Month: September 2024

Show Students What’s Possible Through CTE

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Cory Torppa is the director of CTE for the Kalama School District in Kalama, Washington. He is also a CTE instructor at its high school. His goal is for the district to offer high-quality programs that prepare students to demonstrate in-demand skills.

Kalama High School partnered with the Port of Kalama to open a school store in the new Mountain Timber Market. The CTE program’s construction class built the store, called the Chinook Shoppe, in a modular fashion so it could be transported and installed at the market in time for the grand opening. The store is stocked exclusively with Kalama-themed products fabricated or decorated by students. They are all designed to appeal to local residents and to the tourists who arrive on cruise ships.

We talked with Torppa about this extraordinary outlet for his CTE students’ projects, how he developed his CTE programs, and what skills and equipment students are using to fabricate, decorate, and market their products.

First, please tell us how you came to direct Kalama School District’s CTE program?

I am currently finishing my 20th year of teaching career and technical education. My mom was a teacher, and my dad was a general contractor. So I have been around construction since I could walk. I decided I wanted to be a CTE instructor! While I absolutely loved building houses with my dad, I saw the toll it took on his body. I thought that by teaching CTE courses I could still be involved with construction and pass on technical skills that I have been taught.

I am finishing my seventh year at Kalama High School, where I teach construction, engineering design, and manufacturing courses. In 2020, I completed my credentials to be a CTE director in Washington, and I became the CTE director for the Kalama School District. Since taking over the CTE director role at Kalama, the full-time-equivalent (FTE) student enrollment in CTE courses has increased from 12.6 FTE in 2018–19 to 58.2 FTE in 2023–24.

How has your program evolved?

When I first started teaching at Kalama High School, I designed a course that teaches ninth graders how to plan, design, and fabricate projects using multiple output tools. We use vinyl cutters, laser engravers, 3D printers, a sublimation printer, a UV printer, a direct-to-film printer, and a large-format printer and cutter to create our projects. The ultimate goal is to prepare students with the technical skills they’ll need in other classes, including art and graphic communications, construction, engineering design, manufacturing, marketing, woodworking, robotics, and much more.

The Chinook Shoppe was created to give students an opportunity for real-world experience. They learn about planning, designing, and manufacturing products to meet a high standard and address current market demand. Art and marketing students work with the engineering design students to create products and to track sales and trends.

Stacy Jones, Kalama High School’s career connected learning coordinator, oversees the Chinook Shoppe. She tracks the products and sales, and she creates schedules for student workers. Jones is the one behind the scenes that makes the Chinook Shoppe function. She has done incredible work to make the store successful.

At what point did you decide to expand the equipment in your classroom facilities? What types of projects did you want to produce?

After winning the grand prize grant from Harbor Freight Tools for Schools and given the opportunity to open the Chinook Shoppe, I knew it was time for an upgrade. So, I reached out to Andy Hill from Northwest Technical Products. I’ve always purchased equipment from him, and he recommended that we invest in the Roland DG equipment we now use daily.

We knew that with this additional equipment, our students would be able to produce even more high-quality products. Like sweatshirts, T-shirts, coasters, car coasters, tumblers, and keychains.

Do you and your students also make customized products for the school district?

We do! We create customized T-shirts, sweatshirts, and sport stickers for our schools. The ability to transfer a design that a student creates by hand into a bag design or sweatshirt design has been impressive.

What equipment do you use for apparel production?

We purchased a Roland DG VersaSTUDIO BY-20 direct-to-film (DTF) printer. The BY-20 enables us to print production designs as we need them, saving a lot of time and space. Also, DTF prints feel nice on a shirt. This is a new printer for us, but so far, the prints we’ve produced using the BY-20 have been very high-quality. They’ve turned out great.

Kalama High School also purchased a Roland DG VersaUV LEF benchtop UV flatbed printer. That allows us to print ink on various types of materials and products that other types of printers can’t. In addition, the setup is easy for printing. We use the LEF to print directly on wood, cork, and ceramic coasters; wood and 3D printed key chains; metal tumblers; and wooden lasered ornaments.

