In the evolving landscape of career and technical education (CTE), one truth is becoming increasingly clear: Meaningful stakeholder engagement is not just a requirement; it’s a catalyst for transformation.

Following the webinar, “Engaging Partners” as part of the OCCRL-ICCB CLNA webinar series. These webinar sessions challenge educators, administrators, and system leaders to move beyond transactional approaches to the comprehensive local-needs assessment (CLNA) and embrace a more dynamic, inclusive model of collaboration. This blog offers practical strategies to deepen that engagement and build mechanisms for ongoing feedback and assessment. Engaging stakeholders and the CLNA process is not just about checking boxes; it's about building bridges. What follows are insights into the importance of engagement, strategies for identifying stakeholders, and an acknowledgement of current challenges. A resource toolkit concludes the piece.

Why Engagement Matters More than Ever

The CLNA process is designed to ensure that local CTE programs are aligned with the actual needs of the workforce. But alignment doesn’t happen in isolation. It requires listening to and learning from those who live the realities we are trying to prepare students for: employers, community leaders, students, families, and educators.

The comprehensive local-needs assessment is not just a compliance exercise; it is a strategic opportunity to align career and technical education (CTE) programs with local workforce needs, equity goals, and student success. Stakeholders bring diverse perspectives, lived experiences, and valuable data that can:

• Illuminate gaps in access and opportunity.
• Validate labor market information with real-world insights.
• Strengthen partnerships for program improvement.
• Foster community ownership and accountability.
• Better outcomes for our students.

From Invitation to Influence

One of the most powerful ideas is the shift that must occur from “inviting stakeholders” to “empowering partners, which means:

• Creating space for co-design, not just consultation.
• Valuing lived experience alongside technical expertise.
• Using data to inform and provoke dialogue.

This approach reframes stakeholders as co-creators, which begins with identifying current and potential stakeholders.

Who Are Your Stakeholders?

Effective engagement starts with identifying the right mix of voices. Stakeholders are the backbone of a successful CLNA. They provide the insights, lived experiences, and resources needed to align CTE programs with local needs. To ensure inclusivity and effectiveness, broad thinking and intentional thinking about who should be at the table are crucial.

The following section outlines key resources, support systems, and engagement strategies designed to strengthen connections between schools, students, families, local employers and industry leaders, community-based organizations, workforce development boards, and advocacy and equity groups.

Students and Families

Students are the ultimate beneficiaries of CTE programs, and their families often play a significant role in influencing career decisions. Their voices reveal barriers to access, perceptions of program value, and equity gaps. Here are tips to curb such impediments.

• Conduct student focus groups by program area.
• Use family-friendly surveys in multiple languages.
• Host informational sessions at school events or community centers.

Local Employers and Industry Leaders

Engaging local employers and industry leaders in the CLNA process ensures that CTE programs align with the real-world demands of the workforce. Their insights help identify current skill gaps, emerging industry trends, and opportunities for work-based learning, making programs more responsive and beneficial for students and the local economy. Here are tips to include employers and industry leaders:

• Invite employers to advisory councils.
• Offer industry roundtables to discuss skill gaps.
• Highlight mutual benefits such as a stronger talent pipeline.

Community-Based Organizations (CBOs)

CBOs often serve underrepresented populations and can help bridge trust gaps between schools and communities. Furthermore, these organizations can provide valuable insights into the needs, challenges, and strengths of underserved populations. Their involvement helps inform the design and implementation of equitable and culturally responsive programs that can support students who might otherwise be overlooked. Here are tips on collaborating with CBOs:

• Partner with CBOs to host listening sessions in familiar spaces.
• Leverage their networks for outreach to hard-to-reach families.

Workforce Development Boards

Workforce development boards can play a crucial role in the CLNA process by providing data-driven insights into regional labor-market trends, in-demand occupations, and workforce gaps. Their involvement ensures that CTE programs are strategically aligned with local economic needs, helping students gain relevant skills for high-growth industries. Here are tips for collaborating with workforce development boards.

• Submit a request for data.
• Include them in data review sessions.
• Collaborate on regional workforce initiatives.

Employers

Employers are critical to the CLNA process because they provide firsthand insights into the skills, credentials, and competencies needed in the workforce. Their engagement helps shape CTE programs that are aligned with industry demands, ensuring students graduate with relevant, marketable skills that lead to meaningful employment. They can also provide internships, apprenticeships, and job placements. Here are tips on collaborating with employers:

• Invite employers to advisory councils.
• Offer industry roundtables to discuss skill gaps.
• Highlight mutual benefits like a stronger talent pipeline

Secondary Education Partners

K-12 institutions can support the expansion of seamless pathways for students who are transitioning from high school to higher education. Practitioners understand program strengths and challenges from the inside. They also influence student participation and success. Here are some tips on collaborating with secondary education partners:

• Identify and build relationships with local K-12 personnel, both administration and faculty.
• Coordinate dual-credit programs and articulation agreements.
• Share student outcome data to identify gaps and opportunities.
• Conduct teacher surveys on curriculum needs.
• Host professional learning communities to share best practices.

Advocacy Groups

Examples of advocacy and equity groups that could be valuable participants in the CLNA process include Urban League chapters, La Raza or UnidosUS, the National Disability Rights Network, LGBTQ+ advocacy organizations, local tribal councils or Native American and Asian education organizations, as well as regional agricultural extension offices or 4-H chapters. Here are tips on collaborating with advocacy groups:

• Invite them to equity audits and policy discussions.
• Use their expertise to identify systemic barriers.

