CTS Program and Pathway Planning for Administrators

Some CTS courses can be delivered in classrooms, while others require the use of more specialized facilities; e.g., commercial kitchens, automotive labs, computer labs. Schools are encouraged to use on- and off-campus learning environments in addressing student needs while ensuring the safe and effective delivery of CTS courses. CTS learning environments, whether on- or off-campus, must adhere to the policies and guidelines for facilities, equipment, and safety as defined in the CTS course parameters.

A key factor in the effective delivery of CTS courses is the involvement of qualified and enthusiastic teachers. While CTS courses can be delivered by certificated teachers having expertise and interests suited to providing instruction in CTS settings, certain CTS courses require instructor qualifications in addition to a professional teaching certificate. Individuals who perform hazardous work must have adequate qualifications, training, and experience.

CTS teacher qualification and selection processes must address the instructional qualifications as defined in the occupational area and/or course parameters. When a certificated teacher with the required credentials is not available to teach a CTS course, school authorities may choose to employ a non-certificated instructor. It is the responsibility of the school authority to ensure that the requirements for supervision of non-certificated instructors are met.

Community support and involvement in the delivery of CTS courses and pathways are significant in providing flexibility for program delivery that meets local needs. School authorities are encouraged to access the available resources within their community. Partnerships developed with post-secondary institutions, community organizations, and/or businesses establish links to the community, support sustainable programs, and provide students and schools with learning opportunities.

High-quality resources are critical to the successful implementation and delivery of CTS courses and pathways.

Equipment and machinery has been identified as one of the largest cost considerations for CTS courses.

Developing CTS facilities is a collaborative process involving the teachers, administrators, students, and community. Decisions regarding facilities and equipment are made on the basis of student need, knowledge of the CTS program of studies, and further post-secondary education and workplace opportunities.

Schools may choose to maximize options for the delivery of CTS courses by modifying current class scheduling practices, creating a school authority schedule or timetable, and/or combining methods of delivery.

Schools are encouraged to consider the many methods of course delivery available to them when they plan CTS course offerings. While most CTS courses can be offered through standard class scheduling practices, the structure of CTS, with its focus on outcomes and the use of off-campus delivery and enhanced distance learning tools, enables schools to expand student access to CTS courses.

CEU (Credit Enrolment Unit) is a funding unit used to calculate base instructional funding at the high school level for school authorities. CEUs are assigned when the course, the student, and the student’s achievement in a course meet all established criteria that are identified within the Funding Manual for School Authorities.

• CTS courses submitted as complete (COM), incomplete (INC) or withdrawn (WDR) are considered completed for funding purposes when a student has worked on and been assessed on at least 50 per cent of the course content.


• 20 percent of CEU funding rate is provided for successfully challenged courses.


• CTS CEU funding is determined by the occupational area.


• Funding for CTS dual enrolled dual credit courses is associated with the use of the dual enrolment flag (DEF) within PASIprep.

The practical application of the attitudes, skills, knowledge, and values developed in CTS courses may require students to participate in organized and supervised work study, work experience, practicum, and/or off-campus activities. Refer to the Off-campus Education Handbook.

Safety programs and practices in place within schools must support the implementation of CTS, as well as other school programs. It is critical that school authorities identify key issues and comply with legislation related to health and safety in CTS learning environments.

School administrators are encouraged to design a communication plan to inform all client and stakeholder groups about the goals and structure of the CTS program offered by their school. The communication plan should include an initial orientation to CTS and ongoing strategies to reinforce and expand understanding of the CTS program and how it is evolving in the school and community. To assist in this task, information packages may be developed and modified to address the needs of different groups.