We also use the UV printer to help create puzzles. The process includes laser engraving the wood into puzzle pieces, creating a 3D jig for the puzzle, and then UV printing graphics on the puzzle pieces in the jig. Then we print the packaging sticker for the puzzle boxes on the wide-format printer and cutter. The opportunity to work on projects like these — ones that require using multiple technologies — has enhanced the educational experience for our students.

How else do you use your wide-format printer and cutter?

We use the Roland DG TrueVIS SG3-300 30-inch printer to print and cut signs, banners, decals, and heat transfer vinyl for apparel. It’s nice to be able to print and cut stickers in mass quantities.

Where do you see your program going from here?

I purchased the Roland DG equipment to do exactly what we are doing, and it’s pretty exciting to see it all happen. The profits from the Chinook Shoppe allow us to purchase more supplies for our programs. I look forward to our students’ developing additional products and to enhancing our CTE programs in the coming years.

Read more in Techniques.

Strengthen Health Care From Classroom to Clinic

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Health science professionals play a critical role in delivering efficient, high-quality patient care. Still, too many health care facilities are struggling to fill the demand for nurses and allied health team members. Nearly one-third (31%) of employers have said it’s difficult to find qualified medical assistants, and the numbers paint a similar picture in other roles, like patient care, electrocardiography, and billing and coding (National Healthcareer Association, 2024). We need to do more to meet our country’s health care workforce demands.

New Orleans Career Center (NOCC), where I serve as director of work-based learning, is taking a novel approach to help meet this need and improve care outcomes for our community. We’ve built a sustainable and empowering program that connects high school students and adults with allied health careers. Through our partnership with the National Healthcareer Association (NHA), which provides educational materials and accredited, industry-recognized certification exams, more than 160 NOCC health care trainees certified as medical assistants and patient care technicians in 2023 alone.

Students discover professional goals.

NOCC works closely with local employers to bridge the gap between qualified individuals and job opportunities. These partnerships ensure our trainees gain real-world experiences and build professional networks. In fact, one health care system we work with recently alleviated its patient care technician shortfall in large part due to our program and partnership.

Gabrielle, a graduating high school senior, earned her NHA clinical medical assistant certification in March 2023. Now she works part-time at a local hospital while pursuing a college degree. Her ultimate goal is to become a surgeon, but that wasn’t always her plan. Gabrielle has credited her experience in allied health education at NOCC as the catalyst for her new professional goals.

So, how can other career and technical education programs duplicate this effort to meet growing health care industry demands? Here’s what we’ve learned.

Meet students where they are.

Support instructors in teaching the material and also in building relationships with students, fostering employability skills development, and differentiating instruction to meet community needs.

  1. Design high-quality work-based learning experiences. Work-based learning opportunities, including job shadowing and clinical experience, help students build the confidence and skills to be job-ready on day one.

  2. Promote peer-to-peer networks. Foster an environment where students are invested in one another’s success. On-site at one of our provider partners, NOCC graduates have become clinical preceptors. They serve as a valuable resource for students to network and ask questions, and can better connect with them because of their shared NOCC experience.

  3. Support instructors’ professional development. Empower educators with the software and tools they need to reach as many students as possible. Eighty-six percent of faculty and staff say there’s a need for new skills-based learning models, but only 22% of their institutions have implemented them (Blake, 2024).

  4. Offer accredited, industry-recognized credentials. Certain credentials are preferred and often expected by health care employers. These will propel students into their careers as competent, practice-ready professionals. According to NHA (2024), 83% of employers would prefer to hire a candidate with nationally recognized certifications over someone without.

  5. Engage employers in a responsive partnership. Strong partnerships help students develop the academic, technical, and employability skills necessary to act as clinicians the moment they graduate. NOCC’s employer partners are key to designing learning that scaffolds into certification and employment. They facilitate meaningful work-based learning experiences, share feedback, and help students navigate complex, real-world scenarios.

Potential partners

  • Curriculum and content writers

  • Workforce development organizations

  • Credentialing and certification organizations

  • Technology providers

  • Governmental bodies

  • Counselors and career coaches

  • Professional development and training providers

  • Health care employers

  • Funding partners

  • Students and their families

Conclusion

In New Orleans, Louisiana, we’ve proven that community-wide partnerships can make a meaningful difference in both individual opportunities and workforce shortages. Programs such as those at NOCC should be supported and can be replicated in other cities and states. Rise to the challenge: Help us meet the growing demand for care. Together we can build a sustainable, diverse health care workforce.

