Author: acte

Meet Tiffanie Rosier, postsecondary CTE fellow

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Meet Tiffanie Rosier, postsecondary CTE fellow with ACTE and former STEM education coordinator with NOVA SySTEMic at Northern Virginia Community College. Rosier’s interview appears in a digital-exclusive spotlight series on current fellows in the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

What leadership skills do you hope to develop as part of the postsecondary CTE fellowship?

I want to build a professional network to support my development as a postsecondary leader in career and technical education (CTE). I want to accomplish these goals by connecting with other cohort members to learn more about what they do.

Additionally, I want to enhance my understanding of challenges related to CTE staffing and strategies for recruiting and retaining CTE faculty. One way I can develop my leadership skills in this area is to interview a CTE administrator responsible for recruitment and staffing. An additional activity to increase my experiences in this area may include attending a workshop focused on inclusion, access, equity and diversity for CTE professionals.

Finally, I will seek out discussions with my mentor to learn about their experiences. Their knowledge and expertise can assist me in developing leadership skills related to recruitment, staffing and training.

In what ways have you innovated to engage students >amp; inspire colleagues in CTE through the COVID-19 pandemic?

I co-wrote an InNOVAtion grant for a virtual project titled, The Career >amp; Leadership Readiness Institute (CLRI) at Northern Virginia Community College (NOVA). Requirements to obtain the certificate included completing a variety of workshops on topics such as:

  • Resume preparation
  • Interviewing
  • Networking
  • Diversity, equity and inclusion in the workplace
  • Communication and conflict resolution
  • How to stand out from the crowd, professionally

And students delivered a final project to complete their CLRI certification.

Orientation sessions were offered from November 2020–January 2021. And more than 500 individuals attended 21 workshops, panels and information sessions led by 29 community partners in spring 2021. Captioning services were provided for every session. In addition, NOVA’s American Sign Language interpreting students were invited to practice their skills.

CLRI’s first goal was to provide opportunities for students to engage in career and leadership readiness training. They experienced professional networking activities with the NOVA community and employers to increase career connections. The second goal was to prepare NOVA students with the knowledge, skills and awareness to navigate a diverse workplace.

Our education systems face many challenges. Please discuss the steps CTE can take to improve equitable access to high-quality CTE programs of study.

Educators may take a SWOT analysis approach. Provide stakeholders with the information, activities and resources to identify strengths, weaknesses, opportunities and threats (SWOT) related to the programming they develop and implement. This activity can help identify strategies for creating more equitable, high-quality CTE programs. Create opportunities for training while recognizing that educators have different needs; everyone exists in different stages of awareness.

Provide information in multiple formats! Diversity of format not only allows more individuals to receive access to information but can also create more opportunities for engagement. Ensure that individuals may choose when and how to be exposed to and process information.

Finally, create opportunities for people to ask questions and share information about topics related to equitable education. Offer these opportunities in comfortable environments, where individuals can be open to share thoughts, opinions and ideas. The definition of comfortable is up for interpretation, so I believe the ability to focus on topics related to equitable education needs to be flexible and fluid.

Learn more about the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation.

Please also meet:

  • Tachaka Hollins, assistant vice chancellor for academic affairs at the Tennessee Board of Regents
  • Tracey D. Cooper, executive director of nursing at Temple College
  • Bernie Phelps, director of Perkins, Perkins Rural Reserve and dual enrollment at Montana Tech, Highlands College
  • Vickie Thomas, director of the Center for Workforce and Community Development at Eastern New Mexico University – Roswell
  • Moira Lafayette, dean of health sciences and public safety at Blackhawk Technical College
  • Brad Kinsinger, director of the Global Agriculture Learning Center at Hawkeye Community College
  • Eric Sewell, director of technical education at Southern Union State Community College
  • C.J. Wurster, district director at Maricopa County Community College District
  • Katie Vincent, director of workforce partnerships at Owensboro Community and Technical College
  • Xue Xing, assistant professor of teaching and learning at University of Nevada, Las Vegas
  • Aleksander Marthinussen, program manager with NOVA SySTEMic at Northern Virginia Community College
  • Martha Payan-Hernandez, director of CTE at Fullerton College
  • Dan Adams, former CTE administrator and current stay-at-home dad
  • Ashlee Spannagel, dean of CTE and workforce development at Southeastern Community College
  • Darlene O’Rourke, Perkins grant director and officer at Queensborough Community College
  • Shelsi Barber-Carter, CTE coordinator at Baton Rouge Community College

Train with ease: NEW MobileArc augmented reality welding system

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This content is sponsored by Miller Electric Mfg. LLC.