Challenges Faced in Stakeholder Engagement

While the benefits of stakeholder engagement in the CLNA process are apparent, such as gaining richer insights, fostering more substantial community alignment, and achieving more equitable outcomes, the path to accomplishing these goals is often complex. Practitioners may face various challenges that demand intentionality, creativity, and a deep commitment to equity.

Limited time and capacity are the most common barriers. Many stakeholders, especially educators, small business owners, and working families, juggle multiple responsibilities. Asking them to attend meetings, review data, or participate in planning sessions can seem burdensome without flexible options. To address this, practitioners should design engagement opportunities that respect people’s time, such as short surveys, virtual drop-ins, or integrating feedback into existing community events.

Lack of trust or historical disconnect can also limit participation. In communities where past engagement efforts felt performative or resulted in little change, stakeholders may be skeptical of new initiatives. Building trust takes time and consistency. It requires transparency about how input will be used, follow-through on commitments, and a willingness to listen deeply.

Communication barriers, including language differences, digital access limitations, and unfamiliarity with educational jargon, can hinder meaningful participation. Stakeholders may not feel comfortable speaking up or fully understanding the process. Overcoming these barriers involves offering multilingual materials, using plain language, and providing multiple ways to engage, such as phone calls, in-person visits, or community liaisons.

Uneven representation poses another challenge. Without intentional outreach, certain voices such as students with disabilities, English learners, rural families, or those experiencing poverty may be left out of the conversation. This can lead to decisions that unintentionally reinforce existing inequities. Practitioners must actively recruit diverse participants and create inclusive spaces where all voices are valued.

Data overload or misalignment can make engagement feel inaccessible. Stakeholders may be presented with complex charts, acronyms, or statistics that do not connect to their lived experiences. When data feels abstract or irrelevant, meaningful dialogue becomes difficult. To counter this, practitioners should translate findings into clear, relatable formats that utilize visuals, storytelling, and real-life examples to resonate with the community.

Overcoming barriers to reach meaningful stakeholder engagement requires more than just addressing logistics; it involves mindset and mission. Intentionality means being deliberate about how stakeholders are identified, invited, and involved. It requires practitioners to ask: Whose voices are missing? Whose input will shape decisions? This involves mapping out stakeholders thoughtfully, setting clear goals for engagement, and ensuring that every step of the process is inclusive and purposeful.

Creativity comes into play when traditional methods fall short. Not everyone can attend a formal meeting or interpret a dense data report. Practitioners must think outside the box, utilizing storytelling, visual tools, community events, and digital platforms to make engagement both accessible and engaging. Creative approaches also help build trust and foster genuine dialogue, especially in communities that may be skeptical of institutional processes.

Finally, a commitment to equity must be the foundation of all engagement efforts. This means more than inviting diverse voices; it means actively removing barriers to participation, valuing lived experience as a form of expertise, and ensuring that historically marginalized groups have genuine influence in shaping outcomes. Equity-driven engagement is not a one-time effort; it is a continuous practice of listening, adjusting, and co-creating solutions that reflect the needs of all learners and communities.

Practitioner Toolkit: Resources for Effective Stakeholder Engagement

Begin with a stakeholder mapping exercise to identify key individuals and groups based on their level of influence and interest. For example, local employers often hold high influence and have genuine interest, making them ideal candidates for advisory councils or site visits. Students and families, while not always in decision-making roles, typically have high interest and valuable insights. Engaging them through focus groups and surveys can uncover barriers to access and perceptions of program effectiveness. Community-based organizations (CBOs), which may have moderate influence and interest, are excellent partners for outreach and trust-building, especially in underserved areas. Formalizing these relationships through partnership agreements can strengthen long-term collaboration and foster mutual trust.

Next, employ a targeted outreach strategy to engage stakeholders in the process. A sample email template can help practitioners communicate the purpose of the CLNA and the value of stakeholder input. The message should be clear, inclusive, and action-oriented, inviting recipients to attend events, complete surveys, and participate in advisory roles.

A well-structured engagement timeline ensures that stakeholder involvement is not a one-time event but a continuous process. Begin with pre-assessment activities, such as stakeholder mapping and outreach planning. During the data review phase, the host listens to sessions and distributes surveys to participants. As you move into solution design, facilitate co-creation workshops and advisory meetings to support the development of practical solutions. After submission, maintain momentum through feedback loops and annual check-ins.

To sustain engagement, implement feedback mechanisms that enable stakeholders to share input throughout the year. These can include quarterly advisory meetings with rotating membership, digital suggestion boxes, and annual community reports that highlight progress and invite further dialogue.

Finally, apply an equity lens to every step of the engagement process. Ask yourself:

• Are materials available in multiple languages?
• Are meetings scheduled at times that accommodate working families?
• Are underrepresented groups actively recruited and supported in participating?

These questions help ensure that engagement is inclusive, accessible, and aligned with the CLNA’s equity goals. As Illinois continues to prioritize equity and excellence in CTE, stakeholder engagement will be a cornerstone of success.

Conclusion

As Illinois and other states continue to refine their CLNA processes, the message is clear: Stakeholder engagement is not a side task; it is the foundation. By investing in relationships, honoring diverse perspectives, and fostering shared ownership, we can build systems that are not only compliant but courageous. By embedding community voices into every phase of the CLNA, practitioners can ensure that programs are responsive, inclusive, and future-ready.