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College launches virtual advising center

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Welcome to our series, COVID-19 Innovations. Here, we chronicle the innovative ways that career and technical educators continue to engage students as lifelong learners and prepare them for rewarding careers, even as the COVID-19 pandemic has upended the 2020–21 school year.

At St. Petersburg College (SPC) in St. Petersburg, Florida, advisers and staff had to move quickly to provide remote advising services before the start of the fall 2020 semester. The college created a Virtual Advising Center with advisers available on-demand over Zoom. During virtual advising sessions, students received personalized help with registration, course planning and scheduling, transfer information, financial aid and more.

Staffing and promotion

Work schedules were created so that at any given time, a minimum of 20 advisers would be online and available to help students. Preparation included Zoom training for advisers as well as training for staff members who would manage the online environment and con­nect students with an adviser. In addition, the college’s marketing department communicated the new initiative to the thousands of students who would participate.

Enrollment success

The Virtual Advising Center launched two weeks before the beginning of the fall term. More than 75 college staff members — including career and academic advisers, administrative support staff, advising managers and associate provosts — took part in the daily operation. During the first three weeks of the initiative, more than 3,100 students met virtually with advisers. Through the success of the Virtual Advising Center, the college met its budgeted enrollment goal for the fall semester by the first day of the term.

After the peak registration period ended, SPC made virtual advising a regular component of student services. SPC students can now choose between appointments with advisers over Zoom or phone, the drop-in Vir­tual Advising Center over Zoom, and walk-in advising on campus (following COVID-19 protocols).

Interested in more COVID-19 innovations?

ACTE’s latest publication, High-quality CTE During COVID-19: Challenges and Innovations, generously sponsored by MajorClarity, describes challenges faced by CTE educators during COVID-19. The publication shares examples of innovative practices and provides recommendations for how CTE leaders can better prepare the post-COVID-19 workforce, embracing lessons learned during the pandemic.

Attend the WBL Conference Copy

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2024 WBL Conference logo updatedAttend ACTE’s Work-based Learning (WBL) Conference 2024! This annual event, which sold out last year, offers focused professional development for WBL professionals in secondary and postsecondary CTE programs and institutions.

WBL Conference 2024 happens May 1–3 in Milwaukee, Wisconsin!

Participants will gain access to a wealth of WBL resources, and they will learn how effective networking can enhance high-quality work-based learning experiences. Join us and more than 1,000 CTE professionals as we build strong business and community connections and robust learning experiences for students. In Milwaukee, Wisconsin, we will gather to discuss the hottest topics in work-based learning, network with colleagues and industry partners, and hear from exciting keynotes.

Learn more and register today.

Build a model for continuous learning

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Jasper County Schools uses modern seating, vibrant color schemes and mobile furniture to create an engaging, productive learning environment that students love. A career and technical education (CTE) center lingered near the top of Jasper County’s to-do list for years. But it wasn’t until 2020 that all of the ideas came together to develop a brand-new facility for students.

To build the state-of-the-art Jasper County School District Career and Advanced Technology Education (CATE) Center facility from scratch was a daunting endeavor that requires consistent planning, stakeholder support, community involvement and good design.

A quality CATE facility should meet educational goals.

Jasper County carefully selected builders that had positive reputations and that could stay within budget while offering a quality product. The same care was taken when selecting MiEN Company as a furniture partner, knowing that they would stay within budget while meeting the district’s broader vision.

Consider the steps Jasper took to ensure that the new facility would serve as a model for continuous learning:

Involve key stakeholders.

Make sure the individuals at the table during the planning stages truly have a voice in the process. This isn’t something that can be accomplished with one deci.sion-maker and a group that goes along with the process. Get your teachers, par.ents, community members, board members and other stakeholders involved right in the beginning.

Choose quality partners.

Jasper County leaned heavily on partners like MiEN, which came in and not only matched the district’s needs with quality, modern furniture, but also stayed within budget and lent their expertise through the entire project. They listened and learned our challenges, and then they helped select the very best options for Jasper County’s specific needs — from the furniture to the materials to the color schemes.

Create a “wow” factor.

For our new CATE facility, Jasper County selected comfortable, collaborative furniture that was moveable, built on coasters. Chairs, tables, shelving, charging stations, and other elements converge to create an inviting, engaging environment for students as they prepare for their future careers. The goal was to inspire innovation. We wanted individuals to walk in and be wowed.