Attracting and proficiently training welding students on a limited budget can be challenging. Miller® amp;utm_source=ACTE_news>amp;utm_medium=publication” target=”_blank” rel=”noopener”>Discover all the ways you can train more efficiently and effectively with MobileArc™.

ACTE’s CareerTech VISION offers vital PD for 21st century CTE

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Come on in. Let’s gather again in the birthplace of jazz. ACTE’s hottest event of the year offers content, networking and instrumental experiences designed to inspire growth. Together, we’ll advance the field of career and technical education (CTE) for all learners.

ACTE’s CareerTech VISION 2021 happens in person, in New Orleans, Louisiana, and in a fully immersive virtual environment, on Dec. 1–4.

In-person attendees will experience four memorable days of dynamic professional growth and networking. Invest in yourself ! ACTE’s CareerTech VISION is the must-attend event for every career and technical educator. With a little rhythm (if we can find it), educational leaders come together to share fresh insights on delivering high-quality CTE programs of study. 

The in-person experience includes: 

  • Inspirational keynote presentations focused on cultivating your leadership skills
  • Live product demonstrations >amp; exhibitor workshops at the CareerTech Expo*
  • More than 200 concurrent sessions* covering the most important issues in secondary and postsecondary CTE. Topics expected will include inclusion, access, equity and diversity; culturally responsive CTE environments and classrooms; strategies for thriving in virtual, hybrid and in-person settings; ideas for supporting new teachers; and specific CTE content areas represented by ACTE divisions

Note:

On-site sessions and the CareerTech Expo are available only to in-person attendees.

Virtual attendees experience vital networking >amp; resources.

We wish everyone could be with us in New Orleans this year, but we understand there are limits and restrictions — on building capacity and on our personal comfort zones, too. Virtual attendees at VISION will enjoy:

  • Curated content and online sessions
  • Tips and tools to support CTE in a post-pandemic world
  • The virtual awards gala!

Find Techniques writers at VISION!

A selection of articles published in Techniques in September 2021 were inspired by educational programming expected to feature at ACTE’s CareerTech VISION. For a sneak preview, read:

Register for VISION today.

Creating a safe space for LGBTQ+ students in CTE

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It’s likely you’ve taught a student who identifies as lesbian, gay, bisexual, transgender or queer (LGBTQ+). Such youth with caring adults in their lives are less likely to self-harm and more likely to thrive in CTE. Anna Hall, a family and consumer sciences educator, offers best practices for creating more inclusive learning environments.

Respond to anti-LGBTQ+ language

According to a recent national school climate survey conducted by GLSEN (2020) almost all LGBTQ+ students surveyed (98.8%) reported hearing the term “gay” used in a negative or derogatory way while at school. Other research studies (Aragon, et al., 2014) indicate that students are hearing anti-LGBTQ+ language from teachers. This is
unacceptable.

I encourage you to address anti-LGBTQ+ language whenever you hear it. Start each academic term with a discussion on classroom community standards. Set expectations for student behavior, and let them know that microaggressions (such as, “That’s so gay!”) can lead others to feel they are unsafe in their learning environment.

Setting this precedent helps LGBTQ+ students feel safe and lets them know that you are an ally to them, whether or not you know their identities.

Learn the terms.

LGBTQ+ identities encompass both sexual orientation and gender. There are many different identities within the LGBTQ+ community, not all of which are expressed in the acronym. GLSEN, a national organization working to end discrimination and harassment of LGBTQ+ individuals, offers many great resources for inclusive professional development. The Safe Space Kit, for example, includes definitions for many terms you may not be familiar with. I highly suggest checking out this resource!

Select terms to know (from GLSEN Safe Space Kit):

  • Ally: A member of the majority or dominant group who works to end oppression by recognizing their own privilege and supporting or advocating for the oppressed population
  • Cisgender: A person whose gender identity and expression align with the gender
    assigned at birth
  • Gender expression: The multiple ways (e.g., behaviors, dress) in which a person may
    choose to communicate gender to oneself and/or to others
  • Gender identity: How an individual identifies in terms of their gender. Identities may include male, female, androgynous, transgender, genderqueer and many others.
  • Gender nonconforming: A person who has a gender identity and/or gender expression that does not conform to the gender assigned at birth. People who identify
    as “gender nonconforming” may or may not also identify as transgender.
  • Queer: An umbrella term used to describe sexual orientation, gender identity or gender expression that does not conform to dominant societal norms. While it is used as a neutral, or even a positive term among many LGBTQ+ people today, historically “queer” was used as a derogatory term.

