The need for secondary teachers in career and technical education (CTE) is well established. Several disciplines of CTE have been recognized as “teacher shortage areas” for more than 20 years. Reports continue to indicate that it is still more difficult to recruit and retain CTE teachers than teachers from other disciplines.
Much effort has been invested in recruiting future CTE teachers. The federal TEACH grant has helped to defray costs for college students training to teach in high-need fields. National teacher recruitment campaigns such as “Tagged to Teach Ag” and “Say Yes to FCS” were designed to attract the next generation of CTE teachers. However, even with increased marketing campaigns, the pace of enrollment in CTE teacher education programs has not kept up with the need for teachers.
As a result, many states have adopted alternative certification pathways and programs. And while this approach can help address some aspects of the teacher shortage, it’s not without its own challenges. CTE teachers with occupational licenses leave the classroom at higher rates, with consequences for student learning and an added burden to school districts who must invest time and energy into recruiting and onboarding new teachers.
Who will teach the future teachers?
The demand for college and university faculty is growing faster than average. And this is being felt deeply in colleges of education. Educator preparation programs (EPPs) must demonstrate that faculty hold appropriate education, credentials, and experience for their appointments. However, some postsecondary institutions are waiving certain requirements for CTE teacher educators.
In 2021, Janine Duncan and Carol R. Werhan discovered that 27% of FCS teacher educators did not have any secondary teaching experience, 26% did not have a degree in FCS and 30% did not have a terminal degree. These findings indicated a need for additional study of recruitment and preparation practices for CTE teacher education.
Teacher education interest study
In 2023, a national survey among current ACTE members gathered information about the traits and characteristics of a quality teacher educator candidate. The survey also asked respondents about their interest in pursuing a career as a CTE teacher educator. Twenty-seven individuals indicated interest in the role, all with at least seven years of teaching experience and most with 10+ years of industry experience.
The study identified seven potential barriers that may hinder individuals from acting.
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- Access to graduate programs
- Cost of graduate school
- Time commitments/requirements
- Geographical constraints
- Family responsibilities
- Personal health and well-being
- Personal readiness (confidence, aptitude, attitude)
Next steps
The shortage of CTE teacher educators has a direct impact on the shortage of CTE secondary teachers across the United States. Strong educator preparation programs are dependent on strong teacher educators. The CTE profession is wide and deep with colleagues who could be ready to advance their education, if inspired to do so. Research findings show significant benefit in the following actions.
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- Communicate the need for teacher educators across the CTE profession.
- Encourage, mentor, and recruit potential candidates.
- Develop a pathway to funnel candidates into existing CTE teacher educator pipelines.
Actions at the state level
Take an inventory of all graduate programs in education. These might include content-specific pedagogy programs, CTE programs, curriculum and instruction, higher education, education technology, and more. Note which programs are online and which programs offer flexibility for personalizing studies as well as costs and time to completion. Survey colleagues to determine common institutions. Attend state CTE conferences to feature panels of university CTE faculty discussing alignment of graduate education programs to the needs of CTE teacher education, a “How Can We Build the CTE Teacher Education Pipeline?” session.
Actions at the regional level
Build on the state-level efforts by collating the information on graduate programs in education. Consider the benefits of creating a “one-stop shop” that features graduate programs prepared to support and sustain the CTE teacher educator pipeline. Because some interested colleagues just need to be pointed in the right direction. CTE regional leadership should continue state efforts to shape and refine partnerships with graduate programs in education.
For example, colleagues committed to the CTE teacher educator pipeline would benefit from regional conferences featuring graduate credit for participation. It could be of further value to consider how micro-credentials for professional development might translate into graduate credit, too. This could be of interest in supporting graduate programs new to CTE.
Actions at the national level
Advocate for CTE teacher education! ACTE’s commitment to and expertise in policy is essential to advancing the CTE teacher educator pipeline. It is in this arena that educators and community members are best positioned to influence state departments of education with the goal of creating postsecondary externship experiences for current secondary CTE teachers and administrators. Strategic development efforts might also fund these externships or visiting CTE scholars.
By crafting an action plan that works from the local to the national level, the CTE field has the chance to create meaning- ful change and build sustainable partnerships and pathways. All CTE professionals have a role to play in strengthening the CTE teacher education workforce. How will you contribute?
Nicole A. Graves, Ph.D., is associate professor of family and consumer sciences education at South Dakota State University.
Susan Turgeson, Ed.D., is a professor at the University of Wisconsin – Stevens Point, focusing on family and consumer sciences students.
Janine Duncan, Ph.D., is the Mary K. “Kitty” Decker Clinical Associate Professor at Purdue University, working with preservice FCS educators.
