Month: November 2023

Read the ACTE Annual Report

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As I pause to reflect upon the strides taken in 2023, it’s heartening to see the Association for Career and Technical Education (ACTE) hold true to its mission: providing educational leadership in developing a competitive workforce. The year’s accomplishments, as detailed in the 2023 ACTE Annual Report, exemplify our dedication not only to empowering educators and positioning students for career success, but also to championing inclusion, access, equity, and diversity (IAED) in our organization and across career sectors.

Public policy, advocacy and research

Guided by our mission, we’ve championed impactful policy changes this year, promoting an environment where educators can thrive, and students can compete in a changing workforce. Research has consistently provided data and insights, driving our advocacy in directions that echo our vision for high-quality career and technical education (CTE).

Membership

Our thriving community stands testament to the trust and belief educators and institutions place in ACTE’s vision. This year’s growth in membership shows a collective drive to empower educators and ensure student success.

Events

Each event this year has been a manifestation of our mission and vision. From webinars to national meetings, we’ve cultivated spaces wherein members may gain tools and insights to deliver top-notch CTE programs.

Strategic partnerships

Collaborations have amplified our voice and efforts. By building strategic partnerships, we’ve taken significant strides in integrating our mission and vision into broader educational and industrial landscapes.

Media

Through consistent media engagements, in an effort to reach hearts and minds, we tell the story of career and technical education. Our vision of empowering educators and ensuring student success resonates louder than ever.

Leadership

At ACTE, leadership isn’t about titles or hierarchies. It’s about each member stepping forward with passion. This year, our leadership programs have empowered countless members, creating a ripple effect that will benefit our community for years to come.

Awards

Our awards celebrate those who’ve gone above and beyond for the future of CTE. They remind us all of the heights we can achieve with dedication and perseverance.

I invite you to delve deeper into the 2023 ACTE Annual Report. Beyond our accomplishments, it speaks to the inclusive future we are committed to building. And the auditors’ notes at the end are essential reading for a transparent view of our operations. Your unwavering support has been vital in our journey toward high-quality career and technical education for all. Together, we look forward to more achievements and an even more inclusive tomorrow.

Warm regards,

Chaney Mosley
ACTE President

Read the 2023 ACTE Annual Report

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Partner up to promote CTE

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Partnerships are critical to the success of high-quality CTE. How do we align with workforce needs? How can we diversify our community engagement? And how can partners support our programs? We should expect the same type of collaboration with our higher education, educator preparation programs as well.

The University of Central Missouri’s (UCM) CTE programs have embraced a culture of continuous improvement. Collaborating with our CTE partners not only meets the educational needs of our new CTE teachers and administrators, but also builds capacity for the benefit of career and technical education as a field.

As a higher education institution within the state of Missouri, we are committed to serving the needs of the state.

UCM’s partnership with the Missouri Department of Elementary and Secondary Education includes assisting with CTE’s
New Teacher Institute, CTE curriculum development, and the statewide mentoring programs for CTE teachers, administrators and counselors. We also partner with professional organizations, including ACTE and our state affiliate on presentations, workshops and books.

Our faculty also sit on state boards for the administrators’ council, industry recognized credentials, and the Missouri CTE advisory council. We partner with other higher education institutions on CTE initiatives as well, including business and marketing teacher preparation curriculum, research projects, best practices, and publications. We also offer undergraduate and graduate credit for courses from Project Lead the Way, Engineering by Design, Pro-
Start and ACTE’s CTE Learn powered by MaxKnowledge.

On campus we host regional and state career and technical student organization (CTSO) events. Our CTE program advisory boards include secondary and postsecondary institution partners, state representatives, alumni and Missouri ACTE members. Curriculum is shared and assessment data are reviewed. Traditional students in the Bachelor of Science in CTE content areas (agriculture, business, engineering technology, family and consumer sciences, marketing) engage in work-based learning (WBL) in the form of field experiences and student teaching.

Feedback from our partners has led to modifying curriculum and field experiences >amp; developing a “just-in-time” teacher preparation model.

In developing our “just-in-time” teacher preparation model, we collaborated with the Southern Regional Education
Board, utilizing their Teaching to Lead program as a foundation. We have also partnered with Digital Promise on building global competencies into CTE programs and are currently working with state community college partners to broaden postsecondary CTE pathways for students with disabilities.