Normalize pronouns.

We would never ask a student with disabilities to disclose their individualized education plan to the entire class on the first day of school. Offer this same courtesy to transgender, nonbinary, and gender non-conforming students in regard to pronouns.

For inclusivity, ask for students’ pronouns as part of a get to know you survey. And ask if their identified pronouns can be used among classmates. While you’re at it… introducing yourself with your own pronouns will signify a safe space.

“Hi, I’m Mrs. Hall, and I use she/her pronouns.”

Create a classroom culture that values respecting one another’s pronouns. Doing so will foster an inclusive environment for any student who may have been misgendered. When adults respect students’ correct pronouns, those students are less likely to attempt suicide than those who do not experience the same re.spect. Using correct names and pronouns is suicide prevention.

Add your own pronouns to your social media profiles and introduce your pronouns along with your name when you meet someone new at a conference or in an interview. Normalizing pronouns is a good practice in all facets of our lives. It takes very little effort to make this change that will help make our society more inclusive of transgender and gender-non-conforming individuals.

Use inclusive language.

Students pick up on the language we use in every.day conversations and lessons. Utilizing inclusive language helps students to feel a sense of belong.ing, and they are better able to see themselves as members of the class. For example:

The common phrase “ladies and gentlemen” excludes all students who do not identify in either of these categories. Instead, switch your practice to use of an inclusive term such as “students,” “scholars,” “professionals,” or “future [add career path here].”

Inclusive language signals to others that you are welcoming and safe I encourage you to start practicing this in all facets of your life. We can also use inclusive language when we talk with students about their personal lives.

  • Don’t assume that all students have a mom and a dad. Instead, use the term “guardian” or “adult” when referring to the person you hope to see at an up.coming conference or open house.
  • Don’t assume a student’s date to prom is a member of the opposite sex. Instead, use gender-neutral language when asking any follow up questions. If a student shows you a picture of their prom outfit, you might ask, “Will your date wear a coordinating color?”

Display your poster.


ACTE created a downloadable safe space poster for CTE educators to hang in offices, classrooms, hallways or gathering spaces. Safe space posters have gained popularity, especially in the higher education setting. They present a great way to let others know you are an ally to LGBTQ+ youth, colleagues or other visitors. Let the world (or at least those who spend time in your classroom or office) know that you are accepting and affirming of the LGBTQ+ community!

Download and print your copy today.

Anna Hall is a family and consumer sciences educator with a background in college administration. She also advises FCCLA and the Gender Sexuality Alliance at her school. Hall is committed to helping make schools safe and equitable for all students. She is working toward a Doctorate in Education and is interested in researching the LGBTQ+ student experience in CTE programs and how to best support this student population. In her free time, Hall enjoys spending time with her family, baking, knitting and quilting.

This article appears in its entirety in the September 2021 print issue of Techniques.

Techniques launches in September with a VISION of inclusion

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Another school year has begun and we’re kicking off another year of Techniques. ACTE’s flagship publication for career and technical education (CTE) professionals intends to publish four print and four digital issues in 2021–22. Prominent themes found in Techniques this year will include:

  • Best practices for teacher recruitment and retention
  • Advancement of high-quality CTE in historically under-resourced communities
  • New skill development in a post-COVID-19 landscape
  • Equitable facility and equipment design
  • Innovative approaches to career exploration via work-based learning

ACTE demonstrates a VISION of inclusion in CTE.

Learners are too often excluded from valuable opportunities due to factors outside their control (e.g., race, sex, sexual orientation, gender identity, socioeconomic status, disability, language spoken). As career and technical educators, preparing students for an evolving work.force, it is imperative that we develop high-quality programs of study for all.

“It’s very likely you have taught a student who identifies as a member of the lesbian, gay, bisexual, transgender, queer (LGBTQ+) community,” wrote Anna Hall, a family and consumer sciences educator with a background in college administration.

“Current research shows that students who identify as LGBTQ+ are more likely to experience bullying, miss school, and have lower grades than peers (Aragon, et. al., 2014). As LGBTQ+ students live and learn in all school districts across the United States, all schools need to develop strategies for creating more inclusive learning environments.”

