Month: May 2016

Benjamin Disraeli said it best: “Upon the education of the people of this country, the fate of the country depends.” In a recent meeting with ACTE members from around the state, we all got on the subject of employee appreciation.>#0160; It is becoming a lost art.>#0160; In our discussions, many stated that their respective schools/colleges were losing quality educators, which is resulting in a brain drain and low morale.>#0160; I thought I would look into this anomaly a little more and here is what I found.>#0160;

In a study of Employee Engagement in the workplace, when employees were asked what educational leaders could do to improve employee engagement, 58% responded, “Give Recognition.”>#0160; Employees who are not adequately recognized at work are three times more likely to leave the following year.>#0160; A recent Gallup poll stated, “The number one reason most Americans leave their jobs is that they don’t feel appreciated.”>#0160; I have always been one to say, “If you take care of your employees, your employees will walk through walls for you.”>#0160; All you have to do is look at statistics to see that disengaged workers cost the economy over $300 billion every year (Gallup, 2010).>#0160;

Too many times in education, it comes down to an “Us vs. Them” mentality between administration and faculty and staff…with only the student losing.>#0160; Education, when you think about it, is a lesson in mediocrity.>#0160; Now, before you throw something at the computer, let me explain.>#0160; You have some extremely dedicated educators who absolutely have an undeniable passion for what they do.>#0160; They volunteer for any extra teaching loads, serve on numerous committees, offer their services writing grants, and go above and beyond what is listed in their job description.>#0160; Then, on the flip side, you have the “others.”>#0160; The ones who see their job as nothing more than a paycheck.>#0160; They only show up to teach what they have to: don’t you dare ask them to serve on any committees and you have to be crazy to ask for help planning any activities.>#0160; Yet, when it is time for raises, we all get the ol’, across the board increase. This obviously results in a deteriorating effect on the morale.>#0160;

So, with dwindling budgets and unhappy educators, what is the answer?>#0160; The answer is a resounding EMPLOYEE APPRECIATION!>#0160; According to SHRM/Globoforce Employee Recognition Survey (2012), 85% of the companies spending a mere 1% or more of payroll on recognition see a positive impact on engagement. It should be simple.>#0160; Motivated employees invest more effort and enthusiasm in their work since they feel they have a purpose.>#0160; This should be an extremely important part in any educational institution’s goals as well as fresh in an administrator’s vision for their institution.>#0160;

So, to all my fellow faculty, staff and administrators…I want to recognize you and say a resounding THANK YOU.>#0160; Thank you for what you do each day, educating the next generation of smart and talented individuals.>#0160;

Rich Flotron a 2016 Region III ACTE Fellow

“What do we need any other classes for? We>#39;ve had geography, math, and science all in one
week and you even make us do reading and writing.” I remember the day one of my students walked in and posed that question and then rattled off how much her agriculture class offered.

That young lady was right: agricultural education, as well as all of our career and technical education courses, provide the opportunity to apply what students are learning in their academic classes to life and career skills.>#0160; It is important to me as an agricultural educator to integrate a multitude of academic concepts because it helps these students gain an appreciation for what their academic courses are providing them as a skill set.>#0160; However, in order to do that, I cannot isolate in my classroom during prep periods, even if that seems like the more favorable option in terms of juggling all my responsibilities.

One of the biggest challenges I face is the fact that I don>#39;t have common planning time with my academic colleagues to be able to partner with the language arts teacher or share with the science teacher. I envy teachers who work in programs which are part of academy models where they see the same students that the English teacher, Mathematics teacher, Social Studies teacher and Science teacher see, which allows them to develop cross-curricular partnerships. I have seen this model create problems, situations and real-life scenarios that apply the career and technical education areas and infuse those themes into the other content areas. As a middle school program, I try to do that where I can but face the challenge that the students I have in one class might be taught by four or five different math teachers.

