there is a strong case to be made for shared advisory committees that may involve programs among multiple schools sharing a single board (especially in urban areas), secondary and postsecondary institutions sharing a board (particularly in rural areas), or even a school hosting a single advisory committee that oversees multiple programs, as in the case of St. Louis Park High School (see their case study in this handbook).

There is a particularly strong case to be made for shared advisory committees between secondary and postsecondary schools. There has been an increased focus over the past several years on developing a seamless connection between the secondary and postsecondary levels, making sure that students graduating from high school are fully prepared to move into a postsecondary environment, and to that end there has already been an increase in dual credit and concurrent enrollment models. Given this, having a single advisory board greatly increases the connection between these two levels, and provides an excellent opportunity to think in terms of a continuous education model rather than thinking in terms of educational silos.

Many questions will come into play when considering whether to combine advisory committees:

  • Will there be scheduling issues for a combined committee?
  • Can a single group meet and address all issues?
  • Is the program so unique that it does not have a counterpart at a different educational level?
  • Is the area too large geographically?
  • Is there competition among the programs?
  • Would a combined committee provide a coordinated approach to meeting the needs of industry?
  • Would it broaden the awareness of the program(s)?

Because Minnesota is building and sustaining CTE by the development of an effective consortium structure that brings high schools and colleges together around a single plan, every effort should be made to overcome these kinds of barriers. At the very least, informal sharing between secondary and postsecondary levels would be of great benefit.

Leadership Roles

The advisory committee should elect officers from its membership. Suggested officers include a chair, a vice-chair, and a secretary, with terms ranging from one to three years, though some smaller committees may simply have a chair and a secretary.

Chair

It is important that the chair be a person from industry whose opinions are respected. He or she sets the tone for the committee and often represents the program while out in the community, both of which require someone who is known and respected in their field.

The chair should possess skills and characteristics such as:

  • Experience in the industry cluster or occupation that the program represents.
  • Maintain focus on the purpose and objectives of the program and keep committee’s focus there as well.
  • Ability to manage meetings, plan and adhere to schedules, involve members in ongoing activities, and reach closure and consensus on issues.
  • Excellent oral and written communication as well as willingness to make appearances before the community to present, explain, and justify recommendations.
  • Ability to delegate responsibility as well as willingness to accept responsibility for the committee’s actions.
  • Personality characteristics such as empathy, fairness, tolerance, sound judgment, and attentiveness.

Responsibilities of the chair include:

  • Working with the school and community to plan and carry out the committee’s program of work.
  • Developing items for the meeting agenda and assisting the secretary in handling details regarding meetings.
  • Leading meetings.
  • Keeping the group focused and on task.
  • Delegating tasks and follow-up work.
  • Appointing subcommittees.
  • Submitting and following up on recommendations to the school and other educational institutions.

Vice-Chair

The vice-chair should embody the same personal qualities and characteristics as the chair, support the chair in his or her work, and be ready to step in to that leadership role when the chair is unavailable. In most committees, the vice-chair role is considered to be preparation for taking on the chair position the following year.

Secretary

The advisory committee secretary oversees the administrative functions of the committee. The secretary could either represent industry or the school. Staff support from the school should be assigned to assist the secretary as needed.

The secretary’s responsibilities include:

  • Ensuring that minutes are taken at meetings.
  • Managing other administrative functions of the committee such as communication, including correspondence as needed.
  • Ensuring that the committee’s work is recorded.

Terms

Each advisory committee should establish its own criteria and guidelines for member recruitment, selection, appointment, and replacement. Many committees, however, adhere to the following guidelines:

  • The suggested maximum term for members is three years. It is recommended that members not be appointed to successive terms and that at least a one-year absence be considered before reappointment. A rotational three-year term of service allows for both continuity and change. One-third of the total membership would change each year, with new members being appointed as previous members’ terms expire.
  • The suggested term of office for the chair is one or two years. The chair should be allowed to serve more than one term as long as he or she is an active board member.

Committee membership, including the mix of members and the size of the board, should be reviewed and updated yearly to ensure broad-based representation of the industry and to ensure the work of the committee continues.

Essential Paperwork

Minnesota gives program leaders flexibility in terms of documenting their activity. Some committees are formal, with a full set of written records on all committee activities; others do little more than keep meeting minutes. While you are not required to have bylaws, agendas, and written correspondence, understand that there are some compelling reasons for doing so.

Bylaws or Charters

While not every advisory committee has a written set of bylaws or a charter, they do provide some real advantages. By formally setting out the rules under which your committee exists, you reduce the amount of time you spend debating operational issues (ex: “How many members should we have,” or “How often should we meet”); you also reduce the potential for conflict when problems come up (“Do we have grounds to ask a nonparticipating member to leave the committee?”).

It is easiest to develop bylaws during the launch or re-launch of an advisory committee, but this work can be done at any time. Understand that this can be a long process, so take the time to do it right and make sure your efforts are inclusive, with all relevant stakeholders represented as you go forward.

Readers will find a template in the appendix; keep in mind that this is just one example, and that you should look at others and modify them to meet your needs exactly.

Agendas and Minutes

Experienced managers know that a published agenda can make the difference between a well-run meeting and something short of a three-ring circus in which issues come up almost randomly and nothing actually gets accomplished. The chair and the program lead should work together in advance to develop a meeting agenda well in advance of the next gathering and distribute that agenda, along with any necessary support materials, at least a week or two prior to the meeting.

Minutes are a concise written summary of the discussions and actions that took place at a meeting; these are important to help members remember what took place and provide the necessary context for upcoming meetings. They can also provide new members with a written history as part of their orientation process. They are distinct from meeting notes, which can be more expansive and free-form, though they are often distilled from notes into a definitive record of discussions and actions. Minutes should be either written or approved by the secretary and distributed as quickly as possible after a meeting has taken place. They must also be archived someplace accessible to all members, ideally in both print and electronic formats.

Templates of both agendas and minutes can be found at the end. 

EXAMPLE: ADVISORY COMMITTEE MEMBER JOB DESCRIPTION

Provided courtesy of Mary Toner, Business Career Pathways Academy/Work Based Learning Instructor, Saint Paul Public Schools

Purpose

Serve as a strategic thought leader, collaborator and catalyst for action representing a specific career area or profession. 