Further, there is an urgent need to provide high-quality professional development and support for new CTE faculty transitioning from industry. “They play an integral part in preparing our future workforce,” wrote Paige Brooks-Jeffiers, executive director of professional development and innovation at Kentucky Community and Technical College System.

This issue features a selection of articles inspired by high-quality educational programming expected at ACTE’s CareerTech VISION 2021.

Join us in the birthplace of jazz — New Orleans, Louisiana — on Dec. 1–4. If you can’t make it in person, we’ll miss you greatly! But we’ve designed an immersive virtual experience for off-site attendees to share knowledge and cultivate new connections. And, oh! The Excellence Awards Gala will stream live on Nov. 30. It’s open to all ACTE members! So, keep an eye on your email (and read ACTE News) for more details as they become available.

We hope you find value in the pages of Techniques. And in the many resources developed by ACTE for the advancement of high-quality career and technical education. We hope to see you on site in New Orleans, or online, for CTE’s premier event of the year.

Thank you for your continued support.

Read Techniques in its entirety in the archive now.

Getting new faculty FIT for success

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Industry experts spend years or even decades perfecting their trade. However, they may have little or no experience as a faculty member. Without support in the transition from business and industry to academia, new faculty may lack the foundation and skills needed to be effective in the classroom.

Providing comprehensive, individualized training and guidance to new faculty increases preparedness.

High-quality professional development ensures new faculty acquire vital knowledge. Application of strategies leads to engaged, successful students who are ready for the workforce.

Kentucky Community and Technical College System (KCTCS) is comprised of 16 colleges with more than 70 campuses serving approximately 100,000 credit and 45,000 workforce students annually. Our colleges hire many career and technical education (CTE) faculty/instructors directly from industry. As they play an integral part in preparing our future workforce, KCTCS colleges strive to hire, support, and retain top faculty and instructors.

After the 2019 Perkins needs assessment, multiple schools identified the need for a high-quality new faculty professional development program, especial.ly for industry experts transitioning into CTE teaching roles. Recognizing the systemwide opportunity, the Office for Professional Development and Innovation (OPDI) developed a robust framework to build a foundational teaching and learning program.

Faculty Institute on Teaching, or FIT

The KCTCS Faculty Institute on Teaching (FIT) provides a structured professional development program that prepares and supports CTE faculty and instructors with teaching and learning strategies for our college students. As executive director of OPDI, I developed and presented the program concept to a statewide team of 27 experienced faculty and staff from KCTCS colleges. They confirmed the need and supported the idea enthusiastically. What’s more, they agreed to help design the program for implementation in fall 2020 based on the framework presented.

During June 2020, the development team met virtually and created a delivery model that focused on the foundations needed for teaching. The program combines existing tools and resources with evidence-based methodologies and individualized guidance, practice, and support for new CTE faculty.

FIT is a multipronged, yearlong, competency-based program designed to provide the foundational principles, skills, structure, and mechanics needed for a successful and effective course, whether it be in-person, hybrid or online. The Institute consists of four main parts:

  • Knowledge and understanding through consistent curriculum
  • Application and implementation assessment
  • A digital badge reward system
  • A mentor program to provide support

Utilizing backward design strategies, the development team established competencies new faculty need to be relevant and effective for student success. These were broken down into five topics, or modules:

  1. Fundamentals
  2. Planning
  3. Methods and Strategies
  4. Assessment
  5. Management

Embedded in each of the topics were two additional topics:

  1. Technology
  2. Diversity, Equity and Inclusion

Curriculum

With competencies set, we needed to find reliable, vetted content to support the curriculum. Due to limited resources, we could not develop and continually maintain the content ourselves. We needed a sustain.able, long-term solution that met the goals of FIT. We wanted a solution that would also allow us to expand the program to additional tracks in the future. What we found exceeded our expectations.

We discovered CTE Learn, created by ACTE and MaxKnowledge. CTE Learn offers a “comprehensive professional development solution.” Further investigation revealed that this learning management system housed more than 150 courses (now having grown to 170+) built by faculty for faculty. Additionally, the content is vetted, updated and available at a reasonable yearly rate for users.

We found that this collection met (and surpassed) our needs and decided to adopt CTE Learn as the curriculum. The team selected six courses to meet established competencies of the five FIT modules. As an additional advantage, participants have access to the entire repository for the year. This provides additional opportunities to customize their learning and experience.

