How Kellise Williamson is Designing Postsecondary CTE Systems to Increase Economic Mobility

Part of the Fellow Feature Series

CTE Voices
• February 25, 2025

In September 2024, Advance CTE and ECMC Foundation announced the third cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship). The Advance CTE — ECMCF Fellows are aspiring leaders from across the nation and an embodiment of the Fellowship’s goal of intentionally building leadership pipelines to address the shortage of successive talent available in state postsecondary career technical education leadership.

This blog is part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Advance CTE interviewed Fellow Kellise Williamson, postsecondary credit and Pathways in Technology Early College High School (P-Tech) coordinator within the Office of College and Career Pathways at the Maryland Department of Education.

Q: Let’s start with your journey into CTE. How did your background shape your path into this field?

A: My journey into CTE has been deeply shaped by both personal and professional experiences. Even as a young college student, I recognized the transformative power of education, especially when learning was directly linked to real-world career opportunities. Throughout my 17-year career, I have served in various roles across private higher education institutions, my local community college, the state department of education, and an assortment of community organizations. This broad experience has given me invaluable insight into the critical need for strong, skill-based learning pathways. It has fueled my passion for championing CTE as a bridge between education and workforce readiness, ensuring that learners are equipped with the skills and opportunities they need to thrive in today’s evolving job market.

Q: In some states, postsecondary CTE is a loose affiliation of community colleges, technical colleges, and secondary dual credit opportunities and not a true postsecondary CTE ecosystem. How do you address this challenge in Maryland?

A: Maryland has adopted a strategic and intentional approach to strengthening its postsecondary CTE ecosystem by fostering deeper collaboration among higher education institutions, local education agencies, and workforce partners. Our focus is on seamless alignment by integrating dual enrollment opportunities, apprenticeships, and industry-recognized credentials to create a cohesive learning experience. Additionally, we are committed to ensuring that students have clear, accessible pathways from secondary education into postsecondary CTE programs that lead to high-wage, high-skill, and in-demand careers. By bridging education and workforce needs, Maryland is empowering students with the tools and opportunities necessary for long-term success.

By bridging education and workforce needs, Maryland is empowering students with the tools and opportunities necessary for long-term success.

Q: You’ve been vocal about the need to connect all learners to postsecondary CTE. Why do you think this is such a crucial issue?

A: Postsecondary CTE is a powerful catalyst for economic mobility and workforce development. High-quality CTE programs offer a direct pathway to in-demand careers, equipping students with the skills and credentials needed to enter the workforce or further their education. These programs are essential in expanding opportunities for all learners to ensure equal access to career advancement. By providing hands-on training and industry-aligned education, postsecondary CTE accelerates success, empowering students to achieve their professional goals more quickly and effectively.

Q: You’ve spoken before about your commitment to advancing education and improving organizational practices. Can you share how this commitment has shaped your leadership and actions in your current role?

A: My dedication to advancing education and enhancing organizational practices is driven by a commitment to innovation, strategic partnerships, and data-informed decision-making. In my current leadership role, I actively collaborate with educators, CTE practitioners, state education officials, and families to drive systemic change that promotes closing gaps in access and performance across the state’s educational landscape. My work prioritizes student-centered policies, continuous program improvement, and meaningful industry engagement to ensure learners are equipped for success. A key focus is breaking down silos and creating a seamless, integrated system where secondary education, postsecondary pathways, and workforce development intersect, ensuring that every student has a clear, supported journey from education to career.

Q: What do you see as the future of CTE in Maryland, and what challenges do you think need to be addressed?

A: The future of CTE in Maryland is bright, driven by a strong focus on industry partnerships, work-based learning, and stackable credentials that create seamless career pathways. However, challenges persist, including the need for sustainable funding, closing access and performance gaps, and ensuring programs remain aligned with the evolving demands of emerging industries. Overcoming these obstacles requires continuous collaboration among stakeholders, innovative policy solutions, and an unwavering commitment to expanding access to high-quality CTE opportunities for all learners. By addressing these challenges head-on, Maryland can further strengthen its CTE ecosystem and empower students with the skills and credentials needed for long-term success in a rapidly changing workforce.

A key focus is breaking down silos and creating a seamless, integrated system where secondary education, postsecondary pathways, and workforce development intersect, ensuring that every student has a clear, supported journey from education to career.

Q: You’re clearly passionate about creating long-term change. What advice would you give to others who want to make a difference in CTE and postsecondary participation and attainment?

A: I encourage those passionate about making a difference in CTE to prioritize collaboration, advocacy, and innovation. Building strong partnerships with industry leaders, actively listening to student needs, and championing policies that promote equal access are essential to driving meaningful change. Stay persistent in your efforts to transform the system by recognizing that even small, incremental steps can lead to significant, lasting improvements in both educational and workforce outcomes. By fostering a shared vision and embracing forward-thinking solutions, we can create a more effective and dynamic CTE landscape for all learners.

Q: As a participant in Advance CTE’s National Fellowship, what do you hope to gain from this experience?

A: This Fellowship offers a unique opportunity to collaborate with like-minded professionals, gain national insights, and refine strategies for strengthening CTE at both the state and local levels. I am excited to leverage this experience to further enhance Maryland’s CTE ecosystem, drive forward-thinking policy innovation, and expand equal access to high-quality career pathways. By engaging with national best practices and thought leaders in the field, I aim to help shape a more responsive CTE landscape that empowers all learners to succeed.

Kellise’s journey to CTE leadership emphasizes the importance of leaders building systems that are connected, collaborative, aligned, and designed intentionally to offer multiple options in career pathways. Her insights are just one example of the incredible work being done by the fellows of the Advance CTE National Fellowship. To learn more about Kellise and other inspiring leadership fellows, visit the Postsecondary State CTE Leaders Fellowship page, where you can discover how postsecondary CTE accelerates success and equips students with the skills necessary to achieve their professional goals.