At UCM, we have worked collaboratively with educators across disciplines — fashion merchandising, agriculture,
safety sciences, early childhood, literacy education and business — to best serve our students. Ongoing projects include a new initiative to offer an in-district cohort for our Education Specialist degree program and other professional development opportunities to increase teacher pay and improve retention. We are exploring virtual observations for student teachers, as well as how an apprenticeship model might work. UCM is always listening to the needs of our community and finding new and innovative ways to collaborate. We seek to build leaders who are competent and caring educators.

Read more in Techniques: Cross-disciplinary collaboration.

Unlock Career Success for Native Learners

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Raise the Bar: Unlocking Career Success is an initiative that reimagines how our nation’s high schools prepare all students to thrive in their future careers. It blurs the lines between high school, college and career, providing students with accelerated and innovative opportunities to earn college credits and gain real-world career experience.

This joint effort — across the U.S. Departments of Education, Labor, and Commerce — supports public and private sector leaders, government agencies and other community-based organizations to help students earn postsecondary degrees and industry credentials that our employers need and our economy demands.

Key strategies to unlock career success

  1. Dual enrollment
  2. Work-based learning
  3. Workforce credentials
  4. Career advising and navigation

Under Perkins V, the Department of Education’s Office of Career, Technical and Adult Education administers the Native
American Career and Technical Education Program (NACTEP), the Native Hawaiian Career and Technical Education Program
(NHCTEP), and the Tribally Controlled Postsecondary Career and Technical Institutions Program (TCPCTIP). These three
statutory discretionary grants support delivery of high-quality career and technical education (CTE) programs with respect to Native culture.

Dual enrollment

Chief Leschi Schools, a tribal school in the Puyallup Valley in Washington, supports dual enrollment in several CTE programs, such as culinary arts, education, technology and health care. Admin have implemented a successful practice to centrally manage dual enrollment across the region. The initiative was created and is maintained by local CTE directors.

Through dual enrollment, Castle High School students can earn industry credentials and college credit toward a medical specialty. Castle High School (a subrecipient of ALU LIKE Inc., a nonprofit in Hawaii) established an early college partnership with Windward Community College (WCC) to ensure that dual enrollment credits earned in high school are aligned to college majors.

Work-based learning

In California, the Blue Lake Rancheria tribe offers paid work-based learning experiences with the option of student-designed or business-designed opportunities. Mentors emphasize employer expectations and provide job coaching. In addition to hands-on experiences with community mentors, students have access to Native student clubs, dual enrollment and industry certifications.

The Coeur d’Alene Tribe, in Idaho, hosted an Indigenous Summer Youth Internship Program that provided participants a
thorough history of the tribe. The summer program offered learning tracks in climate exploration, advanced art and animation, photography, medicinal plants, and storytelling and animation. The program empowers students to pursue college enrollment and to design a career continuing the work of restoring lands, water and people.

Workforce credentials

Navajo Technical University, in New Mexico, trains students to be self-sufficient and independent. Degrees and certificates (industry-recognized, tribal, state and federal) are offered in various CTE majors, such as the electrical trades and health care. NTU uses experiential learning activities, project-based learning, inquiry-based instructions, differentiated instruction, and co-curricular activities to improve student persistence, retention and graduation rates.

In North Dakota, United Tribes Technical College (UTTC) is a tribal college that provides quality postsecondary education and training to enhance knowledge, diversity and leadership for all Indigenous nations. Striving to build culturally empowered, educated and healthy leaders, UTTC offers a variety of academic and CTE programs. Workforce credentials are an important part of the equation.

Career advising and navigation

The Choctaw Nation of Oklahoma’s secondary career counseling begins with expanding tribal members’ interests through career exploration. Exploration opportunities include camps, monthly meetings with workforce professionals, and certification sponsorships. Postsecondary career advising also includes education success supports, family support services and employment guidance.

Kapi’olani Community College, Windward Community College and Marimed Foundation (subrecipients of ALU LIKE Inc. in Hawaii) integrate college and career advising in their CTE programs. Kapi’olani Community College provides students with academic, financial and career-readiness support while integrating the Native Hawaiian community and culture. WCC provides career advising services, coordinates Native Hawaiian guest speakers, considers their messaging, and provides continuous support.