Application >amp; assessment

FIT design requires ensuring new faculty can effectively apply the concepts and skills being learned with proficiency. Modeling good instructional design standards, developers created competency-based assessments and provided rubrics, sample work, and templates to support successful application of strategies.

Three experienced KCTCS faculty assess participants against a detailed rubric. Assessors work collaboratively to provide feedback to help participants reach the proficiency level on all module competencies. This allows a safe space to ensure understanding and verify appropriate usage in the classroom. Participants receive feedback and support and revise as necessary until they achieve proficiency.

Once participants successfully finish a CTE Learn course, they then implement their learning into their own courses. And this completes the module. Each FIT modules consists of the CTE Learn course plus the assessment and implementation of learned skills.

Digital badges

Digital badges identify success throughout the Institute. In general, digital badges recognize an achievement or skill through review and verification. FIT, however, wanted to do more than award individual module badges. We also wanted participants to be able to track their progress through the program, at any given point. At the end of their term in FIT, an overall badge would be awarded representing completion of the program.

We chose the digital badging platform Badgr, which gave us this option with its pathways feature. Our goal was to use this feature to design the pathway with all modules and checkpoints in the program. Upon successful completion of each step, the badge on the path would light up. Badgr Pro’s pathways feature can be designed with externally verified badg.es, allowing users to earn badges from other verified badge issuers. This offered big benefits for KCTCS because it eliminates duplication of effort while saving time and money.

We circled back to MaxKnowledge to see if the CTE Learn courses offered badges. If they did, we could utilize their badges on our pathway, thereby saving our own resources. Although CTE Learn did not currently offer badges, they were simply waiting for a push from the education field.

MaxKnowledge got to work adding digital badging to all courses in the repository! They expedited their efforts and completed their badges in time for our pilot cohort in September 2020.

Mentorship

Next, we focused on the fourth part of FIT. Each participant was assigned a mentor from their KCTCS college. The mentor provided guidance and support throughout the program. Mentors also answered questions and helped acclimate new faculty to the other faculty, the faculty culture and the campus culture.

We launched the Faculty Institute on Teaching in fall 2020.

One participant stated, “Being able to take my industry insight and experience and lay it out in an orderly fashion for the students has been super awesome. Instead of just trying to dump every.thing I know onto them, I’ve been learning how to strategize and categorize my content.”

We asked participants about improving the program, and we received great ideas to consider. Many of them were about time. Participants discussed not having enough time to complete the program. This was understandable, especially during COVID-19. But they still wanted to complete the program! They even asked us to extend it to allow them more time. This kind of feedback let us know we were on the right track.

By the end of May 2021, a handful of participants had completed the entire program. Several more are working to.ward that goal. In total, more than 200 badges have been awarded to FIT participants so far. The pilot cohort continues to work through modules; they have until December to complete the program.

Looking ahead

During June 2021, a team collaborated to improve FIT based on feedback provided by the pilot cohort. After reviewing and analyzing the course for continuity, we identified several improvements.

We streamlined the program to remove redundancy and promote consistency. All competencies, badges and the frame.work were kept intact. However, the fifth module, Classroom Management, was incorporated as an underlying competency (along with Technology and Diversity, Equity and Inclusion) of the remaining four modules. To alleviate time concerns, we established a suggested timeline of completion, allowing two months to complete each module.

KCTCS considers FIT a success. The nominal cost for a year of learning, growth and support — not to mention the networking — is well worth continuing the program for new faculty.

Paige Brooks-Jeffiers is the executive director of professional development and innovation at KCTCS. She has more than 19 years of experience working with faculty and staff in higher education. Her career began in distance learning where she trained and supported faculty transitioning to an online format, including teaching strategies and technology. Currently, she runs the Office for Professional Development and Innovation and develops, implements, and facilitates innovative PD events to increase student success through faculty and staff support and engagement.

This article appears in its entirety in the September 2021 print issue of Techniques.

Online PD features innovative programming & practices

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ACTE offer several online professional development opportunities:

  • ACTE’s webinars happen twice monthly. They cover best practices in CTE and are free to everyone. Topics include Equity Through Remote Learning and Making Work-based Learning Meaningful.
  • The CTE Learn online network includes 150+ credit courses. Stay up-to-date with your professional development.
  • Xello and ACTE produce a student career development series. Publication briefs, online lessons and webinars explore topics within ACTE’s High-quality CTE Program of Study: Student Career Development.

