Author: acte

1. We Learn from the Best

As CTE students, we have access to some of the most qualified instructors out there! Practically every CTE teacher has long history
of industry experience and strong qualifications in the field that they are teaching. With the new push of experiential learning and real-world application in all classes, CTE educators prove once again that they are ahead of the game.

All of my teachers have integrated project-based and real-world learning opportunities into their curriculum (and have since the beginning). That’s what makes everything so interesting! Having the opportunity to take what we learn and apply it in a real world scenario is really beneficial, especially because we’re training for the workforce1.

2. We’re Going to Make More Money

With the quality of education that our teachers are giving us, we’re definitely headed in the right direction for a strong and stable life. But let’s talk money… Statistically proven, a person with a CTE related degree earns between $4,000 and $19,000 more a year than someone with a humanities degree. Over a thirty-year period, that’s an additional $120,000 – $570,000 more2.

I don’t know about you, but I’m not opposed to a couple extra hundred-thousand in my lifetime!

3. We’re Leaders in the Making

As CTE students, we have access to eleven different Career and Technical Student Organizations, each one specific to our content area. These organizations give us opportunities to attend awesome conferences, leadership training, rigorous competitions, and opportunities to serve our peers in officer roles on the local, state, regional, and national level.

With over 2 million student members combined, CTSOs bring together students and allow us to collaborate with each other on projects, express our competitive edge, apply the skills we’ve learned in the classroom, and make some great friends along the way3. In fact, some of my greatest memories and friends come from my time as an Arizona FCCLA State Officer!

4. We Travel Across the Country

The conferences I mentioned earlier? Well, they take place in some of the coolest cities across the United States! So while everyone else is stuck working all day, us CTE students are off in Chicago, Los Angeles, New York City, and Washington DC expanding our network! While we do spend most of our days inside the conference center, we do get the occasional break to Disneyland, the White House, or the Empire State Building. It’s okay to be jealous.

My favorite conference to date was the FCCLA Capitol Leadership conference in Washington, DC. As a junior in high school I was able to meet my state’s elected officials and lobby for Career and Technical Education. It was such an eye-opening experience, and one that I will carry with me forever.

What’s Your CTE Experience?

>#0160;

References

1. Association for Career and Technical Education. >quot;Career and Technical Student Organizations.>quot; Association for Career and Technical Education. http://www.ctsos.org/wp-content/uploads/2014/02/CTSOTrifoldNoMembership.pdf (accessed April 11, 2016).

2. —. What is CTE? https://www.acteonline.org/cte/#.VwsIlcfKlOE (accessed April 11, 2016).

3. Jacques, Catherine. What All Educators Can Learn From CTE Teachers. February 20, 2015. http://www.ccrscenter.org/products-resources/blog/what-all-educators-can-learn-cte-teachers (accessed April 11, 2016).

By Cody Hays, an Accelerated Bachelor/Masters in Career and Technical Education student at Northern Arizona University

Did you know that CTE is a unique combination of English, Math, Science, Social Studies and even World Languages? Did you know that every CTE pathway integrates academics as a standard practice? Did you know that enrollment in CTE is a strong predictor of staying in high school – especially for boys? Did you know that other teachers could benefit from collaborating with CTE teachers and students to create relevant and/or practical short or long- term projects? Did you know academic and technical teacher collaboration is one of the hardest tasks to complete?>#0160; If you answered, “yes” to one or all of these questions – you are a CTE educator! If you answered, “no” to one or all of these questions – keep reading…

I believe the “blaring” reflection is around the last question. We won’t spend too much time on the question because for some it is an observation and for others it is a real-life experience.

Did you know academic and technical teacher collaboration is one of the hardest tasks to complete?>#0160;

It may sound like, “I have my own way of teaching (teaching style) and I believe we need to focus on (fill in the blank as you deem appropriate)” – that blank is one’s philosophy. Based on this exchange or lack thereof, the two teaching styles and beliefs don’t line up. It may be that the rigor does not seem equal to one, it could be that one only has a reference point that is grounded in the latest trends of business/industry, it is not an area known or desired to learn for the other, or maybe it is simply the fear of changing? I believe it is mindset and a stance to not be open-minded and/or willingness to truly compromise. So what, now what?

