All program of study (POS) activities are coordinated by partnering members (i.e., representatives from: postsecondary institutions, business and industry, economic and workforce agencies, secondary school districts, parents and students) who: (1) develop the mission, and goals of the POS; (2) share resources; and, (3) provide students with multiple opportunities to participate in structured learning experiences, project-based learning experiences, and worksite learning experiences (e.g., internships, job shadowing), when appropriate and available, for the purpose of achieving a common goal.
 
Partnerships with Business and Industry: Developing partnerships with representatives from business and industry are essential for developing, promoting, and sustaining CTE programs of study.  Strong employer participation is crucial in: (1) identifying occupations in the career cluster that fulfill the state’s economic need for qualified persons (the demand); (2) recruiting students for/and retaining students in programs of study (increase numbers) by offering them structured learning experiences in health care environments; (3) identifying occupational specifications and standards to ensure program quality (positive outcomes); (4) providing resources, powerful connections, and/or financial support to school districts for CTE programs of study (available resources); (5) providing structured learning opportunities to students to help them successfully achieve their career goals (empowerment); (6) identifying employability or “soft skills,” and the academic and technical skills that students must learn to be successful in occupations within the career cluster (increased expertise); and, (7) providing teachers with internship opportunities to help them design their learning environments, select appropriate teaching methodologies, incorporate project-based learning into lesson plans, and guide students in selecting an occupational focus that will meet their career expectations (positive learning environments). 

Partnerships with Economic and Workforce Development Agencies: Developing a partnership with representatives  from workforce and economic development agencies(e.g., WIB representatives) will assist school districts in: (1) identifying and validating the technical and workforce readiness skills that students must learn to be successful in their careers; (2) conducting an ongoing analysis of economic and workforce trends to identify statewide or regional needs for CTE POS development; and, (3) identifying local, regional and state labor projections which may influence the choice of the POS school districts develop will develop for students.

Partnerships with Postsecondary Institutions: Developing partnerships with postsecondary institutions (e.g., two-year and/or four-year postsecondary institutions) is critical for the success of the POS. In developing the POS, school districts are creating a “seamless transition” for students from secondary to postsecondary education. In order for students to successfully transition into postsecondary education: (1) both levels of education must coordinate student activities; (2) work together to develop program curricula; (3) sequence coursework from secondary to postsecondary education to eliminate duplication of course work; (4) determine secondary and postsecondary enrollment requirements and procedures; and, (5) create an articulation agreement or memorandum of understanding between secondary and postsecondary partners to support transfer of credit from one level of education to another. Secondary and postsecondary teachers are the change agents that transition students from the classroom to the workplace, or to postsecondary education and eventual careers.   

Additionally, secondary school districts and their postsecondary partners will ensure that students receive college credit for college courses they successfully complete during high school in an articulation agreement or memorandum of understanding. A well-developed formal agreement between secondary and postsecondary educators promotes high school completion rates among students, and provides postsecondary institutions with a vehicle by which they can obtain larger enrollments and better-prepared students.