Build collaboration into your process.

Monumental undertakings like this one require good collaboration from end to end. For it to work, everyone has to ad.here to the intended vision. They must understand that vision, ask questions, and then help one another understand. Through good collaboration, Jasper County developed a state-of-the-art facility that everyone can be proud of. Most importantly, it supports students to thrive.

Keep partners accountable.

Select partners who will remain ac.countable, and who stand behind the quality of the product. Throughout the construction and design of our CATE facility, Jasper County’s community partners answered all of our questions and supported the district through the whole process. That level of account.ability contributed to the overall success of the project.

Today, our new CATE facility serves as a model for continuous learning. It stands as a cornerstone for high school students interested in career exploration. While it certainly can be overwhelming to build a state-of-the-art facility from the ground up, anything is possible with the right vi.sion, partners and planning.

Rechel Anderson, Ed.D., is superintendent of Jasper County Schools in South Carolina. Email her.

CTE supports English learners

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My educator service began over a decade ago, with the most amazing opportunity to teach in a bilingual third grade classroom. In accordance with a federal consent decree, Denver Public Schools (DPS) must meet the needs of our multilingual learners. I was trained to ensure my students experienced Integrated Content Language Development (ICLD); rigorous, content-based instruction scaffolds to support all learners. Shared strategies and intentional instruction are critical for English language and career development.

My students thrived when they could be critical thinkers, creators, and when they were given freedom and support to talk academically. And it was not just happening in Spanish; they were sponges for the terminology in English with supporting scaffolds.

I remained in close contact with many of these students throughout my educational journey. By the time they became juniors and seniors, I was serving as an administrator and career and technical education (CTE) director in a working-class community high school in the heart of Denver, Colorado. The Mile High City, which serves 90,000 students, provided 18,701 college and career education classes in 2020–21. In addition to recruiting to grow my school’s programs, I wanted to share the opportunities that CTE offered with students I had taught in Spanish over the years. I knew they would thrive in CTE because it was so hands-on.

As I began reaching out, I was surprised to learn that students identified as still needing to master English experienced barriers in accessing CTE and other opportunities. Our secondary school scheduling places CTE classes and English language development classes in the same elective block.

CTE SERVEs English learners.

Many of our bilingual students were demonstrating proficiency to earn a Seal of Biliteracy upon graduation, proficient in two or more languages. Open doors to CTE, combined with the gift of language, increase opportunities for valuable education and employer connections. When faced with the challenge of access, the Multilingual Education Department (MLE) was determined to make a win for our English learners. We wanted to support teachers in understanding that CTE classrooms are the ideal place to learn language. MLE created so many amazing resources. We just had to take the supports they had and look at them with a CTE lens.

S: Student talk that is frequent, accountable and structured

  • Clear expectations and modeling of academic language
  • Techniques to ensure equal participation (collaborative structures, turn-taking, roles, choral response)
  • Strategic grouping
  • Opportunities for students to discuss in home language, when appropriate

E: Explicit instruction and modeling of the academic language needed

  • Target language for instruction, such as academic vocabulary (word level), grammatical structures or academic phrases (sentence level), and academic conversation skills (discourse level)
  • Descriptive feedback is provided, both on the use of academic language and on the content, throughout the lesson.

R: Rigorous grade-level content

  • Connection to personal experiences and prior knowledge, and building of background knowledge
  • Differentiated sentence frames, sentence stems, and questioning
  • Wait time and opportunities to process with a peer
  • Multiple exposures to important ideas, reviewing/summarizing main points
  • Home language materials provided when needed

V: Extensive use and interaction with visual resources

  • Pictures, photographs, videos
  • Gestures
  • Realia
  • Graphic organizers, diagrams and charts with color-coding
  • Digital technology
  • Modeling procedures and exemplar work

E: Respectful, equitable and encouraging learning environment

  • Clear and consistent rituals and routines
  • Modeling of encouraging, enthusiastic and effort-based learning
  • Validation, respect and encouragement of varied cultural perspectives and use of home language(s)
  • Culturally responsive practices

Our CTE classrooms are the perfect place for English learners because our work is so hands-on. Whether students are reading blueprints or using high-level technical language, ensuring our students can speak and read the world of their work gives them a competitive edge in the work- force and grows our economy.