Courtney Kahn Guidry is the director of work-based learning at the New Orleans Career Center.

Read more in Techniques.

Forge a Career in Metalwork

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Manufacturing students in Bucks County, Pennsylvania, receive a broad education in metalworking and fabrication. They learn measurement tools and systems, blueprint reading, safety, hand tools, manual machines, computer numerical control (CNC) machining, welding, and all the associated mathematics involved in becoming well-rounded metalworking technicians.

This program was initially funded by the U.S. Department of Labor’s Employment and Training Administration, in collaboration with the Bucks County Workforce Investment Board, and supported by local industrial manufacturers. Bucks County Community College (BCCC) offers the Metalwork Training program, teaching in-demand skills in accelerated, 12-week cohorts. It is impossible to learn all that there is to learn in 12 weeks. But BCCC students exit the program prepared to learn on the job, in a manufacturing facility, under the tutelage of experienced and skilled metalworkers.

A local manufacturing committee was formed to determine the strengths and challenges of the current workforce. And this committee drives the curriculum of the program. Mateen Afzal, former president and chief transformation officer at PDC Machines, Inc., stated, “We employed six students from the metalworking and industrial maintenance programs at Bucks County Community College. Their programs provide a solid foundation of skills.”

Competitive advantage

Kirk Palermo, vice president at Vacu Braze, got involved in the process after the first cohort graduated. “I saw the article in the local newspaper about the program and about the placement process of the students and I knew I just had to be involved.” He feels that the BCCC program gives learners an edge over the competition. “This is exactly what we need. It can be a struggle to get young people into manufacturing, and this program addresses that need.”

I asked Palermo what he looks for in the candidates that he hires, and he had this to say: “We look for candidates who like to work with their hands and minds and who possess all of those employability skills.” Employability skills include reliability, responsibility, collaboration, leadership, communication, and respect.

There are two instructors to cover all aspects of metalworking and fabrication, Joe Coates and Ed Wenclewicz. The instructors both have impressive education and experience in their fields. They are passionate about what they know, and they teach with enthusiasm, which carries over to student learning.

“I grew up in a do-it-yourself household; I was always learning and working with my hands and my mind. Previously, I was working two jobs trying to provide for me and my loved ones. Then I got a message about this program! And I wanted to move on to improved opportunities.

“Over the course of 12 weeks, I learned more than I thought I would. I passed my first certification exam, and I couldn’t be happier about my future.” –Antonio L.

A period of transition

“Our skilled workforce is graying,” said Palermo. “Manufacturing employers want to foster a perfect blend of experienced and new employees. This balance allows for a smoother transition as people retire.”

The program may also benefit recent secondary career and technical education pathway graduates. CTE completers of programs like welding and metal fabrication already have a significant foundation in their craft, and an extra 12 weeks of more broad and rigorous training can increase their wage-earning potential. Also, being able to say they have “some college experience” will make them more marketable to employers.

Learners in the BCCC Metalwork Training program may earn 12 college credits in 12 weeks to prepare for entry-level positions in manufacturing. Training is free for individuals who meet eligibility requirements. And one-on-one job placement assistance is given to all who complete the program, resulting in a placement rate over 90%. Students may also earn stackable credentials that include:

  • Intro to Manufacturing, OSHA 10, Forklift and Public Safety

  • Hand Tool Use

  • Shop Math and Measurement

  • Blueprint Reading and AutoCAD

  • Machining

  • Welding

  • Workplace and Employability Skills

  • Personal Finance

“I went the college route but I could not find a path that suited my interests, and I always loved making things with my hands. So, I decided to start the metalworking program. In that class, I learned many new skills, such as precision measurement, and how to work with many manual machines. I am confident that the new skills I picked up will help me in my career.” –Josh F.

Thomas Viviano, Ph.D., is an educator and a frequent Techniques contributor.

Read more in Technique: Connecting Education and Careers.

The Future of CNC Machining

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ACTE’s CareerTech VISION will feature several sessions focused on supporting students with disabilities (SWD) in CTE. One such session is “The Future of CNC Includes Students With Disabilities.” During which attendees will learn about The Uniquely Abled Project (UAP) and how they partner with technical colleges. Their goal is to help young adults with autism spectrum disorder (ASD) find successful careers in computer numerical control (CNC) machining.