I could use this challenge as an excuse; however, I choose to do what so many of us in CTE do – overcome so we can best help our students. Helping them see the value of academics through application in CTE is part of what I see as “best.” Being aware of concepts and topics covered in other classes could be hugely beneficial, but I have to actively seek out my academic colleagues. Every so often, I mention something to hear a student say “We talked about that in . . .” This gives me a chance to ask the student what they are learning but also rise above the challenge of isolation and reach out via email to the academic teacher and inquire a little more. >#0160;>#0160;

I also break the isolation by following my colleagues on Twitter.>#0160; If they post a tweet or photo from a lesson that intrigues me, I seek them out to discuss it. One hundred forty characters might be good enough to share an idea, but a rich exchange takes more.>#0160; I read papers left behind in the copier room.>#0160; Sound nosy?>#0160; No. I’m just trying to see what they are doing and if I can make connections for my students. I wander the hall every so often. Besides getting some Fitbit step credit, I can hear and see what my colleagues are currently teaching.>#0160; I invite them in to see what we are learning. (Only one has taken me up on the offer so far.) I greet students at the door as class starts and ask about their other classes. All of these strategies help me to better make connections between what they are learning outside of my classroom and what is going on in it.

As career and technical educators, I believe we have a responsibility to actively communicate with our academic counterparts so that we can better integrate academic concepts as we teach, be aware of how students are using the skills, and help our students thrive.

I would love to see some comments on this post about how you communicate with your colleagues.

Robin Claire McLean, Ed.D.
2013 Association for Career and Technical Education Teacher of the Year
Agriscience Educator, Northern Burlington County Regional Middle School
National Board of Professional Teaching Standards Certified – Career and Technical Education

I was recently sitting in a room full of administrators participating in a professional learning meeting to attain credit to keep my administrative certification current and in good standing. I had had to attend several of these meetings over the course of the semester. While the content was relevant and included things each of us needed to know, I found myself being a little frustrated as I sat through them. I found myself thinking of all the things I could be doing back in my classroom. I guess I was feeling like my students may feel sometimes in their classes… just a bit bored.>#0160; That was until the presenter started a discussion on vocabulary as she moved through the presentation, when I found myself drawn in.

The presentation focused on how a student can’t learn (especially comprehend) what they read if they do not understand the words or vocabulary being used, and how the depth of a person’s vocabulary is influenced at an early age. She expressed to us that an administrator must encourage and expect their teachers to work with students on vocabulary in their content area. This started me thinking about how those of us in career and technical education have our own language that those outside of our profession, for the most part, do not understand. For example, in the state of Alabama all career tech programs are required to complete the ‘BIC process.’ Now those of us in career tech in Alabama understand what this process is, but say the word ‘BIC’ to anyone else they might think you are talking about a lighter. The Business and Industry Standards (BIC) process certifies career tech programs that are viable, have the required resources, meet credentialing standards for students, maintain current advisory committees and have active Career Tech Student Organizations. Most importantly, these standards ensure career tech programs are turning out students who are college and career ready and are ready to be a thriving part of a skilled workforce in the state of Alabama.

Just like it is important for students to understand the vocabulary in our courses to be successful, it is important for those outside of career tech education to better understand CTE and how important it is to students, communities and this country as a whole in order for CTE professionals to continue to succeed. We must continue to use our words as a power tool of sorts to break old stereotypes of what once was ‘vocational education.’ For example, when I tell others about what topics Family and Consumer Sciences now covers and how it integrates core subjects like math and science into its curriculum, many are surprised. This shows me that we have work to do, not just in FACS but in all other areas of CTE!

Career and technical education programs in the state of Alabama and across this country are giving thousands of students opportunities to learn and develop skills that will last a lifetime. We as CTE professionals must give those outside of CTE a vocabulary lesson.>#0160; We must choose our words wisely when speaking about our programs and train those in decision-making positions about all aspects and benefits of CTE. We need to use our voice to advocate for our programs, increase funding, and bring awareness to all that CTE has to offer. I encourage you as CTE professionals to be educators of parents, business leaders, decision-makers, and the public as a whole on how CTE has changed, what we do, and how vital our programs are so that they can fully comprehend what an important role we play in the education of America’s future generations. It’s up to us!