I believe, we CTE educators must go back and find a way to collaborate with other teachers (academic or technical) to create learning that is interdisciplinary. Why interdisciplinary instruction? The Science Education Resource Center is a grant-funded office at Carleton College and they define interdisciplinary instruction like this:

…“entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic. Interdisciplinary education makes use of disciplinary approaches to examine topics, but pushes beyond by: taking insights from a variety of relevant disciplines, synthesizing their contribution to understanding, and then integrating these ideas into a more complete, and hopefully coherent, framework of analysis.”

It is our hope that then there is compromise on teaching styles, philosophies and open-mindedness. And an authentic willingness to collaborate; and this way we are all riding the same bus for our students to engage in intensive real-world, problem based learning opportunities that lead to internships, apprenticeships and placements before graduation = collaboration amongst CTE and Academic teachers…the benefits of CTE MATTERS!

By Dr. Eboni Camille Chillis, Coordinator of Career, Technical >amp; Agricultural Education, Clayton County Public Schools

All educators can benefit from CTE teachers in a very powerful way. In my school district the Health Sciences, Human Services, and Family and Consumer Sciences teachers continue to work closely with academic teachers on academic integration by collaborating on senior projects and student completer portfolios. While the CTE teachers incorporate academic standards into their curriculum, academic teachers integrate more technical application skills. CTE Teachers also serve on the academic teams at their schools and/or feeder high schools in the case of career centers.

The students at the career center complete what we call the ‘completer’s portfolio,’ which is an integral part of a student’s final year of high school. It integrates knowledge, skills and concepts from the student’s CTE program of study into one culminating project. The completer’s portfolio is a compilation of student work requiring teamwork between the student, career and technical education (CTE) teacher and academic teacher. The student is responsible for the content and both teachers are responsible for guiding, encouraging, reviewing and supporting the development of the portfolio. The portfolio is refined during the year the student becomes a ‘complete’ and is presented for scoring. The portfolio may be submitted as an electronic document or as a hard copy and consists of the following sections:

• Section I: Employability

Completer’s Goals Essay

Competency List

Work-based Learning Experiences

• Section II: Credentials

Resume

Three Letters of Reference

Transcript

Licenses/Certifications

Awards and Recognition

• Section III: Work Samples

At least 2 (two) work samples that include written narratives and visual evidence (blueprint, pictures, drawing or actual sample). These samples must demonstrate knowledge of high-level technical skills.

Additional work samples from Level 1 or Level 2 courses

• Section IV: Reflection

Reflection Essay

Exit Interview

The completer’s portfolio is an excellent way for all educators to benefit from CTE teachers.

By Beyonka Wider a 2016 Region II Fellow

Demauri was a freshman in an Advanced Placement (AP) U.S. History class, I am not sure why freshmen are offered AP U.S. History, and she was going to decide what she wanted to do with the rest of her high school career and life.>#0160; This is where I came in. It was my duty as lead teacher of the engineering academy to recruit students into the pathway, particularly females, due to the low representation of females in STEM.

I began telling her class about the robotics, computer-aided drafting, structural engineering, architecture and construction-related projects they would study during their time in the Environmental and Urban Planning (EUP) Academy. Many students simply nodded their heads and seemed interested, but their glossed-over eyes told a different story. Then came the time to tour the engineering and architecture classrooms and some of those glossy-eyed students became very interested.

With 3-D printers, classroom computers for every student, a converted wood/metal shop, co-teaching spaces, and an electronics classroom, the students had much to wow about. I understand that many schools may not have those facilities at their start, but neither did we.

As she walked through the classrooms, Demauri began to ask questions about what she would learn and what careers would fit with the EUP academy. I can remember the moment she saw the table saw and how it hooked her. Now admittedly, the table saw is a great tool, but amongst the other resources we had, I couldn’t understand why she was so impressed with learning to use it. I have since realized that it wasn’t the table saw per se but the idea that she – an inner city minority youth – would learn to use woodworking tools in combination with regular academic materials that really grabbed her.