Build strong partnerships.

The UAP seeks to meet the demand for skilled workers in manufacturing. While also enhancing the quality of life for SWD. With access to meaningful work-based learning opportunities, students with disabilities may gain independence and become more engaged in their communities.

This career development initiative was developed in 2017 by Ivan Rosenber, in collaboration with educators, autism specialists, social service agencies, and business and community leaders. Strong partnerships enabled the creation of a successful career education program that provides customized training and support for autistic young adults. Every organization involved brings something valuable and unique to the table.

Hosted by a qualifying community college or technical institution, The UAA utilizes the existing infrastructure and resources of the host location in order to offer the program at little or no cost to accepted students. The curriculum includes 300 hours of technical training and 60 hours of job readiness instruction, preparing participants for careers in manufacturing.

Program participants learn CNC machine programming, setup, and operation, as well as blueprint reading, shop math, and the use of quality control instruments. They also receive customized employability skills coaching, assistance with resume building, and help with scheduling interviews. Upon completion of the program, graduates often possess a number of industry-recognized certifications. They are then qualified for entry level positions such as machine trainee, machinist apprentice, and CNC operator and programmer.

Everyone benefits.

A key element of The Uniquely Abled Project’s continued success lies in approaching the conversation with potential employers as a strategic business decision. By highlighting the value that neurodivergent employees bring to the workplace, businesses are further encouraged to view neurodiversity as an asset. Inclusive hiring practices not only boost overall employee morale but also provide employers with access to a wider and more diverse talent pool. And this ultimately benefits all parties.

In manufacturing careers, like CNC operation, there is a great demand for precision and attention to detail. The UAP has noted that some of these requirements parallel certain attributes that can be present in individuals with ASD, such as the capacity to tolerate repetitive tasks, to thrive in roles centered around routine, and/or to be proficient in learning new technologies. The strategic process of leveraging students’ individual skills can help ensure long-term success.

Spotlight on Milwaukee Area Technical College

In 2021, Milwaukee Area Technical College introduced Wisconsin’s inaugural academy. A cohort of seven students enrolled for a 16-week term. Six students successfully completed the rigorous training and continued their education at MATC toward a technical diploma. Building on its initial success, in 2022, the second cohort of five students commenced their studies following an enhanced curriculum. The program had evolved to a more comprehensive 32-week structure, allowing for deeper immersion in technical skills and robust career readiness training.

  • Students engage in more than 500 hours of hands-on machining instruction, acquiring critical technical expertise.

  • Students participate in career readiness workshops tailored to equip students with essential skills, ensuring they not only secure employment but also thrive in their careers.

  • Students benefit from direct engagement with local employers, including visits to their facilities. This practical exposure enriches the learning experience and prepares them effectively for the demands of CNC careers.

The program experienced significant growth by its third cohort, in 2023. Now it is operating at maximum capacity plus an enthusiastic waiting list. Each year, program leaders have seen former participants return as peer tutors, exemplifying the program’s enduring impact.

Spotlight on UAA Graduate Eric Gama

Eric Gama, an alum of the second cohort, currently works as a machine apprentice at Allis Manufacturing Corporation. His journey came full circle. He returned to MATC as a peer tutor while pursuing his technical diploma, which was financially supported by his employer. Gama’s selection as an apprentice came because of strong networking skills at the completion ceremony. Peter Rathmann, CEO of Allis Manufacturing Corporation, was impressed from the outset. Rathmann remarked, “Eric proved himself within the first hour of being here.”

Gama’s quiet dedication to mentoring new students underscores the profound personal and professional growth fostered by the program. His story exemplifies the transformative potential of this academy. It demonstrates how to empower students with disabilities to thrive in their careers and contribute meaningfully to their communities. They can be the innovative problem solvers and dedicated community members we need.

Meet the speakers

John Wheeler is currently advising the development of The Uniquely Abled Academy institutions as a consultant. While serving on the workforce development and innovation staff at the James A. Rhodes State College in Lima, Ohio, he served as the project coordinator for their first cohort of The UAA. Wheeler retired from Rhodes State in 2021. While in the industrial sector, he worked in various process engineering, quality engineering, and training positions in the micro-electronics and automotive industries.