At DPS, the many diverse linguistic and cultural backgrounds that our students bring to the classroom enrich our schools. DPS (n.d.) believes every student’s home language and culture are assets that [when] combined with our English language skills, help students achieve success in school and life.”

Elina Martinez Medina is an educational specialist in Denver, Colorado. Before working as a CTE specialist in Denver Public Schools, she was a high school administrator and bilingual elementary educator for over a decade. Medina works to ensure CTE programs create equitable opportunities, particularly engaging students in high-wage, talent pipeline growth in trade skill work. She received both her undergraduate and graduate degrees from University of Denver. She is the proud mother of two adult sons and a teenage daughter. Medina currently resides with her daughter and her two pups. Email her.

This article originally appears in Techniques, in print, in April 2021.

Representation matters. Read Techniques in April

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Workforce development starts in our career and technical education (CTE) programs. As a global economy expands further, CTE must consider its role and responsibility to improve representation — among our role models, partners and in the classroom.

Representation matters.

This April issue of Techniques features articles from educators and CTE stakeholders designed to inspire reflection as well as action. We must confront vast systemic inequities in order to design more equitable learning opportunities in fields such as science, engineering, technology and math (STEM). Michael Owens wrote,

“A large amount of STEM course material does not include equitable representations of success. This lack of diversity leads students to perceive that they do not fit the mold, that they don’t have what it takes to be successful within the STEM field. When teachers present diverse recruitment material, students develop greater regard for the content area.”

The Center for Global Education at Asia Society, a group that partners with organizations and educators to craft professional development courses and resources, encourages readers to build deeper connections to diversity. Their research proves that a diverse workforce is more productive and happier overall.

Jennifer Manise, Kirsten Bullington and Heather Singmaster wrote, “How do you attract a more diverse set of students into your classes? How do you prepare them with both technical skills and the global mindset needed to succeed?

“To build a more inclusive classroom, you must begin to understand your own point of view.” Before connections may be made with students, CTE teachers and administrators must learn to recognize and dismantle their own implicit biases.

ACTE promotes high-quality CTE programs for diverse audiences.

We continue to build an inclusive culture that encourages, supports and celebrates the diversity of the CTE community. ACTE remains committed to equity, access, inclusion and diversity (IAED). ACTE’s IAED Advisory Group provides recommendations, expertise and outreach to support ACTE’s IAED initiatives. Members and stakeholders are encouraged to contribute:

  • Offer resources and speaker suggestions to include on a dedicated IAED webpage
  • Submit a proposal for the IAED in CTE column in Techniques
  • Encourage your local CTE community to reference the Access and Equity element in ACTE’s Quality CTE Program of Study Framework
  • Join the IAED Advisory Group

In addition, the IAED Mentorship Program is open to any ACTE member interested in educational equity. Participants review literature and engage in productive discussions about the issue of representation — and why it matters so deeply.

ACTE members can read the full April issue — in mailboxes this week >amp; in the archive now.

Fighting inequality through postsecondary transition programs

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Ensuring successful postsecondary transitions for all students, especially diverse students, is dependent on a deep analysis and deconstruction of our systems, especially our educational system. We need to seriously explore and implement solutions to end inequity. Inequity in our education system is the central reason for poor postsecondary transitions for diverse students.  Institutions of higher education have begun to realize that there are major gaps in the educational experiences of diverse students. These gaps negatively affect students’ successful transition to postsecondary education. Through programming and advocacy, higher education aims to fill the gaps.

Successful transition is largely based on the preparation received at the secondary level of education. Since schools are largely funded by property taxes, more affluent schools are able to provide more funds for educational services. According to Baker, Farrie and Sciarra,

“The amount of state and local revenue raised drives the majority of current spending of local public school districts, because federal aid constitutes such a relatively small share. Furthermore, the amount of money a district is able [to] spend on current operations determines the staffing ratios, class sizes and wages a local public school district is able to pay.”

Therefore, schools located in poor areas are unable to provide equitable educational experiences for students. These disparities only widen the gap between students who are prepared for postsecondary education and students who are not.

High schools play a huge role in the successful transition of students to postsecondary opportunities.

The Education Trust, studying how to accelerate learning for disadvantaged students, found these students were successful when schools:

  1. Focused on preparing students for college and careers.
  2. Built partnerships with businesses and colleges to support student goals.
  3. Concentrated on academics, making sure that struggling students received additional support. Students were encouraged to challenge themselves academically.
  4. Ensured that teachers and administrators had high expectations for students.