Learn more

Meet Brian Law, ACTE president

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Meet Brian Law, career and technical education (CTE) director and school counselor in Brooks County, Georgia. Having previously served on the board of directors as president-elect and Region II vice president, Law’s term as president of ACTE began in July 2021.

To say hello and welcome, Techniques conducted an interview with ACTE President Brian Law.

What is your job title and what do you do?

I work half the time as CTE director for Brooks County Schools and half the time as school counselor for Brooks County High School in Quitman, Georgia. I am fortunate to serve both CTE teachers and students, and I tell everyone that I have the best of both worlds.

What was your education experience like? What did you study?

From an early age, I knew I wanted to be a school counselor. When I entered college, in Georgia, you had to teach for three years prior to being a school counselor. I majored in secondary social studies education and gained middle school, early childhood, interrelated special education certifications.

I taught three years of language arts and speech and drama at the middle school level. Then, I obtained my master’s in school counseling and an educational specialist in instructional technology with a certification in educational leadership. After that, I served as school counselor for elementary, middle alternative and high school.

My training in administration led me to work as a district director for CTE. I attribute my CTE business classes in high school and FBLA, the career and technical student organization, for my success in college and career. These courses made me a well-rounded and prepared student. I still use those skills every day.

In your opinion, what presents the most significant barrier to equity in education in 2021?

Many schools in lower income and/or rural communities face the issue of recruiting and retaining high-quality teachers. I believe relationships and instruction are the two most important factors in a quality CTE programs.

What do you hope to achieve as president of ACTE?

We are in the beginning phases of reassessing the strategic plan. I served on the board as Region II VP when the plan was revised and implemented. I am excited to go through this process again.

Overall, I want to reach out and advocate, recruit new members and renew the spirit for CTE. Teachers need the best resources to provide high-quality instruction. Students deserve the most well-trained teachers and innovative programs. Our business and industry partners depend on us to provide skilled workers for the workforce. ACTE is the driving force to help make this happen!

How has your experience in leadership at ACTE informed >amp; enhanced the work you do to provide high-quality CTE for all students?

Serving on the board of directors has given me the opportunity to learn more about organizational leadership. I have met and networked with passionate CTE educators from all five regions and 10 divisions in the association. These talks with colleagues further encourage me and renew my spirit to find innovative ways to promote CTE at the local, state and national levels. I have learned so much more, by serving on the board, than I would have ever known. Now, it is my job to share knowledge and resources with others.

What advice would you offer someone who wants to become more involved in ACTE leadership opportunities?

Tap into the resources. ACTE offers many opportunities. Vice presidents in regions and divisions are always looking for people to serve on committees that represent their geographical area or career area. Get involved with the fellowship program. It presents an excellent way to build knowledge and leadership for CTE.

ACTE is always striving with different initiatives to build leadership. Ask a board member or staff for more information. Further, being nominated and winning a region or state award helps to identify future leaders. Nominate a colleague or yourself for the awards program.

Is there anything else you would like to share?

I have only been involved in ACTE for the last 10 years of my 28-year career. And I tell everyone it was the hidden secret. I had just completed my service as president of the American School Counselor Association when my CTE director asked me to attend a state CTE conference. They were providing membership level registration for school counselors to get them more involved with CTE. I had attended so many conferences that I needed a break. But I agreed to go if several others from my school district would attend.

When I attended I discovered a whole new world. There were many resources and networking opportunities that I wish I had known about. I was hooked on ACTE! The state executive director encouraged me to run for ACTE division vice president; I did not make the ballot. So, later, I ran for the region VP. And, to my surprise, I won!

After serving, I found this rewarding to my career and growth as a leader. I decided to run for president. As members of ACTE, don’t let your association be that hidden secret. Reach out to your colleagues and help them find the world I found. Thank you for allowing me to serve you and know that I appreciate what you do every day in your schools — for the children.

Meet ACTE’s board of directors.

Techniques Year in Review: Disruption transforms CTE

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Congratulations! Teachers and administrators, you made it through another school year. A hard year. As the COVID-19 pandemic wreaked havoc on schools and communities, ACTE’s Techniques strived to remain consistent. Even as we underwent big changes ourselves.

Techniques diversified its content offerings with a new site launch.

Previously publishing eight print issues a year, Techniques refocused its content strategy to reach the target audience better, more effectively. We launched a dynamic new digital site, on which Techniques released four fully digital issues in 2020–21, alongside four exceptional print issues. Change, while disruptive, brings about growth.