Key Responsibilities
  • Identify, articulate and prioritize the issues, topics and challenges affecting entrance into the career area or profession.
  • Identify “best in class” developments and the potential impact on the profession.
  • Share experiences, expertise and contacts related to the curriculum.
  • Assist in developing and/or providing experiential learning opportunities for staff and students (I.e., job shadows, field trips, professional learning, etc.).
  • Identify and propose topical areas suitable for research and surveys.
  • Participate in meetings, conference calls, task teams and other activities to the fullest extent possible.
  • Represent the interests of your profession and be an advocate for Career and Technical Education (CTE).
Time Commitment
  • Attend three advisory board meetings per year. Meetings are typically held in August, February and May.
  • Participate in one or more committee planning meetings in autumn to develop activities for February CTE month.
  • Respond to requests, via e-mail and phone, for feedback and input on a variety of items.
Benefits
  • Give back to the profession: Share your professional expertise, insights and experiences to develop emerging professionals.
  • Drive the association’s strategy: Help guide the direction of the board to better serve students.
  • Work with your peers: Experience valuable networking opportunities with your peers in the profession.
  • Engage in strategic dialogue about the profession: Through small and large group conversations with fellow board members, determine best practices for reaching students with valuable career information. Help members identify and articulate trends that will shape the profession and/or career area and thus the education of interested students.
  • Focus on the profession: Participate knowing that St. Paul Public Schools values your time and expertise. The district carefully crafts Advisory Board responsibilities and agendas to utilize your expertise in the profession. 
  • Sharpen your leadership skills: Participate in committee work and sharpen your leadership skills in a supportive, non-work environment.

 

[1]     https://www.minnstate.edu/board/policy/330.html

[2]     https://www.revisor.mn.gov/rules/3505.1400/

 

Recruiting Members

When talking with CTE educators and administrators, one of the most commonly asked questions relates to finding business partners: All too often they feel as if they don’t have enough contacts in industry and aren’t sure how to approach them. So if you feel that you don’t know who to reach out to, how to contact them, or how to bring them into the fold, rest assured that you’re not alone. This section will answer all of these questions, giving you a game plan as you solicit advisory committee members and other business partners.

The Right Mix of Members

Advisory committees exist to allow industry to provide feedback and guidance to the CTE programs that serve their field. As a result, it makes sense that the majority of your committee members should represent those professions and industries. Some, like the National Academy Foundation, believe that 75% or more of an advisory committee’s members should represent industry; others think a simple majority would suffice. Minnesota does not require a specific percentage, but confirms that the advisory committee structure should represent the voice of industry.

Many program leaders want to see an inclusive committee, and ask representatives of multiple stakeholder groups to participate, including students, alumni, parents, faculty, administration, counseling, and representatives of other education agencies. There is certainly value in hearing from a wide range of people, but if those other stakeholders drown out the voice of the business community, you may be defeating the purpose of the committee.

All of the voices mentioned above should have some input into your program; however, you should think carefully about whether that input necessitates a seat on your advisory committee. Consider reserving committee membership to a specific group of people, with multiple opportunities for other stakeholders to provide input into their discussions through stakeholder forums, presentations to committees, the sharing of survey results, and the like. You can also consider setting up advisory structures for other stakeholders, such as periodic surveys or meetings. Just remember the primary purpose of the advisory committee – industry input into program goals and operations – and work from there.

What to Look for in a Member

When looking for advisory committee members, you’ll want to keep an eye out for the professional characteristics that will provide you with a wide-lens view of the field and the personal qualities that can lead to an effective and collaborative body.

Professional Breakdown

As mentioned previously, there is certainly a place for educators, both from within your program and from other institutions (secondary or postsecondary partners, depending on your perspective), on your advisory committee, along with other select stakeholder representatives. But your primary focus should be on representatives from business and industry. Consider seeking representation from the following segments of the corporate market:

  • Large, more established employers in key industries
  • Small, fast-moving “gazelle” companies in key industries
  • Union representatives (trade unions, not teacher unions)
  • Chamber of Commerce, Economic Development Agency, and/or Workforce Development Board
  • Professional association or sector representatives
  • Senior executive with board management experience
  • Individuals with specifically needed skill sets, like social media expertise

Personal Qualities

Beyond their professional affiliation, you want to attract a group of professionals who are positive, collaborative people who are able to work together to make things happen for your program. Consider the following list of personal qualities to look for in members, recognizing that not every member has to exhibit every quality (for example, you would be happy to find a member with a large network of contacts even if he or she couldn’t provide a significant amount of resources).

  • Knowledge – An understanding of their industry and the local economic environment
  • Experience – At least five years of experience in their field (for those in a leadership role, even longer)
  • Network – Personal and professional contacts who could be approached to support your program in some way
  • Resources – The ability to provide funds, equipment, transportation, facilities, or volunteers (or all of the above!)
  • Interpersonal skills – You’ll want every member to have some level of interpersonal skills, both for internal collaboration and for public outreach.
  • Time – You generally want to find busy people, since this indicates they’re in demand and able to manage their time. But be wary of people who are too busy or perpetually overwhelmed.
  • Passion – Someone who believes in your work and is energized by it
  • Responsibility – Someone who will honor their commitments

Recruiting Members

Finding Prospective Members

While many CTE program leaders feel that they don’t have the contacts needed to build a strong and diverse advisory committee, they likely have more than enough personal and professional connections to do the job, even if they’re new to the school or the community. Consider the many connecting points listed below as a starting point for your outreach:

Teachers and Administrators

As a professional educator, you have regular access to your fellow teachers and administrators within your school walls, as well as a network of your peers throughout your service area. Whether they’re CTE educators or not, they each have their own networks of family members, friends, neighbors, and professional contacts, and can leverage these networks to help you. If you put out a call for partners, you might find a math professor whose husband works in the field, or a peer at another school who’s willing to share partners or discuss a joint committee model.

Vendors

Most CTE programs have local vendors they talk with on a regular basis. Did you ever consider that these vendors also serve businesses throughout your industry? They would be doing you and your prospective partners a favor by introducing you, and vendors love to be in a position to help their customers.

Current Partners

There’s a truism in sales that your current customer is your best customer, and that’s certainly true in education. If you have existing business partners who are involved in other areas, ask if they would be interested in serving on the advisory committee, or if they know of individuals either within or outside their firms who would be good prospects.

Advisory Committee Members

It goes without saying that you should ask your current advisory committee members for referrals; in fact, some even put the responsibility for committee membership on the board itself.