As a diverse student, my transition to postsecondary education was difficult. I attended a poor high school — but I was in the scholars’ program, designated as a high achiever. The scholars’ cohort attended classes together; we had access to advanced placement courses. After graduating second in my class, I knew I was ready for college. I decided to attend Colgate University, a prestigious liberal arts college in Hamilton, New York, where I was invited to attend a summer program from the Office of Undergraduate Studies (OUS) aimed at easing the transition to college.

School began, and I realized quite early that my fellow students were prepared for college. Many attended private and high-ranking public high schools, They understood how to navigate college and how to be successful, while I had to learn on my feet. OUS helped me acclimate academically and socially. From that time, I vowed to work in a field where I could help mediate educational inequities. And here I am, 17 years later: I create and lead programs and support systems. And I teach students transitioning to postsecondary education.

Factors affecting successful postsecondary transitions

The inequities in our educational system are a major factor. Due to school funding and also systemic racism, low-income students and students of color are not as prepared for postsecondary opportunities. Many students will exhaust financial aid before they can even complete prerequisite courses needed for their major. Other students lack dedicated time to study. For many poor students, their families depend on them to support the household. Balancing school, work and familial responsibilities is not easy. Even navigating the postsecondary education environments themselves can also be challenging. Many students don’t know how to ask for help and lack effective study skills.

Postsecondary institutions are implementing programs to support the success of diverse students.

Programs closing the gap

When I was a graduate student at the University of Wisconsin (UW) – Madison, I worked for the College Access Program (CAP). Program participants have the opportunity to experience life as a college student — learning about the college application process, program offerings and available financial aid; meeting like-minded individuals; and building employability skills. CAP also offers math, writing and career development courses to rising 10th and 11th grade students who identify as first generation, racial minority or low income. Many similar pre-college programs work toward the same goals: Expose students to college and help them transition successfully.

Summer bridge programs like the one I attended at Colgate University provide both academic and social support for at-risk students. Many of these programs report many positive outcomes are reported, yet more longitudinal data needs to be collected.

Some high schools provide access to dual-enrollment programs, which have been shown to be beneficial for students of color and first-generation students. Dual-enrollment programs support under-resourced school districts in their efforts to provide academically challenging curriculum.

Conclusion

I commend institutions of higher education making serious efforts to create programming to help students transition to postsecondary opportunities. These groups make great strides in helping students and their families accomplish goals that have generational impact. But these issues stem from the results of continued inequity in our educational system. Diverse students enter the educational system through the back door. I wonder: What happens to the students that are unable to access these programs? Don’t they deserve an educational experience that is not reliant on having access to these programs?

We need to reexamine our educational system. Ask a few critical questions: Why are there so many inequalities in our educational system? Why do we continue to fund schools on property taxes? Why are some youth prepared for the transition to postsecondary education while other are so grossly unprepared?

Until we address the root of the inequity, we will only help the students who are lucky enough to attend these transition programs. Instead, we must grant each student the same opportunities. Let all students enter the educational system through the front door with the resources and support they need to be successful.

Sophia Alston, Ph.D., Sophia Alston, Ph.D., is an administrator in higher education, where — for the past 16 years — she has created and managed student success programs, built partnerships and managed grants. In addition, she has over 10 years of teaching experience in higher education focusing on education, race and ethnicity. These experiences have provided her with an in-depth understanding of what is needed to cultivate student success with a focus on equity. She also serves as a consultant to organizations and individuals around student success programming, career and technical education, equity issues, and leadership development. Email her.

ACTE members can read an extended version of this article in the April issue of Techniques — in mailboxes this week and online, in the archive now.

CALL FOR PROPOSALS EXTENDED: Best Practices & Innovations

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The call for presentation proposals is now open! The Best Practices and Innovations in Career and Technical Education Conference, hosted by the ACTE Administration Division and the National Council of Local Administrators, will occur Sept. 29–Oct. 1 in Austin, Texas. Professional development at Best Practices benefits secondary and postsecondary CTE administrators alike.