Goldhmong Vang serves as The Uniquely Abled Academy coordinator at Milwaukee Area Technical College. She employs innovative strategies to foster trust and empower students by integrating career, life, and academic skills in the classroom. In her role, she has cultivated partnerships both within the college and throughout the community, expanding resources for autistic individuals and enhancing career prospects.

Even the Best Laid Lesson Plans…

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Imagine walking into a classroom as a new career and technical education (CTE) teacher. You have a lesson plan that you’ve worked on meticulously for weeks, chock-full of the insider knowledge and hard-won experiences that you know will open doors for your students.

You are ready to set your charges on the path to success. To make a difference! This is why you’ve changed gears and become a CTE teacher.

And then, before long, class gets derailed. It could be related to anything, really: a fight in the cafeteria, today’s track meet, teenage romantic angst or plain old hormones. What you need — in addition to that amazing lesson plan — is a classroom and behavioral management strategy.

Implement clear expectations and collective norms.

Behavior management in the classroom involves establishing clear expectations and developing norms. This is crucial both for the smooth operation of your class and for the academic, personal, and professional development of your students. But you’ll notice I used the word “norm” and not “rules.” Rules are top-down expectations that usually come from a teacher or administrator(s) and that imply your students may face punishment for non-compliance.

Norms, on the other hand, are commitments that your students make in order to create a positive experience in the classroom or lab environment. Work with your students collaboratively to create your community norms and set standards. This work can lead your students to “buy in” and give them a reason to invest in their learning. It’s an important aspect of building relationships with students.

Develop skills that go beyond the classroom.

Effective classroom management extends beyond the classroom walls. Because in addition to industry-specific knowledge, CTE educators also model, teach and reinforce employability skills. Your students will use these vital skills in all aspects of their professional and personal lives.

As a result, when setting standards and norms for your learning environment, it’s important to consider what is appropriate or not in a variety of settings. What behavior management means in the classroom might be different than in the lab, and certainly will be different in a work-based learning environment.

  • Time management

  • Empathy

  • Communication

  • Collaboration

  • Decision-making

Build relationships with families.

It is important for teachers and school administrators to build relationships with students’ families. They can give you insights into students’ interests and needs, and they behavior and drives and can be your partners in behavior management.

  • Be proactive in communicating with family members. Don’t wait until there’s an issue to reach out. When families are involved from the very start, receiving consistent and informative communications, they are better prepared to offer suggestions and support.

  • Make sure they understand that you are their partner in this effort. Education is a team sport, and it takes a lot of people working together to ensure that our students get the education they need and deserve.

Identify signs of distress.

All teachers, including CTE instructors, need to be equipped in identifying signs of distress in students. So, they may provide appropriate assistance during times of crisis.

Signs of distress can manifest in various ways, including sudden changes in behavior, declining academic performance, withdrawal from social interactions, and physical symptoms such as fatigue or frequent illness. Teachers must remain vigilant and be empathetic, creating a classroom environment wherein students feel safe to express their struggles.

Helping during times of crisis requires a thorough understanding of legal and ethical obligations. Teachers must navigate mandatory reporting laws, which might require them to report any suspected abuse or neglect to the appropriate authorities. This process involves understanding district protocols and maintaining clear communication with school administrators and families. Additionally, teachers should be aware of resources available within the school, such as counselors or social workers, who can offer specialized support to students in distress.

Create an inclusive environment for all.

Creating an inclusive learning environment is essential for fostering student engagement and success. To achieve this, establish a classroom culture that values diversity and promotes mutual respect. One effective technique goes back to the norms we discussed earlier and establishing routines that promote positive interactions and discourage any form of discrimination or bullying.

Seek to actively engage all students in the learning process, making sure that each student’s voice is heard and respected. This can be achieved through collaborative activities that encourage teamwork and peer support. Teachers may also create an inclusive atmosphere simply by showing genuine interest in their students’ lives, both inside and outside the classroom.

Ultimately, effective teaching is about communication and relationship-building. For society to flourish, teachers, their students, and family and broader community members all must serve each other. This means being responsive to their needs, providing clear communication and adapting to changing circumstances.