Parents

Even if you’re in your first year with a new program, you have a built-in network of contacts thanks to the dozens of students sitting in your room. Since CTE programs are often programs of choice, those students elected to be there, either with their parents’ permission or with their direct encouragement. You should be regularly asking those parents for assistance; some might already be working in your industry, and others might have contacts there that would be helpful.

Post/Secondary Partners

Most CTE programs and advisory committees already understand the importance of connecting with their secondary or postsecondary partners to ensure a seamless connection between the two. (This is especially true in Minnesota with its consortium model) It would be worth discussing a shared advisory committee structure with these education partners, or at least swapping leads on prospective members.

Former Students

If your program has been in place for a few years or more, you likely have some students who have graduated and entered the field. If you’ve kept in touch with these graduates, then perhaps they can introduce you to other contacts within their new firms. As a graduate of your program they serve as the perfect example of the value you provide, making committee service an attractive prospect.

Personal Contacts

You’re more than an educator: You’re a bowler, a church member, a member of a book club, or a train hobbyist. In other words, you have interests – and connections – throughout your personal life, and it would be worth sharing your need for industry contacts with friends and others who share your interests. You never know who can connect you to the right person or people.

Established Networks

If your personal networks don’t generate the contacts you need, consider the professional networks in your community, such as the Chamber of Commerce or the appropriate sector group. One of the primary roles of these networks is to connect members; let them know what you’re looking for and ask them for introductions. If you’re able, try to take an active role in some of their standing committees (most have education or workforce development groups), and ask whether you can host a meeting at your location.

Making the Ask

Once you’ve got one or more connections in mind, it’s time to reach out to them to introduce yourself and ask for their support. This isn’t a cold call by any means: Remember that you have shared interests, and that you can provide them just as much value as they can provide to you. Just follow the three steps below to go from introduction to committee member.

Introduction

If you followed the steps above, you’re approaching a contact based on the recommendation of a friend or associate. If possible, ask that person to handle the introduction: The shared connection ensures that your prospective committee member will be willing to have at least an introductory conversation.

If you don’t have someone who can introduce you, it’s fine to make contact directly. Make the initial contact by email or phone (not letter), and keep your contact brief and to the point: Let them know that you’ve been told that they employ people in this field, and you’d like to talk with them briefly because you prepare people to enter this same field, and that you’d like to get some guidance from them.

First Meeting – Getting to Know Them

Once you’ve successfully made contact and agreed that you have enough shared interests to talk further, it would be smart to arrange a time to visit with them at their place of work. There are several reasons for this:

  • By minimizing their travel and time commitment, you’ll make it easier for them to agree to meet.
  • Your prospective partner will realize that you’re serious about developing a relationship.
  • Whether you’re able to pursue a professional relationship or not, going to their place of work will provide valuable real-world feedback on what’s happening in the field.
  • You’ll have an opportunity to meet others within the prospect’s company, building awareness of your program there and increasing your own network of future contacts.

During this first meeting, you should certainly share some information on your program, but you should listen much more than you talk: This is an opportunity to learn about your prospective partner, his or her firm, what’s happening in their industry, and what they’re looking for in future employees. Make it clear that you’re there to learn, and that you’re sincere in your desire to build a program that prepares students for exactly the kinds of opportunities offered by this company. This expressed interest should help your prospect understand the value that you can provide to them, and make the next step attractive to them.

Note that some program leaders resist getting out of the office for site visits, on the notion that they don’t have the time available given their other obligations. If you share that perspective, remember just what you’re asking of your prospective partners: That they take time away from their own busy schedules to support your program. If you’re not willing to invest that time, why should they?

Second Meeting – Getting to Know You

Assuming the first meeting went well, the next step is to invite your future partner to visit your program. Since you’ve already laid the groundwork by discussing your shared interests, most business prospects will welcome the chance to see your center firsthand.

During the first meeting, you kept the focus largely on your business counterpart; during the second meeting you have an opportunity to share information on your efforts in much more detail, including offering a tour of your facilities. You should host such meetings during the school day so they can meet instructors and students, and see your classrooms in action; there’s little value to them in touring empty classrooms.

Once you’ve had a chance to learn about their operations, and they’ve had the opportunity to experience yours, you should have established a rapport and enough common ground to discuss the ways in which you might work together, including through participation in your advisory committee.

Clear Expectations

While it’s wonderful to get a commitment from a new advisory committee member, your job isn’t complete just because they’ve agreed to join you. Many advisory committees have lost new members because there were misunderstandings about the role or the scope of commitment, with newcomers quickly resigning upon learning more about the situation and what’s expected of them.

To avoid this, make sure you give your new member a thorough and realistic assessment of the state of the program and its advisory committee. If there are challenges facing the program, such as funding issues, low performance, or high staff or management turnover, tell them that. Some will relish the challenge of righting a ship; the rest will at least be grateful that you allowed them to go in with open eyes.

Furthermore, do your best to set clear expectations for their role. Give them a job description of the advisory committee membership role. Let them know how long a term lasts, how many meetings they’ll be expected to attend, other time commitments outside of meetings (such as subcommittee involvement), and whether members are expected to contribute to the program, either financially or in terms of volunteer hours or work-based learning opportunities. Many consider it a best practice to state these expectations in writing, have you and your new committee sign the document, and send them a copy for their records. This won’t guarantee their long-term involvement, but it will ensure that mismatched expectations will not be the reason for their leaving.

Orientation for New Members

The committee’s success will depend in part on how well new members understand their roles and how quickly they can get up to speed. New and continuing advisory committee members should be regularly provided with information relative to the committee’s purpose, function, structure, and goals as expressed in the committee’s work plan.

To help new members become productive as quickly as possible, the committee should consider setting up a formal orientation process. New member orientation could include a review of the member guide, the committee’s bylaws, and summaries of past accomplishments. Orientation meetings often involve tours of employer facilities and presentations about the program. Discussion of current issues that affect the program should be included.

Items in your orientation guide could include the following:

  • Background on the school or college involved
  • Admission policies
  • Mission statement and other value statements
  • Organizational chart
  • Programs offered
  • Career pathway overview
  • Curriculum scope and sequence
  • Facilities and equipment
  • Staff biographies
  • Roles and responsibilities
  • Membership and governance issues
  • Committee program of work and accomplishments

A master copy of the orientation guide should be kept on file and available electronically for easy distribution.