By Kimberly Mitchell a 2016 ACTE FACS Fellow

In August 2012, I moved from Memphis, Tennessee to Prince George’s County, Maryland, to continue my career in career and technical education (CTE) after my position was eliminated twice back home. I credit this move as being one of the absolute best decisions I have ever made. However, in February 2013, I thought I would face the same fate as previous years. My principal told me he would have to eliminate several positions, including mine. Nonetheless, I kept working but began seeking new employment. Right before the school year ended, my principal told me he had a new opportunity for me: I would become a Career Academy Coordinator. >#0160;I had no clue about this new role but I had one week to recruit 20 students for the program.

I met Tommy Andrades during the 2012-2013 school year. I went out of town during the first few days of school, leaving work for the students in my absence. When I returned, most of the students had completed their work. However, Tommy had worked on a different activity having drawn a beautiful 12×12 spider on his table. I was angry but then realized although Tommy could seemingly keep up in class, he could barely read and write. Tommy was an English language learner and special education student who started school and received services late in life. However, I taught Tommy in my food and nutrition course and he became our quiet storm. He didn’t say much but he could run a kitchen with ease. He was a great leader and had amazing skills. When the opportunity came for me to recruit students for the culinary career academy, Tommy was the first on my list.

Tommy graduated high school in May 2015, with a 2.9 GPA, and his ServSafe certification (scoring 86% on his test). Tommy now attends culinary school within the Ana G. Mendez University System in Washington, DC. >#0160;In December 2015, Tommy informed me he has a 3.0 GPA, is working in industry, and receiving assistance in literacy. Tommy is a success in my book and I anticipate him living a good and prosperous life with his family. I am thankful for being in the right place, at the right time.>#0160;

Candice Mott a 2015 Region I ACTE Fellow

The Rewards of Increasing Awareness of Student Opportunities

My name is Eli Lopez and I am a junior at Mountain Ridge High School. I was recently elected into the Chief Science Officer (CSO) program and I am excited about being a part of what I believe is a revolutionary idea. The Chief Science Officer program is essentially a program with the aim of integrating STEM (Science Technology Engineering and Math) into school curriculum. This program is innovative because it allows student representatives to offer their perspective on an issue, which further enables students to directly communicate with many of the officials that are in charge of integrating STEM into schools. This builds communication where it is needed the most: between the lawmakers who are mandating policy, and the students who are directly affected by it. One issue that caught my attention was when Arizona Representative Heather Carter was taking about how one of the biggest concerns for parents was affording to send their kids to college with the obvious barrier being the increasing price of collegiate education.

I think that the solution to this issue is the same as what the fundamental focus of the CSO program should be: provide students with a number of opportunities and ensure that they are aware of them. >#0160;For example, the aforementioned issue regarding the price of college could be solved by making students aware of financial aid options. In my experience, scholarship opportunities are plentiful in this day and age, but few students take advantage of these opportunities because they just aren>#39;t aware that they exist.

As for the CSO program, our main focus for these next few years should be to raise awareness of STEM opportunities in schools, integrate a more STEM-rich curriculum in the classroom, and provide a wide range of opportunities for students in STEM classes and related clubs for them to be successful.

>#0160;In conclusion, I think the meeting was very productive due to the fact that we, the students, were able to voice our opinions and experiences on the subject of STEM and its place in our schools today and the future of this organization as well.

By Eli Lopez a student and Chief Science Officer at Mountain Ridge High School in Glendale, AZ.

>#0160;

The Importance of STEM Awareness

Hello, I am Emma Eddy, I am a senior at Mountain Ridge High School and I was recently elected as >#0160;the Chief Science Officer (CSO).

I hadn>#39;t heard of this program before but from this workshop I learned what this program is really about. Our school has a lot of STEM opportunities but not a lot of the students are aware of them. I think one of our biggest goals in the program should be opening the doors to more students so they realize that anyone can get involved in STEM careers and STEM classes. The more we raise awareness for these students, the more participation students will have in these classes and the students will be better prepared for the real world applications that STEM provides.