Marimed Foundation offers best practices.

  • Create a safe environment.
  • Invite family members to student-led career plan presentations.
  • Create relevant work-based learning experiences.
  • Celebrate each student’s career accomplishments.

Daphnne L. Bonaparte is chief of the college and career transitions branch within the Division of Academic and Technical Education at the U.S. Department of Education’s Office of Career, Technical and Adult Education (OCTAE).

Patti Beltram Ed.D., is an education program specialist with OCTAE.

Read more in Techniques: Cross-disciplinary collaboration.

Support student success & faculty retention

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Research tells us that when students are engaged at school, they are 2.5 times more likely to excel and 4.5 times more likely to express hope for the future. But many students aren’t engaged. And teacher retention is an even bigger concern after the pandemic. To address these challenges, CTE should consider the benefits of interdisciplinary teaching and learning.

Consider, for example, the students who excel in fine arts or manufacturing but are disengaged in their other subjects. They elect into specific courses based on their interests, but struggle to engage with content that falls outside of those interests. Meanwhile, teachers are struggling to connect with students, not because of a lack of desire but due to limitations in their capacity and network of resources for support.

Interdisciplinary teaching and learning can increase student engagement.

Interdisciplinary teaching and learning connects student aptitudes and interests to sequenced and integrated programs of study that feature meaningful instruction through the lens of relevant career clusters. Small learning communities are structured around these career clusters through course offerings that include CTE, core academics and electives. In this unified approach, student aptitudes and interests provide insight to schools and districts as they build viable options for improving and strengthening student learning and outcomes. Consider, once again, the students who are engaged and excel in fine arts or manufacturing courses. In a small learning community, where they are given the opportunity to engage across disciplines, these students may thrive.

For example

  • English language arts assignments become less daunting and more relatable when they are connected to the content that inspires students. They can relate to writing a résumé or a technical report.
  • Social studies content becomes more meaningful when it helps manufacturing students understand development of industrial technologies throughout history. They begin to make connections between historical content and current and future developments.
  • Geometry concepts become less overwhelming when they are presented through the lens of architecture and construction. Suddenly, Pythagorean theorem makes more sense when students realize they need to apply mathematical concepts to design and build foundations that are both solid and plumb.
  • Science instruction on sound waves becomes relatable when taught through the lens of acoustical engineering. Plus, students will also realize the cross-disciplinary application as they begin to understand that sine and cosine can be used to translate the longitudinal sound waves that they hear into a transverse wave format they can “see” mathematically.

Interdisciplinary teaching and learning environments can help ensure greater access to resources and support for all students.

Small learning communities can promote education retention.

Small learning communities can also have a positive impact on teacher retention. This happens by integrating routine collaboration and enhancing connection through networks of support for teachers. Interdisciplinary teams converge to address holistic student education, aligning vertically and horizontally.

Vertical alignment: The English department plans together.

Horizontal alignment: All ninth grade educators plan together.

By shifting from either-or to both-and, schools and districts are better able to support teachers through collaboration and to meet student needs through diverse approaches. And this allows teachers to feel more connected to colleagues as they become more equipped to approach problems with unique and comprehensive solutions.

Connection leads to meaningful engagement.

Consider convening a team that will lead efforts in conducting a districtwide analysis. This analysis should provide insight regarding areas of strength and areas of opportunity. Then consider how to implement a creative solution.

Identify how data findings have implications for or against a shift to interdisciplinary teaching and learning. And begin to strategize how to prioritize needs. Next, prepare to launch a communication plan. That will alert internal and external partners of the district’s intent to transform instructional practices and increase student engagement. Because, across the nation, educators are experiencing increased relevance for their students and improved support for themselves.

Tamarah Fields serves as director of pathways services for YouScience’s Professional Services department. Within this role, she provides guidance and direction for a team of consultants, as well as pathways system oversight, targeted coaching and consulting, and technical assistance.

JoLynn Fletcher serves as the professional learning manager for YouScience’s Professional Services department. Within this role, she oversees eLearning design and development, supports the creation of new and innovative content and learning strategies, and provides coaching, consulting and technical assistance.

Read more in Techniques: Cross-disciplinary collaboration.