Typically, in addition to the orientation guide, new members may receive various resource materials including course catalogs, class schedules, program brochures, student performance statistics (retention, placement, certifications earned, competitive performance), and local economic development news.

Diversity and Equity
Many advisory committees in Minnesota, and across the country, struggle with issues of diversity and equity. Not only do we want a membership that accurately reflects the makeup of our communities, we want to draw upon the perspectives of those with different life experiences to enrich discussions and decision-making. This is often easier said than done, especially within industries where women and minority populations remain underrepresented.

The first step is awareness—setting a goal to build a board that reflects both your community and student body (and, when those are not aligned, acknowledging that as an issue worth exploring). Consider diversity intentionally as you recruit new members, and don’t hesitate to ask business partners to support you in this effort.

Some schools, especially in urban districts, have hired equity or poverty coaches to help staff understand the experiences of underserved populations. If you have access to such a resource, consider inviting that person to share insights with your advisory committee.

St. Louis Park High School, for example, leverages equity coaches funded by the state’s Quality Compensation program to provide educators with professional development in understanding race and equity issues. Advisory committees can use these same resources to inform and strengthen their own work.

You may also find support through professional organizations—sector groups, community associations, or organizations focused on supporting specific populations such as the NAACP, Council of La Raza, or the Association of Black Accountants. These groups often welcome the opportunity to collaborate and may help you identify promising advisory committee members.

Managing Your Committee

Once you have your advisory committee in place, with a clear sense of its purpose and goals (both of which are covered elsewhere in this handbook), your priority becomes execution: making sure the committee meets regularly and works effectively. This chapter outlines effective practices for setting and running committee meetings, and looks at the use of technology in board operations.

Running the Meeting

Meetings are usually facilitated by the committee chair, though in some cases a staff member may support meeting management. Committee chairs vary in their level of formality. Some require structured processes such as Robert’s Rules of Order, while others prefer a more conversational approach. The degree of structure often depends on the size of the committee and the complexity of the work.

Robert’s Rules of Order may be used if the committee chooses a more formal approach. These guidelines provide a clear and equitable process for discussion, motions, voting, and overall meeting management. When used effectively, they help ensure consistency, fairness, and organized decision-making across meetings.

Many committees use Robert’s Rules in part or in full depending on the formality needed. For an accessible overview of the rules, visit www.robertsrules.org.

Goal Setting and Planning

Much of what advisory committees do on a day-to-day basis is operational or tactical, such as receiving updates on current activities, soliciting business support for work-based learning initiatives, or reviewing reports on program and student outcomes. But advisory committees can also play a strategic role, helping you to visualize the future of your program and chart a course for reaching it.

Thinking About the Big Picture

It’s easy for people to get lost in day-to-day activities, and that’s especially true for educators: In addition to the time actually spent in class with students, there’s planning, reviewing student work, meeting with parents, setting up employer partnerships, going to meetings, and much more. With all this, it can be hard to break away and think about the big picture.

But strategic planning is important: All those activities are supposed to be a means to an end, and if you haven’t revisited your vision for your program in some time, it’s entirely possible that you and your fellow educators are working very hard toward the wrong objectives.

Fortunately, strategic planning isn’t hard, as long as you’re willing to take the time to do it – and it’s also an activity ideally suited to collaboration with your advisory committee. Not only are they already removed from the minute-by-minute chaos of the instructional day, they’re already in touch with what your program should be accomplishing, and they can help you center your focus accordingly.

The key question is: Why does your program exist? The answer seems obvious: To help students learn about a profession or industry and prepare to successfully enter that field. But to be actionable, you actually need to go down one or two levels. Consider the following questions:

  • To help students – but which students? Has your student population changed, and does the new composition have a different starting point? Suppose you have traditionally taught English speakers, and the student body now attracts many who don’t speak English as their first language. Or suppose your program has been traditionally almost entirely male, and industry is very interested in attracting more female students to the field.
  • The profession or industry – is your information current? Do you know whether there’s still demand for the kinds of positions you’ve been targeting, and whether the set of knowledge and skills you’ve been focusing on are still current? Are there new opportunities in your industry of which you’re not aware?
  • Preparing students – Are you doing it effectively? Are there new instructional strategies or work-based learning models that would be more effective in reaching students? Are you working with the right equipment? Is your curriculum aligned with current and projected industry needs? Are your teachers up to date with their knowledge and skill sets?

These are questions that you likely wouldn’t consider in a day-to-day environment, but they are important – and a strategic planning effort is the solution for dealing with them.

Setting the Stage

A strategic planning session is different from a regular committee activity, and it should be treated as such. It happens infrequently, and requires preparation time for all involved; it should also be a more inclusive activity, with staff and committee members hearing not only from educators and industry partners but from other stakeholders such as parents, students, and administration.

Planning

There are two keys to a successful strategic planning session: Focus and preparation. Focus is critically important, but fairly simple: You need to decide exactly what question or questions you’re trying to answer through this process. It can be a grand-scale question, such as “Are we aligned with industry,” which brings into play several supporting questions, such as “What positions are employers hiring for?”, “What equipment and technology should students be proficient with?”, “What workplace and technical skills should students have?”, “What certifications should students pursue?”, and so on. Or you can focus on a much more specific, and possibly pressing, question such as, “How do we recruit more students to our program?”

Your advisory committee chair and program leader should work together to define the focus and set specific outcomes for this exercise well in advance of the actual event, at least a few weeks prior and ideally more. You’ll want a good amount of lead time so you can handle preparations for the working session, including gathering needed information and distributing it to meeting participants.

Think carefully about what kinds of information would be helpful in giving meeting attendees a full set of facts on the issues at hand. Certainly you’ll want data on student activity and outcomes, and reports on any new regulations you’re expected to follow. (These could come from state or federal law, accreditation requirements, or other sources.) You might want to consider gathering some new data on your own: Perhaps a satisfaction survey of students and staff, or interviews with employers on emerging workforce requirements in their markets. You might also consider convening some pre-planning sessions to have formative discussions, do a SWOT (i.e., Strengths, Weaknesses, Opportunities and Threats) analysis, or do other groundwork.

You’ll also want to consider your invitation list. Do you only want advisory committee members there? What about faculty and staff, either for the full day as full participants or only to answer questions and provide firsthand insights during one segment? As a rule, the more inclusive you can be the better, as the people affected by your decisions will be happier if they participated in the process.