Kristina Guy is a campus counselor for Western Maricopa Education Center’s (West-MEC) Northwest Campus. She started her educational career as an English teacher in 2003 and her counseling career in 2012. She has a master’s degree in school counseling and a second master’s degree in educational leadership. Guy believes that in order to truly advocate for students we must engage and build relationships with all parties. She is the 2024 ACTE Counseling and Career Development Professional of the Year.

Learn more from the author at ACTE’s CareerTech VISION 2024, Dec. 4–7, in San Antonio, Texas.

How Can AI Transform CTE Curricula?

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It was inevitable that reality would catch up with science fiction. In the wake of the COVID-19 pandemic, during which educators (and everyone) experienced disruption and had to alter their goals and expectations, some are skeptical about embracing new technologies. However, artificial intelligence (AI) can offer tremendous benefits for career and technical education (CTE). Let’s dig into it.

First, how do we know that the AI we’re using is trustworthy? We evaluate it. Dependable AI systems are “valid and reliable, safe, secure and resilient, accountable and transparent, explainable and interpretable, privacy-enhanced, and fair with harmful bias managed” (National Institute of Standards and Technology, 2023).

Enter the modern age of artificial intelligence.

There are three different types of AI currently recognized:

    1. Artificial Narrow Intelligence (ANI): Focuses on completing tasks and helping when asked. Examples include image or pattern recognition tools, spell check, remote assistants like Siri, and even ChatGPT. ANI cannot apply reason or solve problems.

    1. Artificial General Intelligence (AGI): Extends machine learning into the realm of machine intelligence — wherein machines “truly understand human emotions, beliefs, and thought processes rather than just imitating them” (Klingler, 2024).

    1. Sentient Intelligence: Still the work of fiction. Sentience indicates awareness of the physiological self and an ability to experience sensations, not merely compute them (Li & Etchemendy, 2024).

AI can help educators develop high-quality curricula. I have been traveling around Texas for the past few years training CTE teachers to use artificial intelligence to help formulate written curricula. At first glance, this might seem dangerous. However, we must look at our current situation and circumstances. As CTE programs face significant staffing challenges, more educators are entering the classroom without traditional teacher training. And it is this that makes AI ideal for use in a CTE classroom.

Non-CTE educators are more likely to have participated in a teacher preparation program in college or before entering the classroom. On the other hand, CTE teachers are typically industry professionals that come into the classroom to teach. CTE teachers are experts in their fields, but they often need coaching related to classroom management, student engagement, pedagogy, and curriculum development. This is where AI comes in.

TIP: Consider using AI tools to suggest new strategies, conversation starters, or project ideas. This is brilliant because it creates starting points for further exploration and professional development. The instructor can vet the instructional quality of the suggestions provided while easily incorporating relevance and practical application for students.

Individualize instruction.

The most successful teachers are ones that establish a strong foundational culture of respect and knowledge-sharing in their classrooms. Instruction that is engaging and effective must be tailored to each subject and course and to each group of learners.

AI tools can help new and experienced CTE educators organize curricular materials in a format that can be adapted to meet student needs. It uses the vast supply of information available on the internet to offer suggestions and provide support for educators who want to explore complex topics with their students, differentiate instruction, and develop high-quality, project-based learning assignments.

TIP: Develop exercises and assessments meant to gauge students’ critical thinking and problem-solving skills (Cengage, 2023). This might include asking engineering students to ideate a construction project or asking culinary arts students to propose a solution for food insecurity in their communities.

Conclusion

AI can assist with all the elements of a strong curriculum. But creating meaning in knowledge is an inherently social act. It falls on the CTE teacher to vet the resources, as they are the subject matter expert, and to inspire students to learn the skills and knowledge to be successful.

J.J. Ayers, Ed.D., has more than 25 years of experience in education using technology to develop experiences. He is currently the CTE coordinator at Little Elm Independent School District in Texas. Ayers holds a Doctor of Education in curriculum and instruction, a Master of Education in secondary education, and a Bachelor of Arts in technical theater. He has presented at many industry conferences and will appear at ACTE’s CareerTech VISION 2024.

Learn more from the author at ACTE’s CareerTech VISION 2024, Dec. 4–7, in San Antonio, Texas.