NASA Needs a Sewing Workforce

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The world of textiles is complex and often misunderstood. Textiles cross industry sectors. They can be found everywhere from apparel and home furnishings to automotive garages and in space with the National Aeronautics and Space Administration — yes, NASA. In fact, the connections between textiles and space exploration are extensive.

NASA is a government agency responsible for science and technology related to air and space. This includes textile use in alternative living environments and the astronauts’ clothing while working in space. Recently, the technical knowledge and skills related to textiles gained the attention of Florence Gold, implementation project manager for NASA HUNCH. “There was always a need for sewn products from the very beginning of space flight,” she said. “From the time of the Apollo missions to the present, NASA has engaged people with meticulous sewing skills.”

The need for textile literacy

The most commonly recognized textiles are apparel. In 2017, in the U.S. alone, consumers spent more than $375 billion on apparel and footwear. But it is becoming more challenging for employers to find qualified sewing technicians.

There are four segments within the textiles industry.

  1. Raw production
  2. Design and development
  3. Manufacturing
  4. Promotion/sales

 NASA’s need for a sewing workforce

When sending items to space, two considerations become extremely important. The first is the weight of the item and the second is the space the item will take up in a rocket. As NASA and commercial space industries go farther and farther into space, the cost to fly grows while the amount of cargo space decreases. This necessitates the use of softgoods, or sewn products.

In the beginning of space flight, the most commonly used materials were heavy, rigid metal. Now, cargo transfer bags made of flexible materials are better equipped to meet the needs of spaceflight. Sewing technicians have made spacesuits, parachutes, thermal blankets and many other sewn products for NASA. And now that the U.S. is planning to go back to the moon and then on to Mars, the list of sewn projects is expanding.

We cannot begin to imagine what the future might hold. NASA has a goal to live on the moon. Will habitats be built of layers of sewn products like our spacesuits? Will the lunar furniture be made from inflatable fabric? What about growing plants in pillows (Herridge, 2016)?

Softgoods developed by FCS students with NASA HUNCH

  • Hygiene kits
  • Cargo transfer bags
  • Sleeping bag liners
  • A modular shelving system and personal storage organizers
  • A privacy curtain for hygiene activities
  • Emergency bags for training and flight
  • Stowage bags for dry trash disposal
  • Desiccant bags to help control moisture on the ISS
  • Trash containers to hold disposable bags of trash and help control odor

The need for family and consumer sciences education

Family and consumer sciences (FCS) educators teach life literacy skills. The discipline combines math, science, process management, materials management and efficiency in a hands-on setting. And these skills help lay a solid foundation for applying STEM concepts to everyday life.

“The connections [between FCS and aerospace] are extensive,” said Jennifer Leonard, NASA HUNCH softgoods program manager. “What has always been important for successful expeditions to new territories? The ability to make the trek and the ability to plan, manage resources, provide sustenance and shelter, and eventually establish civilizations. The ability to apply and incorporate these skills is life literacy.”

FCS educators have worked closely with HUNCH to assist NASA in its goal of scientific research and exploration. FCS students focus on foundational human problems, blending sciences. For example: Chemistry, botany and biology apply in the areas of food and nutrition, while sociology and psychology can help address family and societal needs. Most recently, FCS education in textiles and sewing has been identified as vitally important.

The need for cross-disciplinary collaboration

The future of space exploration depends on a workforce with the skills to think creatively — and to operate sewing machines in the production of softgoods for space. The HUNCH Sewn Flight Articles program challenges students to use fabric and other soft materials to create goods requested by different NASA centers as well as the International Space Station (ISS). This can range from redesigning the crew pantry to creating kits for the crew’s personal items.

Working with softgoods provides a unique design opportunity to help keep the crew not only safe but clean and comfortable aboard their stay at the ISS. These products range from new slippers that HUNCH students designed and had flown up to the ISS, to items that already exist, like the cargo transfer bags. And this diversity allows schools with different skill levels to participate so that no one is denied the chance to create.

The HUNCH mission is to empower and inspire students through project-based learning.

FCS students learn about quality assurance best practices so that they can maintain high product standards. They also learn proper safety documentation. And through the process, they learn to take responsibility for their output. Local teachers are trained to ensure HUNCH products meet the highest quality standards possible so that student work has the best chance of reaching the ISS.

Florence Gold, Ed.D., is the NASA HUNCH implementation project manager.