The most effective strategic planning sessions are those where everyone comes prepared, having been fully educated on the challenge and given as much detail as needed to discuss key issues and make decisions. If you wait until the day of the meeting to distribute background information, you’ll spend most of your day educating attendees on the issues; discussions will be shallow and decisions may not be as well-considered and firm as you would like.

Logistics

Ideally, your strategic planning session will take place off-site, far from the distractions of the school. But CTE programs face challenges in doing this: Aside from the time challenge, they are not allowed to use funds for refreshments, making it difficult to host an off-site event.

However, there are ways of accommodating these challenges: Planning meetings can take place during the summer, when year-end data will be more readily available anyway, and both businesspeople and educators have fewer obligations. One of your business partners may be able to donate space for the meeting; another may agree to cover the cost of refreshments. The key is just to do what’s possible, whether or not conditions are perfect.

During the day of the meeting, make sure you have copies of all relevant documents and typical meeting materials, such as pads of paper, pens, white boards or easels, markers, and sticky notes. You’ll also want at least one person taking notes to maintain a record of the events, and how the day’s discussions led to your decisions.

Hosting the Planning Session

In order to get the most out of your session, consider establishing a formal agenda that takes you from a review of the purpose of the meeting through to decisions and plans. The following sequence may be helpful:

  • Frame the discussion – Start the day by restating the key question(s) that brought you together. Make sure everyone understands the focus of the day and what you expect to accomplish. Make sure participants understand the voting model: You may decide to approve plans by a simple majority vote, or you may couch the end result as recommendations that will be taken back to the executive committee for fleshing out.
  • Review of market information – There’s no need to rehash all of the information that was disseminated prior to the meeting; instead, you’ll want to lead a discussion on that information, asking people what they felt were the critical data points and building a consensus on the facts that will influence the decisions you’ll need to make.
  • Discussions – Much of your day will center on answering the day’s key question(s) in light of the available information. Depending on the size of your group you can do this as a single body or in small groups that later report out for a second round of conversation.
  • Setting short and long-term goals – The solutions identified by participants may lack specificity; you’ll need to turn those into a specific set of action steps in the form of short-term and long-term goals. Given the time constraints of a part-day or full-day meeting, this may be limited to deciding on a scope of action intended to build a full plan.
  • Planning a measurement model – If a specific plan is developed, make sure you and your partners decide on how success will be measured. This may be quantitative or qualitative in nature, depending on what you set out to achieve, but it’s important to be able to determine if and when you’ve reached your objective.

Once you’ve held this meeting, it is important to share the results and act on the recommendations put forth in some way. People will want to know that their time and effort mattered, and by implementing an agenda based on their feedback you’ll increase their level of support and engagement going forward.

Self-Evaluation of the Committee’s Work

Goal-setting and planning require you to look forward; you and your committee members may also find it helpful to look backwards as well, reflecting on the previous year and gathering lessons that may help future efforts. Some of the questions you might ask include:

  • Are partnerships formed with a diverse range of stakeholders who represent different perspectives (i.e. secondary, postsecondary, business/industry, community)?
  • Does advisory committee and its partners assist students and teachers in developing and maintaining current industry knowledge and skills?
  • What innovations have produced desired results that should become a standard practice?
  • Have there been any missed opportunities that need to become priorities for the future?

Asking questions like these can produce insights that will help you perform better in the future.

Minnesota has created a resource that can assist educational stakeholders in evaluating and continuously improving the elements present in high-quality CTE programs. Rubrics have been identified for each of these 11 key elements to identify strengths and potential opportunities for growth. Among these 11 elements is a specific rubric related to work of advisory committees—Element 2: Integrated Network of Partnerships. This rubric “addresses business and community partner recruitment and a variety of activities partners should engage in to support the CTE program and ensure alignment with workforce needs.”

Secondary Program Continuous Improvement ELEMENT 2

Integrated Network of Partnerships – Addresses business and community partner recruitment and a variety of activities partners should engage in to support the CTE program and ensure alignment with workforce needs.

This table presents a rubric describing three indicators of advisory committee effectiveness: committee membership, committee roles and responsibilities, and CTE program advocacy. Each indicator is described at three performance levels: Exemplary, Quality, and Emerging.

Advisory Committee Effectiveness Rubric: Membership, Roles, and CTE Advocacy (Indicators 2.1–2.3)
Indicator / Standard Exemplary Quality Emerging
2.1: Program Advisory Committee Membership

A. Membership represents a cross-section in terms of socioeconomic status, race, occupation, gender, special populations, and non-traditional workers.

B. Members’ contributions are formally and publicly recognized.

A. Membership includes representatives of business, industry, and labor (at least 50 percent membership) with backgrounds directly related to the career pathways developed in the CTE program.

B. Advisory committee has a process for membership recruitment, selection, appointment, and retirement.

A. Membership includes representatives of business, industry, and labor (at least 50 percent membership) with backgrounds related to the CTE program area.

B. Membership includes parent and student representation.
2.2: Program Advisory Committee Roles and Responsibilities

A. Meets formally and informally during the year with clearly defined committee structure to accomplish committee program of work.

B. Uses collected data and industry standards to identify program needs and develop recommendations.

C. Committee member businesses regularly provide experiential learning opportunities for students.

D. Committee member businesses regularly provide experiential learning opportunities for teachers by providing teacher externships.

A. Meets formally during the year to accomplish committee program of work.

B. Evaluates current program needs and makes recommendations for program improvement.

C. Ensures programs reflect current industry standards and informs teachers of workplace needs.

D. Committee’s structure is clearly defined (e.g., chair and vice-chair selected from community members).

A. Meets formally at least twice per year with a planned agenda.

B. Committee discusses current industry practices, curriculum, student needs, and program issues.
2.3: CTE Program Advocacy Provides the school board, foundations, local elected officials, and community members with career and technical education program reports and updates. Fosters alliances with postsecondary and business/industry partners to develop and promote opportunities for work-based learning (WBL) experiences, postsecondary credits, and industry-recognized certifications. Promotes CTE Program and Career and Technical Student Organizations (CTSO) to community.

Experiential Learning

One of the core elements of career and technical education is experiential learning, in which students get to experience, firsthand, real-world applications of what they’re learning through direct interaction with employers and professionals in their field. This section outlines the various types of experiential education, explains the benefits, and explores the role that advisory committees have in ensuring strong and effective experiential learning components of the programs they support.