Overall, this was a great introduction into what I believe to be a great program and I am excited to keep moving forward.

By Emma Eddy a senior and Chief Science Officer at Mountain Ridge High School in Glendale, AZ.

(Photographed from left to right: AZ Rep Heather Carter, Eli Lopez, Emma Eddy).>#0160;

During my time at this year’s National Policy Seminar (NPS) in our nation’s capital, I was able to attend the State Leadership Training
Program (SLTP).>#0160; Of the two sessions that I was able to attend, I was enthused to see and meet a number of CTE state leaders from around the nation. Like a sponge, I was able to sit by and not only listen to the presentations but also the feedback and questions from the state leaders.>#0160; Like a true CTE student, I learn best by seeing, hearing and performing the tasks being taught.>#0160; I have always found that going to and participating in various trainings, even though they may not be specific to my profession, has always benefitted me.>#0160; They have taught me different teaching styles, presentation formats and just how to be a more effective educator.>#0160;

Again, like most career and technical educators, my background was not grounded in education.>#0160; I was fortunate enough to have a bachelor’s degree before I entered my chosen profession but it was not in education.>#0160; I was in my career for almost 6 years before being offered training.>#0160; Once I got the bug for becoming an educator for adults, it turned into a passion. To me, training is an investment, not an expense, and I try my best to reinforce that in my students.>#0160;

So, much to my pleasure, being blessed to be named the Region III ACTE Leadership Fellow was a true honor.>#0160; One of the benchmarks of being a Fellow is having the opportunity to attend NPS.>#0160; While there, I was able to consort and mingle with a variety of CTE educators and came away much wiser and with much more appreciation for what we do.>#0160;

The other training session I was able to attend during the State Leadership Training Program was Mike Woods’ session on Delegation.>#0160; I was able pick up some very helpful skills.>#0160; Many of them hit me squarely between the eyes.>#0160; If I could admit to a weakness, it would definitely be delegation.>#0160; I learned that I am not alone when it came to my fears of delegating my authority.>#0160; One of my biggest fears is that, “nobody can do it as good as I can.”>#0160; As I grow in my leadership position, I have found that delegation can be very helpful in certain scenarios and can also offer valuable training to a co-worker.>#0160; There is a quote that hangs in my office that says, “Don’t be irreplaceable.>#0160; If you can’t be replaced, you can’t be promoted.”>#0160; The only way you can ever move up to more responsibility is for someone else to know how to do your job.>#0160; I have also learned that in order to decide who to select for the task, you have to consider various different factors, such as the current workload of the employees, the employees’ particular strengths and weaknesses and their training and experience level.

As educators, we are tasked with re-training the country’s workforce.>#0160; That alone is a monumental task and I just want everyone outside of CTE to know and understand that this country is truly fortunate to have such a dedicated number of individuals who are striving every day to better prepare today’s workforce for the needs of tomorrow.>#0160;

Rich Flotron the Region III 2016 ACTE Leadership Fellow

>#0160; A Career and Technical Education (CTE) teacher cannot insulate themselves behind a check list of competency skills without developing a student>#39;s ability to understand the conceptual framework of their career pathway.>#0160; By this criterion, a rigorous CTE curriculum must be designed to integrate both academic content and workplace skills.>#0160; For my CTE Program in Medical Laboratory and Health Assisting, future health professionals first discover how to ask scientific questions, and then learn the methodology to provide a valid answer.>#0160; For health professional at any level, science is the academic focus and technology is the faithful servant of a keen and trained scientific mind.

>#0160; Approximately one thousand CTE students graduated from my CTE program since its inception, and graduates went on to be, nurses, medical assistants, paramedics, doctors, technicians, researchers, physician assistants and other related health therapists from the same core CTE curricula sequence.>#0160; Today, every health professional needs college-level, scientific knowledge to successfully assess and implement medical technology.>#0160; Medical errors (associated with inattentiveness and reliance on information technology), hospital infections, (related to careless implementation of procedures),and medication errors account for over two-hundred thousand or more preventable deaths annually in U.S. hospitals. Health professionals, who are trained to understand and follow the scientific method, will stop many of these unintended mortalities.