From there, Demauri signed up for the EUP academy and went on to be an academy ambassador for two years, win numerous scholarships from industry-related mentoring groups, receive nine hours of dual credit for CTE classes, and ultimately be accepted to an Architecture program at a university, which she is currently attending.

She recently came back to my classroom to lead a design charrette. This was completely unplanned and was exactly what the students were looking to do instead of my CAD assignment of the complex gear system.>#0160; To say I was proud of her would be a massive understatement; I was taken aback by how a simple tour and an opportunity for a student can create a ripple of positive energy that was never imagined.

The academy model gave Demauri an identity – an identity she embraced and which took her to places I am sure she never imagined. That same academy model is continuing to change the lives of thousands of students every day. From increasing graduation rates to creating a passion for students to attend school, academies have a vital place in education, and Demauri is just one example of how they can change a child’s path.

By Adam Guidry, Lead Teacher, Academy of Environmental and Urban Planning, Glencliff High School, Nashville, TN

I think John Dewey would be proud if he saw career and technical education (CTE) today. John Dewey advocated for linked-learning, or work-based learning, where students gain support for academic/technical content through real-world experience.>#0160; Students participating in work-based learning complete high school at higher rates, develop better critical thinking skills, display increased ownership in their education, and enter postsecondary education at higher rates than their peers. Work-based learning can have a significant impact on students and a school. I have definitely seen for myself the impact CTE programs and work-based learning can have on the school’s community as whole, allowing students to enter industry more prepared as a result of CTE programs.

>#0160;>#0160;>#0160;>#0160;>#0160;>#0160;>#0160;>#0160;>#0160;>#0160;>#0160; Oxon Hill High School in Prince George’s County, Maryland, has five academy programs based on CTE and STEM disciplines. All of the academy programs have work-based learning components and industry partners working with students. As these programs have grown, partners in industry have not only embraced the career academy programs but have committed to working with the traditional academic programs as well. Students in advanced math courses got the opportunity to experience business and economics concepts through a lunch/work session at Deloitte with the business academy. Band students were asked to perform at the Gaylord National Harbor for celebrity guests thanks to an existing relationship with the hospitality program. Moving forward, outside the academies, students demonstrating excellent verbal and written skills may get the opportunity to work for Gaylord National Harbor as well in their business office. The CTE programs at Oxon Hill High School have not only enhanced programming for CTE students but opportunity for all.

By Candice Mott a 2015 Region I Fellow

Warning:>#0160; Be ready for a little rah-rah session, warm and fuzzy read, and a change the world story!!!

Changing the world one student at a time… this is my educational philosophy.>#0160; I am a product of CTE and remember still after all of these years my positive high school experience in CTE business programs.>#0160; I pursued business in college based on my success in high school and my passion developed for this occupational area. While I was interested in the many aspects of business, I found through coaching that I loved having a direct influence and impact on shaping others.>#0160; Coaching to me was more than teaching the fundamentals of the sport, it was about teaching the fundamentals of being a leader, a role model, a positive contributor to society.>#0160; I then decided I wanted to expand my impact and my lessons to a larger group.>#0160; I wanted to “teach a man to fish!”>#0160; And thanks to career and technical education, I could take my subject of knowledge and interest (business) and combine it with my passion (to educate and develop students’ futures).>#0160; We are so fortunate in CTE to have these paths we’ve traveled, these experiences to connect to the classroom, and this passion to share.>#0160; We are fortunate to be able to take real-world skills and knowledge and provide students with opportunities.>#0160;

I now work in the same building where I found my passion for CTE.>#0160; I sought to be an educator, a life changer, and now I seek to be an administrator and take this ambition to an even larger scale.>#0160;>#0160; I want to establish a culture of innovation and achievement, I want to empower teachers to make greater contributions to our students, and I want to inspire students to make the most of their educational journey. Education today is a challenge.>#0160; We have an increasing amount of requirements, mandates, and legislation, all of which can sometimes pull teachers away from the passion of teaching and relegate them to simply fulfilling then act of teaching.>#0160; We have to remember to keep the kids in this equation.>#0160; We have to make sure they are not lost in this attempt to balance.>#0160; We have to remember why we are in this profession.>#0160; I have a folder in which I keep thank you notes, stories, letters, articles, and any other testimonies from my past students that provide me with the inspiration to persevere when I feel the weight that is sometimes placed on us.>#0160; I wear my positive statement shirts of “Live Your Dream” and “Trust Your Journey” to empower me on the days that I feel defeated.>#0160; And I go into the halls and interact with the students when I need their energy to remember why I am here and to recharge.>#0160;