Educators, nonprofit staff and stakeholders, and citizens of a global community, hear these words. To persist and thrive in seasons of disruption:

Meet your audience where they are.

Techniques found career and technical education (CTE) professionals in virtual meeting spaces, outdoor classrooms, simulated labs, and back in school with masks and social distancing.

Look out for the magazine in September.

LeAnn Wilson wrote: “The show must go on!” Planning for ACTE’s CareerTech VISION was well underway by the time this issue arrived in mailboxes. And readers enjoyed a first look at the immersive networking and professional development expected to take place.

Techniques in September also introduced our new IAED in CTE column. Snehal Bhakta (Clark County School District) wrote about an innovative program to increase enrollment of diverse students in STEM pathways.

  • Jill Nerio and Larry Batson (both of Tulsa Tech) shared important resources for leveraging technology to ensure accessibility for all students. “Accessible content is better content for everyone.”
  • Get cooking with Canvas! Melissa Ellegood and Christie Nicholson (both of Yuma Union High School District) did, and they’re sharing the ingredients. Check out their recent webinar and read the article too.

Read Techniques online in October.

October 2020 saw the launch of Techniques’ first-ever fully digital issue. Fellows of the Postsecondary Leadership Success Program at ACTE – Sponsored by ECMC Foundation featured prominently. They shared insights on how to support diverse students navigating postsecondary transitions.

Further, Melanie Allen, an IAED Mentorship Program mentor, contributed to a series of articles for Techniques in October. Allen and colleagues Adam King and Shirley Dawson encourage cross-disciplinary collaboration for strong postsecondary outcomes among students with disabilities.

Look out for the magazine in November/December.

Doug Major wrote: “There has never been a more exciting — and challenging — time to be part of career and technical education. We have the opportunity to work together to reimagine CTE in a post-pandemic world.”

Techniques’ November/December print issue showcased the many ways in which CTE educators empower future generations of the workforce.

Read Techniques online in January.

Brian Noller (Northland Career Center) helped kicked off Techniques’ 25th anniversary celebration. In his article, he reflected on how ACTE and Techniques offered integral support for his professional development in CTE. “Techniques and ACTE provide members like me with meaningful and relevant articles that ignite effective instruction and school improvement.”

Such encouraging words from Noller led us to look back at Techniques over time. An article published in 2012 wants educators to learn and grow from failure. “When students learn to accept failure, classroom management may improve,” wrote Jamey McIntosh, product marketing manager at Realityworks, Inc. “Students and CTE educators, alike, enjoy the opportunity to focus on learning.”

Look out for the magazine in February.

“High-quality CTE programs must innovate and inspire to engage students.”

This message resonated through Techniques in February 2021. Themes explored innovative approaches to equitable learning, offering lessons for successful integration of academic, CTE and community-based programming.

  • The new Dover High School in Dover, New Hampshire, is designed to be a community building. This feature written by Tina Stanislaski (HMFH Architects) tells a modern learning story of innovation in CTE.
  • Rasha ElSaheli-Elhage (Chicago State University) challenges educators to consider a mindset shift. Discover valuable tips for approaching online teaching with confidence to meet the needs of students with IEPs.

Read Techniques online in March.

CTE educators make learning fun! Nicole Graves and Patrick Hales (both of South Dakota State University) offer recommendations for gamifying the family and consumer sciences classroom. For Techniques in March, they wrote: “Games motivate students, helping them learn course content while also developing critical relationship skills.”

CTE theatre programs build confidence, self-awareness and empathy. Read Felicia Latoya Brown’s article, which appeared in the March digital issue of Techniques. And discover how this emerging pathway at Trenton Central High School adapted in response to the needs of its students. “Though the school was not able to produce a musical, CTE theatre developed an online production by June of 2020.

“They did another in October of 2020 and an audio-only radio play in December 2020. We produced more theatrical works within the pandemic than we had before it.”

Look out for the magazine in April.

As a global economy expands further, consider your role and responsibility to improve representation in education. The April 2021 issue of Techniques featured articles from educators and CTE stakeholders designed to inspire reflection as well as action. We must confront vast systemic inequities to design more equitable learning opportunities

  • The Center for Global Education at Asia Society encourages readers to build deeper connections to diversity. Their research proves that a diverse workforce is more productive and happier overall.
  • Elina Martinez Medina (Denver Public Schools) shares a personal connection to CTE and English language learning. Her article emphasizes the need for rigorous, content-based instruction to be scaffolded to support all learners. “Shared strategies and intentional instruction are critical for English language and career development.”