Submit proposals by April 5. Learn more

MoEx provides access to careers in STEM

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Currently, careers in science, technology, engineering and math (STEM) grow at three times the rate of non-STEM career pathways. Currently, there are a total of 8.6 million STEM jobs in the U.S. and this is projected to climb. A career in STEM provides future jobseekers with both long-term sustainability in the job market and financial security. The national average wage for all STEM occupations is currently double that of non-STEM. 93% of STEM occupations hold wages significantly above the national average. With the future of STEM expected to grow across all industries, careers in STEM will continue to rise in demand.

STEM jobs going unfilled

However, despite increased demand, 2.4 million STEM jobs are going unfulfilled; largely because STEM education is not readily available for many students. Black and Latinx students continue to be underrepresented in STEM fields — “they earned only 12.5% of all STEM degrees in 2011.” Systemic inequities in education provide barriers for many students.

Schools are unable to provide STEM education programs. Only 16% of American high school students say that they are interested in STEM and test proficient. Schools may recognize the value of STEM, but many find themselves ill-equipped to prepare students for this career pathway. High schools in under-resourced communities, serving predominantly Black and Latinx populations, often experience an acute lack of STEM education.

“The decisions that teachers and leaders at the school, district and state levels make about the importance of physics for their high school students make a tremendous impact on how many students take physics, and therefore how well students are prepared for the rigorous STEM majors in college,” said Paul Cottle, a physicist at Florida State University.

We must bring STEM programs directly to students. We must ensure equitable educational opportunity for all students, developing diverse talent to meet the growing STEM demand.

Introducing the mobile classroom

The solution is MoEx: the mobile classroom. The MoEx Mobile Classroom Career Empowerment Program brings experiential educational training and STEM career development resources to all students, regardless of geographic location and socioeconomic status. In our mobile classroom trailers, students explore the latest in STEM innovations. They provide an exciting augmented/virtual reality (AR/VR) experience for students to explore tomorrow’s careers.

With a go-mobile education model, MoEx ensures that all students nationwide may gain equitable access to career pathways of their choosing. We prepare students for the jobs of the future. The MoEx program provides students with access to the latest in AR/VR technology that not only engages students in the excitement of STEM-related career opportunities, but also provides direct career assessment tools and access to local pathways.

Connecting students with local industry

What happens after students attend the mobile classroom? MoEx builds the critical connection between education and business,  engaging students with real and localized opportunities. The MoEx program, an educational STEM training platform, connects students directly with industries hiring in their own backyard. The result? Students have equal access to STEM careers and direct pathways to achieve them.

The future is mobile — are you ready?

Learn more

Bring MoEx to your community! The MoEx program officially launches across the nation in Spring 2021. We are actively seeking change makers and leaders in education and business to join us in our mission. Together, we will inspire students. Together, we can build a better future for our students and ensure that all students have equitable access to careers in STEM. Learn more. Or contact us for information about becoming a partner or pilot school.

Meredith Staudenraus is co-founder of MoEx. Email her.

Spotlight on Teacher of the Year award honorees

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Career and technical education (CTE) teachers innovate to engage students in hands-on learning, developing technical and employability skills — attempting to have some fun along the way. And over the last year, as COVID-19 changed everything, our teachers persisted. For that we honor them.

Techniques shined a spotlight on Amanda English, ACTE’s 2021 national Teacher of the Year. Also featured are ACTE’s Region I Teacher of the Year Kristina Guttadora, Region III Teacher of the Year Kandy Smitha, and Region V Teacher of the Year Kitti Wheeler. Their interviews appear as part of a series on our 2021 national award winners and finalists. This award recognizes CTE teachers at the middle/secondary school level who demonstrate innovation in the classroom, commitment to their students and dedication to the improvement of CTE in their institutions and communities.

“CTE taught me the value of partnerships and never working alone,” wrote Amanda English. “I have learned so much from child care teachers, welding teachers, cosmetology teachers and many more. Every CTE teacher I meet through my membership and involvement with ACTE teaches me best practices that I bring back and apply. As a lifetime learner, the experiences and interactions with other CTE teachers and industry partners are vital.”

Without further ado, meet:

Learn more about ACTE’s awards program.

Meet Amanda English, ACTE’s national Teacher of the Year

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Meet Amanda English, winner of ACTE’s national Teacher of the Year award. English’s interview appears as part of a spotlight series on our 2021 national award winners and finalists. This award recognizes career and technical education (CTE) teachers at the middle/secondary school level who demonstrate innovation in the classroom, commitment to their students and dedication to the improvement of CTE in their institutions and communities.

What is your job title and what do you do?