Types of Experiential Education

The information in this section was provided by the Minnesota Department of Education.

The Experiential Learning Wheel below illustrates the various experiential learning on-ramps for secondary students to both explore and develop their career development pathways.

Pre-K – High School Experiential Learning is not a linear or hierarchial process or plan. It considers the individual learning process rather than individual types of experiential learning. These various learning activities develop students’ knowledge, skills, and values from direct experiences outside of the traditional academic or classroom setting. Experiential learning combines learning through reflection on doing or applying knowledge and skills. Because experiential learning is student centered, the types of experiential learning activities selected and contexts are uniquely constructed and led by the student’s interests, aspirations, needs and/or learning goals.

The center of the experiential learning graphic model exemplifies important foundational qualities, skills, knowledge and habits of mind which are essential for holistic and balanced work and career readiness. These foundational knowledge and skills are intentionally positioned in the center of the Minnesota Career Fields, Clusters & Pathways chart (available at https://www.minnstate.edu/system/cte/programs/documents/POS-Framework-2019-one-pager-with-explanation.pdf), and form the base from which to build career and college readiness. Sometimes called ‘soft skills’ or more currently labelled as ‘employability skills’, they are essential for success in careers and should get explicit focus from teachers who cultivate our future talent. The STEM field recognizes the value of work- based learning and experiential learning as a method to impart these skills to students. The 2015 report, “Focus on Employability Skills for STEM Workers: Points To Experiential Learning”, asserts that employability skills, “should be included in a student’s educational experience of all learning levels starting in elementary schools.”

To set the table for clarity of state collaboration, three state agencies (MDE, DEED, and DOL) have joined together to establish shared vocabulary/terms encompassing seventeen common experiential learning labels and definitions. Additionally, to enhance awareness and understanding of what experiential learning occurs along the youth to adult learning trajectory, the state has identified each experiential learning type or skill acquisition stages within four categories which span both youth and adult experiential learning; career exposure, career exploration, career development, and career/work readiness.

Here are the commonly agreed upon definitions by category for the state of Minnesota:

Pre-Kindergarten - Adult Experiential Learning Opportunities in Minnesota

Experiential Learning is an educational tool designed to provide career and college preparation for all learners through real world experiences. Experiential learning includes exposure to workplace skills as well as career information, exploration, experiences, readiness and mentorship. There are many different delivery models for experiential learning and this summary briefly describes some experiential learning opportunities that are occurring throughout Minnesota. This summary can also aid in the expansion and development of additional experiential learning models based on specific learning outcomes and engagement opportunities.

Career Exposure Experiences

Expert Presenters from community or organizations or institutions, business and industry, and postsecondary institutions visit classrooms and share information about their careers or areas of expertise, educational background and personal choices that both prepare and facilitate their career success.

Tours and Field Trips engage students to explore the knowledge and skills of different occupations within an industry cluster and develop basic awareness of employability skills in a number of different departments or employers, and career fields.

Entrepreneurship provides students with a model and may offer opportunities to take a leadership role that demonstrates initiative, innovation, and ownership to organize and operate their own business or project in an alternative work program or as a part of course requirements.

Work Readiness Experiences

Community Based Learning experiences are activities not necessarily connected to education and may involve activities such as: job shadowing, work site visits or field trips, work in a business or management of a business, participation in a club or organization based enterprise, work in and/or operation of a school based enterprise. These experiences may require a licensed educator to supervise the activity, depending on the connection to a school-based program.

Work Based Learning (WBL) programs are approved by the Minnesota Department of Education. WBL students, if they are enrolled in a cooperative WBL experience, internship, or youth apprenticeship, must be supervised by a licensed WBL teacher in a state approved WBL program. These programs describe learning which occurs outside of the classroom at a location where goods or services are produced. It involves learning experiences and activities that include actual paid or unpaid work experience, such as structured cooperative work experiences, internships, and youth apprenticeship.

Career Exploration Experiences

Job Shadowing is a short-term experience that is intended to help students explore a range of career objectives and begin to identify a career field or pathway and to start toward a career plan. In job shadowing, students make brief worksite visits to spend time with individual workers learning what knowledge, skills and education their job entails. The length of the job shadowing experience is based on individual career objectives designed and agreed to by the participating business or industry, student, teacher, and parent.

Service Learning is a form of experiential learning whereby students apply content knowledge, critical thinking and good judgment to address genuine community needs. Service learning is a way of teaching and learning that engages all learners in hands-on projects in the community to meet learning objectives and mutually benefit both the student as well as strengthen communities. For example, students in a high school CTE classroom may take samples from an area lake and examine them for information that could be useful to a local pollution control agency in addressing environmental issues.

Internships are usually short-term work experiences but can last 40 hours or more. Internships extend a career field or pathway beyond the classroom to outside the school or that help a job-seeker reach his or her career goal through building experience. Internships generally involve participants working in professional settings under the supervision and monitoring of practicing professionals. Internships can be paid or unpaid and may or may not involve academic credit. Strong internship programs will provide substantial, meaningful work assignments, training, necessary workspace as well as resources, and structured evaluation/reflection.

For the secondary education system, students can explore and gain experience in a specific occupation and acquire new skills or explore different aspects of a career field or pathway under an internship. As an “extension” of what a student has learned, internships have specific objectives to be reached which augment a career and technical education program and academic coursework. Internships are generally offered to 11th and 12th graders. The length of the internship is based on individual objectives that need to be defined in the agreement between the business/employer and the school. Students participating in internships must be supervised by a licensed work-based learning teacher. This type of agreement involves a written document and training plan between school, employer, student, and parent.

Cooperative Education (co-op) provides students with work experiences related to the student’s major, career field or pathway goal. The typical program plan is for students to utilize both classroom study and discipline-related employment, thus gaining a year or more of career-related work experience before graduation. These co-op positions are either non-paid or paid and the vast majority involves some form of academic credit. This type of agreement involves a written document and training plan between school, employer, student, and parent.

Career Readiness Experiences and Programs

Mentoring/eMentoring is a professional relationship in which an experienced person (mentor) assists another (mentee) in developing skills and knowledge that will enhance the less-experienced person’s professional and personal growth. Mentoring can be used for both personal and professional development. For youth, mentoring can provide positive role models and help with career exploration. For adults, mentoring can provide insight into how to effectively navigate a career or workplace. Mentoring may take place in a short term structured program or it may be a lifelong relationship and may be done through an eMentoring delivery system.