Gayla Randel, CFCS, is the FCS specialist at the Montana Office of Public Instruction and is part of the Northwest Regional Task Force for Apparel and Textiles.

Jennifer M. Leonard is the NASA HUNCH softgoods program manager.

Read more in Techniques: Cross-disciplinary collaboration.

Explore Careers in the Great Outdoors

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In the recent past, the U.S. has seen a steady increase in visitors to outdoor spaces. Families, including youth, have rediscovered the outdoors as a place to enjoy leisure activities. And as a result of this boon to the outdoor recreation economy, there are more career opportunities.

When most people think of the outdoor recreation economy, they think of frontline workers in familiar places: a ranger at a national park or a retail associate at their favorite gear store. But many might be surprised to learn that the outdoor recreation economy encompasses everything from private industry (manufacturing, retail, services) to the public sector (government agencies, tribal nations, community development) and nonprofit, advocacy, and trade groups.

green graphic reads, Career Opportunities in the Great Outdoors

The outdoor recreation economy currently employs 4.5 million U.S. workers.

The future of the outdoor recreation economy is dependent on making clear educational pathways available for students. Educators are starting to address this growing opportunity. Oregon State University’s Center for the Outdoor Recreation Economy (CORE) is working to fill this gap as part of a growing workforce education solution — both in Oregon and across the nation. CORE serves as the convenor of the Outdoor Recreation Workforce Development Consortium, a nationwide group of universities focused on creating solutions for this workforce. And CORE currently offers courses like Foundations of the Outdoor Recreation Economy, Ski Lift Maintenance Technician Training, and Elevate Outdoors, which is designed to foster more inclusive and accessible experiences.

More and more, people are looking for meaningful jobs, and many find meaning in the outdoors. And from a very young age! The outdoor recreation industry can foster authentic connections to the outdoors and help local economies thrive.

Invest in the future.

The state of Washington recently invested $10 million in an outdoor education program designed to “help children catch up on their learning and cope with the social and mental obstacles that came with being stuck at home and learning on screens.” And in 2017, Oregon launched an even larger outdoor education initiative, with voters approving lottery funding for every fifth or sixth grade student to attend a weeklong learning experience outside. This statewide program also provides opportunities for high school students to engage by serving as leaders for their younger counterparts.

“Outdoor school is the reason I want to teach science, and I think it’s why I finished high school,” commented a former high school leader. “I got to be a field study assistant and a cabin leader. And then, at outdoor school as a senior, I asked about how to do this as a career.

“There were staff that looked like me. It was the first time I felt comfortable and proud of my Mexican identity. And I remember that the leadership training was the first place, in a school situation, where we learned how to deal with situations that might be hurting other students — like racism or ableism.”

High school students involved in mentoring build important applied CTE skills in agriculture, natural resources and education. They assist or lead science field studies, manage groups of younger students as cabin leaders, and lead extracurricular activities. And many will choose to return as field instructors during college.

Develop career pathways.

Students may have to choose a related cluster and pathway. For example, a student interested in ski lift operations or design would most likely need to choose the Architecture and Construction cluster and follow the maintenance/operations pathway. Similarly, a student interested in leading whitewater expeditions might choose the Hospitality and Tourism cluster, following the recreation, amusements and attractions pathway.

In order to connect students to the myriad opportunities in the outdoor industry, more relevant and clearly defined pathways should be established. Many students express an interest in pursuing a career in the outdoors but don’t necessarily know what that would look like or how to pursue such a career. We must explore ways to connect our classrooms to a growing number of career fields and ensure our existing frameworks reflect industry trends.

Outdoor recreation and education pathways

  • Natural resources systems
  • Operations maintenance and safety
  • Operations management
  • Teaching/training (formal and nonformal)
  • Outdoor gear and apparel design
  • Marketing and merchandising
  • Recreation, amusements and attractions
  • Maintenance, installation and repair
  • Travel and tourism

Kristopher Elliott, Ph.D., is associate vice provost for extension at Oregon State University.

Spirit Brooks, Ph.D., is director of the Oregon Outdoor School Program at Oregon State University.

Kate Porsche is director of the Center for the Outdoor Recreation Economy at Oregon State University.

Read more in Techniques: Cross-disciplinary collaboration.