Empowering Equity: Inclusive CTE Strategies

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Career and technical education (CTE) is a bridge that connects the classroom to business and industry. Innovative teaching methods combine traditional academic content with technical and employability skills development. By demonstrating strong support for high-quality CTE, we can all contribute to meeting workforce needs in our local regions.

Empowering Equity

Educational experiences grounded in equity, inclusivity, opportunity, and support are key to fostering engagement among students who have been marginalized, underrepresented, underserved, or underprepared. There are three skills that learners from all backgrounds must develop to build a foundation for the future:

    1. Critical Thinking
      Learners of all ages must be consistently engaged in critical thinking exercises. We must not give them answers but equip them with tools of inquiry and expression to ask questions and acquire the answers they seek. The “why” is more important than the “what.”Lessons and discussions centered around case studies that showcase diverse scenarios and disciplines provide opportunities for learners to practice data-informed decision-making. Considering different approaches and hypotheses to arrive at multiple conclusions can help to develop strategy, which is valuable for all members of society, particularly those who may suffer from marginalization.

    1. Relationship Building
      It is of great importance to emphasize the importance of human capital among transition-aged students by providing college- and career-readiness opportunities. Through this work, students develop the ability to build relationships. Teachers should consistently model how to create networks of support for their learning community, both present and future.

    1. Resiliency Through Flexibility
      The better one knows oneself, the better equipped they are to develop a flexible and open mindset. Learners must engage in practices of self-discovery, self-advocacy, self-awareness, and self-empowerment to navigate the world in which we live. High-quality CTE supplements academic and technical skills while providing context for real-world applications.Strategies that may increase CTE completion for students of color include mentorship programs, creating safe and inclusive environments, integrating social and emotional learning, and emphasizing human and social capital development.

Strategies for Inclusion

Several inclusive CTE strategies can help students of color reach CTE completion:

    • Embrace a Project-Based Learning (PBL) Approach
      Project-based learning integrates real-world scenarios into academic and technical curricula to foster transformative learning experiences.

    • Immerse Students in Real-World Problem Solving
      Gaining buy-in from students and building problem-solving competencies are key by involving them in solving real-world challenges.

    • Respond to Local Community Needs
      Design curricula that prepare students for the workforce by responding to the needs of the local community. Create opportunities for students to earn industry certifications at no cost to them.

    • Include Inquiry-Centered Prompts
      In the CTE classroom, asking and answering questions will lead to strategic planning, robust conversations, and problem-solving.

    • Build Human and Social Capital
      Encourage students of color to serve as ambassadors for the CTE program, speaking to broad audiences to market pathways and highlight their successes.

    • Grant Access to the World of Work
      Provide job shadowing, site visits, and networking opportunities to help students build professional contacts before they graduate. Teach them how to create and regularly update their resumes.

Ongoing engagement between industry and education helps align curriculum with new technologies and skills requirements. It also introduces students to potential employers and mitigates unconscious racial biases.

Reflective Practice

Inspire students to understand the benefits of reflective practice. Through reflection, they can authentically assess their prior efforts and discern success versus opportunities for growth. This habit will enable students to approach future activities with intention. Ask the following questions to help students hone critical thinking and problem-solving skills:

    • What about this project was easy?

    • What about it was challenging or difficult?

    • Did I receive the support I needed?

    • What kind of response did I receive from others? How did their responses make me feel?

    • If I had to do it all over again, what would I do differently?

    • Can I envision myself happy doing this every day and earning money from it?

    • What supportive adult do I know who can help guide me toward more learning experiences like this?

Conclusion

This article equips equity-minded educators with strategies to engage students of color in CTE environments. These tools can be implemented across various educational settings, from small classrooms to large institutions. They include mentorship programs, social and emotional learning, and community engagement initiatives that foster inclusive and supportive learning environments.

Lawrence V. Fitz, Ed.D., has served in educational and corporate leadership roles for more than two decades. His current administrative role is as the inaugural CTE district coordinator for the Hacienda La Puente Unified School District and he formerly served as CTE administrative dean for the Ventura County Office of Education.He previously worked with Southern California Edison, administering a workforce mentorship program. Fitz was awarded a service award of distinction by the California State Senate for his leadership excellence.

Learn more from the author at ACTE’s CareerTech VISION 2024, Dec. 4–7, in San Antonio, Texas.