Youth Apprenticeship is approved by the Career and College Success Division at the Minnesota Department of Education. Youth Apprenticeships are paid experiences for 11th and 12th grade students. The Youth Apprenticeship requires a written agreement and training plan between school, employer, student, and parent/guardian and is governed by an industry-recognized checklist. In some instances, Youth Apprenticeships provide postsecondary credit and/or credentials. Youth Apprenticeship students must be supervised by a licensed WBL teacher in a state approved WBL program.

Pre-Apprenticeship programs are designed to prepare individuals to enter and succeed in a Registered Apprenticeship program. Typically, these programs will include both workplace skills development as well as foundational work for specific occupational competencies such as applied mathematics, tool and equipment recognition, and safety training.

Career Development Programs

Field Study and Practicum engage participants to complete a project related to their chosen career and academic instruction at a worksite. Typically for students in higher education, a practicum allows students to demonstrate knowledge in a field and they may use equipment not available through an educational institution.

Career Fields and Pathways include well-connected and transparent education, training, support services and credentialing programs with many entry points. For example, Minnesota FastTRAC Adult Career Pathways programs include participant-focused education and training with contextualized instruction as well as integrated ABE and technical skills instruction.

On-the-Job Training (OJT) provides participants the opportunity to learn the skills, knowledge, and competencies for a specific job within the workplace. Although OJT is typically provided by an employer, external providers can be used, especially with specialized equipment. Under OJT, participants are hired as employees of the company. In the context of workforce development, the training a participant receives under OJT may be funded by an outside entity. In this situation, the employer signs a contract outlining the training schedule, expressing desire to hire the participant in unsubsidized employment at the end of the OJT, and detailing reimbursement to the employer.

Customized Training and Incumbent Worker Retraining are trainings designed to meet the specific needs of an employer or group of employers. They are typically conducted with a commitment to employ a participant or continue employing a participant (if provided to incumbent workers). Curriculum for this training is developed either by or in collaboration with employers and is typically provided by an academic institution or third party training provider. Training may be held at an academic institution, the workplace, or both. In the case of incumbent worker retraining, the training is used to teach new skills to existing employees of an organization, often to accommodate new technology.

Dual-Training Programs are employment based and are designed to provide employees structured on-the-job training and related technical instruction to ensure the development of occupational competencies.

Registered Apprenticeship is regulated by the Minnesota Department of Labor and Industry. These programs are employment based and designed to provide employees structured on-the-job training and related technical instruction to ensure the development of occupational competencies. The structure and training of the apprenticeship is established in a “standards of apprenticeship”. As workers increase their skills through a Registered Apprenticeship, they earn wage increases. At the end of a registered apprenticeship, the participant is considered a “journey level worker” and has a nationally recognized state-issued credential. Registered Apprenticeships in Minnesota can last between one and six years, but must entail at least 144 hours of related educational training and at least 2,000 hours of hands-on training.

Benefits of Experiential Learning

There is a solid body of research pointing the impact of career and technical education in general, and experiential education in particular. Some examples:

  • A Southern Regional Education Board (SREB) report on work-based learning noted that “Young people cannot aspire to work in emerging career opportunities unless they have abundant opportunities to learn about them. High-quality work-based learning experiences help young people understand their strengths and interests and formulate realistic, achievable plans for meeting their goals. And by working together to provide these opportunities, schools, postsecondary institutions and employers will close the skills gap and ensure their economic security.”[1]
  • Research compiled by the Association for Career and Technical Education (ACTE) indicates that participation in career and technical education, with its emphasis on experiential education, leads to school-based outcomes such as higher graduation rates, greater levels of persistence, increased academic outcomes and the development of problem-solving skills, as well as work outcomes such as better understanding of careers and the skills needed in the workplace, increased wages and earnings, and stronger academic, technical, and employability skills.[2]
  • Research data has identified several benefits to experiential learning/work-based learning:
    • Through work-based learning, students can gain a variety of skills that positively impact their education in the classroom and set them on a path to their futures. Research points to higher postsecondary GPAs earned by students who participated in work-based experiences in high school. Data has also demonstrated better employment outcomes for students who participate in workplace learning.[3]
    • Professor Andrew Miller’s in-depth investigation of the impact of business mentoring found that the “majority of students said that mentoring has affected their wish to do well at school. Three quarters of these said that mentoring has had a lot of impact on their motivation in GCSE subjects.” In addition, the best engagements of employers have “significantly enhanced” pupil “learning and enthusiasm for the subject” of study.[4]

The Role of Advisory Committees in Experiential Learning

Advisory committees play a critical role in ensuring that experiential learning opportunities are purposeful, equitable, and aligned with regional workforce needs. Committee members help identify appropriate work-based learning partners, shape the design of experiences such as job shadowing, internships, youth apprenticeships, and mentoring, and provide feedback on whether these activities are building the employability skills and technical competencies that employers expect. By sharing labor market insight, opening doors to high-quality sites, and reviewing data on student participation and outcomes, advisory committees help Minnesota secondary and postsecondary programs sustain experiential learning that is safe, relevant, and responsive to both learners and industry.

[1]     http://www.nrccte.org/resources/publications/work-based-learning-opportunities-high-school-students

[2]     https://www.acteonline.org/cte-works/

[3]     https://ctepolicywatch.acteonline.org/2017/01/data-driven-work-based-learning-benefits.html

[4]     https://nc3t.com/wp-content/uploads/2015/02/PATHWAYS-OVERVIEW-2-17-15.pdf

 

Advisory Committee Forms

 

This section offers templates for a series of official documents and other resources to help you professionally manage your advisory committee. In each case, brackets indicate where you should fill in your relevant information. And don’t hesitate to alter other text as well: Remember that these forms should be tailored to your local circumstances, and that your advisory committee will appreciate being a part of their development.

 

Sample: Bylaws

[CTE PROGRAM] Advisory Committee Bylaws

Article I: Purpose

The purpose of this Advisory Committee will be to advise, assist, support and advocate for the [CTE PROGRAM NAME] on matters that will strengthen instruction and expand learning opportunities for students.

Article II: Members

Section 1. Members will be selected and appointed by the administration with input from current committee members. The current Advisory Committee may suggest potential members.

Section 2. Members will represent a cross-section of the industry or occupation for which training is provided and the community which is served by the program. This committee will include 50% industry representatives and 50% others, including faculty, students, education representatives, and other community stakeholders.