>#0160; From our perspective, the preparation of a nurse, EMT, or doctor does not begin with teaching simple skills, but starts with a discussion in a high-school bacteriology class as part of a CTE medical laboratory sequence.>#0160; Treatment for diarrhea, for example, may begin with an understanding of the epidemiology of Clostridium difficile infections and the role of the microbiome.>#0160; Since the 1920’s and the Flexner Report, well-trained health professionals were first instructed in the scientific method and academic, scientific content, then with methodology and technology.>#0160; The recognitions of this conceptual framework in our NYSED-approved Program leads to the acknowledgment that career competencies, rigorous academics, and integrative skills (which build character) are blended together and necessary.

>#0160; In our Medical Laboratory and Health Assisting Sequence, we had exceptional success as graduates entered a myriad of health professions. Initially, consider the core elements of a successful career when you are designing a CTE curriculum.>#0160; Our students are provided with experiences gained from a blend of academic scientific content and CTE, core competency skills.>#0160;>#0160; At the high-school level, do not prepare a student to succeed only in the attainment of a perfunctory skill set, because they will not understand the conceptual framework.>#0160; In pedagogical context, the Next Generation Science Standards, and to a far lesser extent:>#0160; Common Core Standards, can provide the additional bulwark for the design of the curriculum and assessment.>#0160; Our Program is a novel approach to CTE, medical laboratory curriculum design, but, I think, our graduates appreciate the risks>#0160; that we took!>#0160; Students are given two national assessments: health assisting and biotechnology, with the option for an EMT certification (with additional semester of course work after school at eighteen years-of-age).

>#0160; Then, we worked with several ELA teachers to create a senior elective which used fiction and nonfiction to explore topics related to infectious disease, genomic sciences, genetic manipulation, and medical ethics.>#0160; Examples of the books and authors discussed are:>#0160; The Immortal Life of Henrietta Lacks by Rebecca Skloot, Autism False Prophets (MMR vaccine fraud and politics of misinformation), by Dr. Paul Offit, and a collection of great fiction by Tess Gerritsen, Robin Cook, or Sir Conan Doyle (frustrated by the practice of medicine but not the scientific method:>#0160; (see) The Remedy by Thomas Goetz). The ELA curriculum provides the social and historical bulwark to support the scientific discussions in the medical laboratory courses. Moreover, the social studies teacher can be encouraged to discuss in a senior economics elective the micro- and macroeconomics associated with cost of healthcare and funding since it is so much a part of the gross national product of the United States.

>#0160; In conclusion, considering that the CTE sequence prepares students for a career pathway, the instructor can naturally draw in and collaborate with the other academic disciplines to prepare the students.

By Robert Marraccino, Ph.D. M.S. Edu, Instructor and Curriculum Developer for Medical Laboratory and Health Assisting Program NYC DOE (2002-2013).

1. We Learn from the Best

As CTE students, we have access to some of the most qualified instructors out there! Practically every CTE teacher has long history
of industry experience and strong qualifications in the field that they are teaching. With the new push of experiential learning and real-world application in all classes, CTE educators prove once again that they are ahead of the game.

All of my teachers have integrated project-based and real-world learning opportunities into their curriculum (and have since the beginning). That’s what makes everything so interesting! Having the opportunity to take what we learn and apply it in a real world scenario is really beneficial, especially because we’re training for the workforce1.

2. We’re Going to Make More Money

With the quality of education that our teachers are giving us, we’re definitely headed in the right direction for a strong and stable life. But let’s talk money… Statistically proven, a person with a CTE related degree earns between $4,000 and $19,000 more a year than someone with a humanities degree. Over a thirty-year period, that’s an additional $120,000 – $570,000 more2.

I don’t know about you, but I’m not opposed to a couple extra hundred-thousand in my lifetime!

3. We’re Leaders in the Making

As CTE students, we have access to eleven different Career and Technical Student Organizations, each one specific to our content area. These organizations give us opportunities to attend awesome conferences, leadership training, rigorous competitions, and opportunities to serve our peers in officer roles on the local, state, regional, and national level.