Tips & Tools for CTE Mentorship Success

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Mentorship experiences are critical to the future of career and technical education (CTE). Organizations can make a positive difference in the retention of quality practitioners through cultivating and prioritizing mentorship program.ming. The impact of structure, culture and buy-in from stakeholders can have far-reaching implications — thus improving teacher experiences and positively impacting student achievement. In their book on The Adult Learner, Knowles, Holton and Swanson contend that adult learners should be active participants in creating and executing their learning experiences.

Mentorship program success is dependent on the engagement of its participants.

Don’t underutilize talent with the potential to effect change. Recruit talented teachers of CTE to participate in mentor-ship programs, and make sure they know exactly what’s expected of them. There must be structure to the mentorship experience. Secondly, be intentional when pairing mentors and mentees. This can be done using a survey or another discretionary process to gauge participants’ strengths and areas of growth. Jane Briggs (2008) found that a thoughtful pairing of mentors and mentees is a significant factor in the success of mentorship experiences among stakeholders.

When mentorship programs are launched during onboarding and/or pre.service processes, not only will mentees benefit from having a familiar face to approach when questions arise, but mentors offer first impressions of support and may grow their own networks. As new teachers of CTE come to the classroom from different pathways, it can be challenging to learn and understand curricula, learning management systems, and organizational culture. McAdoo (2018) found that CTE teachers’ perceptions of professional development needs varied based on experience level, school type and enrollment. Mentorship programs allow organizations to easily provide customized, one-on-one professional development.

Maximize the impact of mentorship.

The organization’s role is to facilitate the infrastructure of mentorship engagement. Assessments conducted to measure men-tor–mentee engagement throughout the experience can help all stakeholders reflect on programmatic successes and revise activities as necessary (Dessinger, Moseley >amp; Van Tiem, 2012). Mentorship program activities may include meeting during standard planning times (or flexibly as participants require), webinars, book studies, local industry tours, and more.

Mentors are essential to fostering success for new teachers of CTE subjects. To retain qualified instructors, they need to see their place and potential within an organization. Mentors provide mentees with individualized support regarding profession.al growth. And this advice should be given through the lens of organizational, curricular and professional understanding.

Mentors are a vital component of positive.ly impacting the retention of practitioners that need support in understanding. But, for mentors to use their influence and expertise to assist and guide mentees, they also require support. Grant mentors should access to relationship-building resources. And give them dedicated planning time to prepare for mentor–mentee experiences. Further, mentors should be active participants in the program’s assessment and revision processes.

Successful mentors will play an active and engaged role from the outset. Mentors should speak and introduce themselves to mentees during the onboarding process. When this happens, and participants listen actively — getting to know each other — they can customize and personalize their future experiences.

Offer feedback that is fluid, considerate >amp; respectful to all participants.

The goal of successful mentorship programs is to cultivate and sustain interest among new teachers of career and technical education. Mentees come in many forms: college graduates entering the workforce for the first time; individuals seeking second-career opportunities; educators transitioning to CTE from other content areas; or individuals transition.ing from industry. Regardless of the entry point, mentees should feel empowered to provide honest and authentic feedback regarding their mentorship experiences.

Quality mentorship programs establish spaces where voices and perspectives can be heard without judgment, and successful mentorship programs will foster this type of communication. Transformational growth has the potential to boost performance outcomes beyond expectations. For this to occur, design thoughtful mentorship programs.

Key takeaways:

  • Develop a mentorship organizational structure.
  • Be intentional when selecting and matching mentors with mentees.
  • Find and/or develop measurement tools to assess program performance.
  • Allow mentors early access to onboarding experiences with mentees.
  • Provide dedicated mentorship engagement time for mentors and mentees.
  • Develop protocols that promote clear and consistent feedback.

Charlie E. McAdoo II, Ed.D., is a 20-year veteran teacher in the City Schools of Decatur, Georgia. in Decatur, Georgia. Under the guidance of CTE Director Duane Sprull, he serves as an active member of the Decatur High School Career Academy’s CTE advisory board and as department chair of Beacon Hill Middle School’s CTE department. McAdoo completed his undergraduate degree at Clark Atlanta University, his graduate degree from the University of West Georgia, and his doctorate from Valdosta State University.

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