Read Techniques online in May.

The future has arrived. Students of today have begun to envision a world where hospitals will grow new organs for patients using their own cells. The May 2021 digital issue of Techniques cast a spotlight on health sciences education.

“CTE classrooms offer an ideal structure to introduce students to career opportunities in biofabrication,” wrote Amanda Bastoni, educational research scientist at CAST. “CTE students learn career skills like lab safety and time management. And they engage in hands-on, problem-based learning related to the workplace. Plus, biofabrication is multidisciplinary with a variety of career opportunities.”

Additionally, Constance Haan (Billings Career Center) emphasizes the importance of embedding quality improvement and patient safety (QIPS) lessons in health science courses. Deepen students’ learning. While QIPS tools improve patient care and outcomes, they can also “apply to personal and professional goals.”

Thank you to all who read, supported and contributed to Techniques in 2020–21. Look out for our next print issue in September 2021. 

Ensure equitable delivery of career development via ed tech

Posted on by acte

Read Equitable Delivery of Career Development Through Technologies, the latest brief in ACTE and Xello’s student career development series. It was written by Stephen DeWitt, deputy executive director of ACTE.

Technology has the power to transform learning.

Many innovative tools exist to help students, parents and teachers navigate career exploration and development activities. The savvy use of educational technology presents significant benefits:

  • Improving the learning environment
  • Increasing access to high-quality career and technical education (CTE) programs of study

“Regardless, access and equity challenges persist” in CTE.

The fifth Student Career Development publication from ACTE and Xello suggests that CTE educators begin with the Quality CTE Program of Study Framework. The framework’s Access and Equity and Student Career Development elements offers guidance on equitable delivery of high-quality CTE.

Access and equity

Career guidance must be “offered to all potential and current program of study participants in a manner that is free from bias, inclusive and nondiscriminatory.”

Student career development

This element reinforces the notion that “each CTE student in the program of study [should have] a personalized, multi-year education and career plan.” This plan should reflect exploration activities and inform course selection.

Other components of the Framework address eliminating barriers to access and practicing effective communication of student data. These criteria may help CTE professionals evaluate technology to gauge accessibility for learners as well as to ensure equitable delivery. Consider the following questions to ask about potential ed tech:

  • Is the content free from bias?
  • Does it support each student in the classroom through a structured and individualized career plan?
  • Are individual student interests taken into consideration and addressed?

A success story

Several years ago, Saint Paul Public Schools, in Saint Paul, Minnesota, launched an initiative to focus on college and career readiness. They set a goal to help every student plan for and reach their dreams, with an adult to “walk alongside them.” This new, more inclusive approach to student career development required additional technology support to meet an expanded scope of work.

DeWitt wrote, “The online portfolio took they selected can house work samples. It also includes self-reflective work in a way that is meaningful to the student and allows them to express who they are — not only through interest surveys or writing samples but through art or a recorded demonstration of skills.

“Saint Paul Public Schools issued iPads to every student. They also provided internet hot spots to families during the COVID-19 pandemic when students were learning remotely. The technology they use includes accessibility features and Spanish translation for English learners.

“Saint Paul Public Schools says that centralization of the college and career readiness plan and their technology throughout the district has ensured a more equitable Environment,” continued DeWitt, “where all schools and programs have equal access to programming and support.”

Considering adoption of educational technology? Get started.

  1. Take a holistic approach. “Technology should enhance your student career development efforts; it can provide huge benefits but only if [used] as a tactical resource.”
  2. Do your research. Think about your programmatic goals and how the tool you seek will best support equitable delivery of high-quality CTE for all learners. “Research several options, including pricing” and accessibility features.
  3. Keep your own bias in mind. “Review the technology and your own career development resources to make sure they are free from unintended bias.”
  4. Build technology into your instruction. “Technology should not be an add-on.”
  5. Conduct professional development. “Technology is only worthwhile if the individuals using it understand its purpose, as well as the applicability.”
  6. Leverage data about technology use. Choose technology that allows the user to collect, analyze and share data about how students access the product. “Develop a plan to share the analyses in a way that will support teachers, school counselors and other staff.”

Read the full brief sponsored by Xello — Equitable Delivery of Career Development Through Technologies.