I am the law enforcement instructor for Metro Technology Center. I am humbled to be a part of an amazing national best practice partnership with the Oklahoma City Police Department (OCPD). The program focuses on preparing Oklahoma City Public School System (OKCPS) students in under-resourced communities for careers in law enforcement. Students receive valuable training in the Law Enforcement Academy from Metro Tech instructors and OCPD personnel embedded directly in the classroom.

In this two-year program, cadets acquire more than 1,200 valuable hours and various law enforcement related certifications, which will help them in their future careers. Successful graduates may choose to apply to the Oklahoma City Police Department’s Cadet Program where they will receive guidance, mentoring and support from police officer mentors.

For those students who have a financial need, program partners can provide employment in various service-oriented positions. OCPD cadets must also conduct a minimum number of monthly community service hours and training. Community service hours consist of various community events and functions where OCPD cadets represent the program, our police department and our city.

Through training, mentoring, education and employment assistance, it is our hope that we will positively influence our youth toward careers in public service.

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

I have a bachelor’s degree in history, religion and foreign language. I always wanted to teach, and I have a love and passion for other cultures. While in school, I accepted a position with the 911 center as a dispatcher. I later went through the police academy, received my certification, and became a school resource/ D.A.R.E. officer.

Please discuss the role of teaching in your life. Who or what inspired you to teach CTE?

When I think back to my experience teaching D.A.R.E. in elementary schools and then teaching adults, I never really considered the impact you have as a teacher. I was asked by a CTE teacher to sit on his advisory board. That teacher later left the program, and I was encouraged by Dr. Dennis Portis, Metro Tech’s assistant superintendent, to apply for the position.

Dr. Portis challenged me to utilize my industry contacts, experience and passion for the profession to create a unique partnership that has evolved to a national standard to connect diverse students in under-resourced communities to the law enforcement profession. Immediately, I began work to develop solutions to educational and employment barriers that often arise for diverse students.

CTE taught me the value of partnerships and never working alone. I learned so much from child care teachers, welding teachers, cosmetology teachers and many more. Every CTE teacher I contacted and continue to contact through my membership and involvement with ACTE teaches me best practices that I bring back and apply. As a lifetime learner, the experiences and interactions with other CTE teachers and industry partners are vital.

How has COVID-19 affected CTE program activities in your school. How has it affected the wellbeing of your professional learning community at large?

Wow, COVID! I think I speak for most of us when I say the COVID-19 pandemic redefined everything we know about teaching. It has been an extraordinary challenge for teachers and students, and we are coming to grips with the fact that, despite vaccine rollout, we all have a new normal.

As a teacher, some of the hardest moments were watching the pain, frustration and heartbreak of students who had worked their hearts out to miss memorable milestones: graduation, prom, CTSO competitions. Teachers and students alike continue to face unparalleled demands as we navigate teaching and learning with so much uncertainty.

I have to say that, personally, I have gone through a myriad of stressful emotions — anxiety, anger, sadness, worry, frustration and fear to name a few. However, I have found moments of hope, resilience and innovation from my coworkers and fellow colleagues. We share phone calls or emails, looking for light heartedness and humor.

In what innovative ways have you engaged students to remain connected with their communities — and have fun — while social distancing?

As a CTE teacher, I took advantage of valuable vital resources with ACTE, industry partners, parents and the community. It truly a takes a village! Effectively engaging students virtually and finding unique ways to bring togetherness, sense of unity and the feeling of “we are in this together” is a challenge.

Virtual theme days have helped us feel connected. We all wear our favorite hats, sports attire or favorite color. It sparks curiosity, conversation and the feeling of togetherness all while social distancing.

As an ACTE award winner, you are recognized for your efforts to sustain high-quality CTE programs for all students. What advice would you offer a new teacher?

My advice to a new teacher would be get involved. Do not be afraid to ask for help and learn from your mistakes. Find a mentor! Understand your impact on your students’ lives. Empathize with your students and manage your classroom fairly and firmly. Most importantly, join and become active in your association; it is how you will grow.

Is there anything else you’d like to share?

I am continually in awe and inspired by all the innovation and collaboration I see from CTE teachers. As CTE teachers, we bring gifts daily to our students with our passion and talents for our profession. I continue to be humbled and honored to work and collaborate with so many talented teachers.

Learn more about ACTE’s 2021 national award winners.