With over 2 million student members combined, CTSOs bring together students and allow us to collaborate with each other on projects, express our competitive edge, apply the skills we’ve learned in the classroom, and make some great friends along the way3. In fact, some of my greatest memories and friends come from my time as an Arizona FCCLA State Officer!

4. We Travel Across the Country

The conferences I mentioned earlier? Well, they take place in some of the coolest cities across the United States! So while everyone else is stuck working all day, us CTE students are off in Chicago, Los Angeles, New York City, and Washington DC expanding our network! While we do spend most of our days inside the conference center, we do get the occasional break to Disneyland, the White House, or the Empire State Building. It’s okay to be jealous.

My favorite conference to date was the FCCLA Capitol Leadership conference in Washington, DC. As a junior in high school I was able to meet my state’s elected officials and lobby for Career and Technical Education. It was such an eye-opening experience, and one that I will carry with me forever.

What’s Your CTE Experience?

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References

1. Association for Career and Technical Education. >quot;Career and Technical Student Organizations.>quot; Association for Career and Technical Education. http://www.ctsos.org/wp-content/uploads/2014/02/CTSOTrifoldNoMembership.pdf (accessed April 11, 2016).

2. —. What is CTE? https://www.acteonline.org/cte/#.VwsIlcfKlOE (accessed April 11, 2016).

3. Jacques, Catherine. What All Educators Can Learn From CTE Teachers. February 20, 2015. http://www.ccrscenter.org/products-resources/blog/what-all-educators-can-learn-cte-teachers (accessed April 11, 2016).

By Cody Hays, an Accelerated Bachelor/Masters in Career and Technical Education student at Northern Arizona University

Did you know that CTE is a unique combination of English, Math, Science, Social Studies and even World Languages? Did you know that every CTE pathway integrates academics as a standard practice? Did you know that enrollment in CTE is a strong predictor of staying in high school – especially for boys? Did you know that other teachers could benefit from collaborating with CTE teachers and students to create relevant and/or practical short or long- term projects? Did you know academic and technical teacher collaboration is one of the hardest tasks to complete?>#0160; If you answered, “yes” to one or all of these questions – you are a CTE educator! If you answered, “no” to one or all of these questions – keep reading…

I believe the “blaring” reflection is around the last question. We won’t spend too much time on the question because for some it is an observation and for others it is a real-life experience.

Did you know academic and technical teacher collaboration is one of the hardest tasks to complete?>#0160;

It may sound like, “I have my own way of teaching (teaching style) and I believe we need to focus on (fill in the blank as you deem appropriate)” – that blank is one’s philosophy. Based on this exchange or lack thereof, the two teaching styles and beliefs don’t line up. It may be that the rigor does not seem equal to one, it could be that one only has a reference point that is grounded in the latest trends of business/industry, it is not an area known or desired to learn for the other, or maybe it is simply the fear of changing? I believe it is mindset and a stance to not be open-minded and/or willingness to truly compromise. So what, now what?

I believe, we CTE educators must go back and find a way to collaborate with other teachers (academic or technical) to create learning that is interdisciplinary. Why interdisciplinary instruction? The Science Education Resource Center is a grant-funded office at Carleton College and they define interdisciplinary instruction like this:

…“entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic. Interdisciplinary education makes use of disciplinary approaches to examine topics, but pushes beyond by: taking insights from a variety of relevant disciplines, synthesizing their contribution to understanding, and then integrating these ideas into a more complete, and hopefully coherent, framework of analysis.”

It is our hope that then there is compromise on teaching styles, philosophies and open-mindedness. And an authentic willingness to collaborate; and this way we are all riding the same bus for our students to engage in intensive real-world, problem based learning opportunities that lead to internships, apprenticeships and placements before graduation = collaboration amongst CTE and Academic teachers…the benefits of CTE MATTERS!

By Dr. Eboni Camille Chillis, Coordinator of Career, Technical >amp; Agricultural Education, Clayton County Public Schools