Section 3. Member terms will be three years, with one-third of the membership appointed each year. No member will serve consecutive terms. A former member may be reappointed after a one-year absence from the Committee.

Section 4. Membership terms will begin on July 1 of each year; members may be appointed mid-year, with the partial year not counting toward their full term.

Article III: Officers

Section 1. Officers will include a chairperson, a vice chairperson, and a secretary. These officers will be the Executive Council for the Advisory Committee.

Section 2. The duties of officers will be those commonly ascribed to these offices.

Section 3. The chair and vice-chair roles will be filled by industry representatives.

Section 4. Officers will be elected by simple majority at the final meeting of the school year and will assume their offices immediately following the meeting. Officers may be re-elected.

Article IV: Meetings

Section 1. The Advisory Committee will comply with Minnesota requirements and policies for minimum number of meetings. Additional meetings will be scheduled as necessary to accomplish the Program of Work.

Section 2. A quorum will consist of a simple majority of appointed members.

Section 3. Decisions will commonly be made by consensus. A formal vote will be taken when a decision is to be forwarded to the instructor or administration as a recommendation.

Article V: Subcommittees

Section 1. Subcommittees will be appointed by the chairperson as needed to accomplish the program of work.

Section 2. Subcommittees may be standing bodies or created on an ad hoc basis to address specific issues or needs.

Section 3. Subcommittees will elect their own chairpersons who will report to the chair of the advisory committee and to the board at large as requested.

Article VI: Amendment of Bylaws

These bylaws may be amended at any meeting of the Advisory Committee by a two-thirds (2/3) vote, provided that the amendment has been submitted to Advisory Committee members in writing at least thirty (30) days in advance of the meeting.

Bylaws adopted [DATE]

Bylaws amended [DATE] (most recent amendment date)

 

Sample: Agenda

[DATE, TIME]
[LOCATION]

Call to Order
Approval of Minutes
Old Business
              Final accounting for capital campaign
              Program of Work Update
              Other

New Business
              Committee reports
              Establishment of subcommittee on middle school outreach
              Review of annual accreditation report
              Other

Next meeting date, time, and location

Adjournment

 

Sample: Minutes

[DATE, TIME]
[LOCATION]

Members Present: (List members present)
Members Absent: (List members absent)
Others Present: (List others present)

Call to Order: Chairperson [NAME] called the meeting to order. He offered his thanks and appreciation for the ongoing strong levels of attendance and participation at advisory committees. He stressed the importance of the committee’s continuing support and assistance. New members were introduced to the committee.

Minutes: Minutes of the last meeting were approved as submitted.

Old Business: The committee discussed the need for more up-to-date equipment in the health lab. The committee felt that students should be taught on the kind of equipment they will be using in the work place. [NAME OF COMMITTEE MEMBER] volunteered to do some research and convene a meeting between industry and school representatives to discuss the best approach; she will report her findings at the next meeting.

New Business: Chairperson asked that the committee look at and make a suggestion regarding adding more rooms for the lab. After a lengthy discussion, this issue was tabled for the next meeting.

The next meeting will be [DATE] at the [LOCATION] at [TIME].

Adjournment: The meeting was adjourned at 9 pm.

 

Sample: Letters

Note that all letters should be on school stationary and, ideally, signed by both the program lead and the chairperson of the advisory committee.

Membership invitation letter

[DATE]
[NAME/ADDRESS]

Dear [NAME]:

[SCHOOL NAME]’s [CTE PROGRAM NAME] is committed to introducing students to [INDUSTRY], providing them with opportunities to explore the industry and preparing them for careers in this field. To help us achieve this goal, we reach out to business and industry partners, along with other community stakeholders, and ask them to work with us in an advisory capacity to make sure our program continues to be relevant and of high quality.

You have been recommended to us as a person who is interested in [CTE PROGRAM NAME] and as one who would make a valuable contribution to the program. We invite you to join our CTE advisory committee for a term of [LENGTH OF TIME]. By participating on this committee, you will have an opportunity to guide [SCHOOL NAME] in preparing students for success in your field.

The [NAME OF PROGRAM] advisory committee meets [#] times each school year. The first meeting will be on [DATE] at the [LOCATION]. The meeting will begin at [TIME] and end at [TIME]. Meetings are usually held on [DATE AND LOCATION]. In addition, calls to committee members are occasionally made as the need arises.

Please indicate your willingness to serve on this committee by confirming your interest in writing, either by email or in response to this letter at the address shown below. If you have any questions, or would like to discuss the committee’s work further before confirming your decision, please email me at [EMAIL] or call me at [TELEPHONE NUMBER].

Sincerely,          

 

Thank you letter

[DATE]
[NAME/ADDRESS]         

Dear [NAME]:

Thank you for your commitment to serving on the [CTE COMMITTEE]. Your cooperation and support are tremendously important in making sure our students have the opportunity to explore, and become prepared for, a career in [FIELD].

With your help and recommendations, we will continue to improve our efforts to serve these students and future employees. Our students and staff have already benefited from your guidance, and we plan to make other improvements resulting from your suggestions.

Please accept my sincere appreciation.

Resignation letter

[DATE]
[COMMITTEE CHAIRPERSON]
[ADVISORY COMMITTEE/SCHOOL/ADDRESS]

Dear [NAME OF COMMITTEE CHAIR]:

This letter is to inform you that I must resign as a member of the [CTE PROGRAM NAME] Advisory Committee, effective immediately.

It has been my pleasure to serve on the committee for [TIME PERIOD]. However, I feel I have no choice but to step down due to [OPTIONAL EXPLANATION].

I wish the organization only the best for the future, and I regret any inconvenience my resignation may cause.

 

Dismissal letter

[DATE]
[COMMITTEE MEMBER’S NAME/ADDRESS]

Dear [COMMITTEE MEMBER’S NAME]:

It is with considerable regret that I must inform you of the recent decision of the [CTE PROGRAM NAME] Advisory Committee to dismiss you from the committee as of [DATE]. As stated in our bylaws, committee members are required to attend at least one meeting per year and participate in student learning experiences at least twice per year. It has been noted that you have not met that requirement by other committee members. Thus the committee considered and passed an action of removal at our [DATE] meeting.

We all appreciate your desire to assist with the work of helping our students and hope that you can find another way to make a contribution.