When I reflect on my educational philosophy, I believe I have had as many students change me as I have changed them.>#0160; I am a better person, parent, wife, friend, educator, community member, and leader because of them!>#0160;

I have witnessed success stories from the students with special needs to the students enrolled in honors courses.>#0160; I have seen students take their CTE program and directly apply the knowledge and skills to their postsecondary and career plans.>#0160; CTE students are exposed to industry/worksite visits to see the connection from their classroom and curriculum to the career options available.>#0160;>#0160; CTE students are placed into work-based learning experiences and thrive. >#0160;I have seen them sought after by employers due to the unparalleled experience and competitive status they obtained.>#0160; CTE students participate successfully in CTSOs and develop leadership skills, networking opportunities, and confidence.>#0160;

CTE students excel, defy boundaries, and continue to meet and exceed the standards of excellence!>#0160; They are CTE – career and technical education students, also known as ‘Competitive, Talented, and Empowered!’>#0160;

By Nicole Lord the 2016 Region I ACTE Fellow

Graduating with my Master’s degree in Geotechnical engineering was the final step in securing my future as an engineer. Soon after, I found a job in Memphis and began my time as an engineering intern. The job would provide me the exposure to managing technicians, developing designs for projects, writing reports, and the hundreds of other things that recent engineering grads attempt in their first job.>#0160; Fast forward 5 years and, because of opportunities for my wife, we relocated to Nashville.

Upon starting to hunt for jobs in early 2009, I realized that my engineering experience paled in comparison to other engineers looking for jobs. (Some other jobseekers I met had 15-20 years of experience). Armed with this information, I looked elsewhere for work. A conversation with my wife led me to try substitute teaching. Now, admittedly, I did not think it would turn into much more than a temporary position, but after going to the high school classrooms and seeing the isolated learning the students were experiencing, I became enticed by the idea of creating a better learning environment.

A year later I was the lead teacher of an engineering and architecture academy. With a team of 21 teachers, ranging from English to CTE and P.E. to Foreign Language, it felt very similar to managing engineering technicians on various job sites and designing solutions to problems. Now, granted, the problems were not structural building issues, but issues some might argue are foundational to solving more pressing problems than structural analysis. These similarities sparked conversations and even focus groups with other teachers about the success of occupationally licensed CTE teachers in the academy setting.

In short, an academy is a themed, smaller learning community within a school’s given population. In Metro Nashville, the majority of high schools are wall-to-wall academies, which means all students are in an academy of their choice within a high school. The real power of the academies comes from the identity that it allows the students to have as its members. This identity creates belonging and, ultimately, a responsibility for the academy that a 1500 to 2000 student school might not have.

The academy structure more closely represents a business with multiple divisions and departments working toward one goal – prepared graduates. I think this similarity to the business world is what makes it a perfect fit for ex-industry professionals. Their experience and educational backgrounds outside of education make them more equipped to facilitate learning without the “learned” teaching expectations of many traditional programs. Their industry knowledge of job expectations and work flows allows them to more fluidly transition students from school to careers than their non-industry professional counterparts.

So, if you are successful in a non-educational related career but would like a change and to change the lives of students, go to your local education agency and let your experience enrich the powerful career and technical education going on today!

By Adam Guidry, Lead Teacher, Academy of Environmental and Urban Planning, Glencliff High School, Nashville, TN

Often educators receive emails requesting support of CTE funding legislation or other legislative items related to education.>#0160; I believe many people are unsure of how to contact their member of Congress and how their advocacy can make a difference.>#0160; The following are steps for creating beneficial contacts.

1. Find contact information for your Members of Congress using the CTE Action Center.

2. Click on the “issues” tab at the top of the Action Center to send an email to your Member of Congress – you can use one of ACTE’s pre-written advocacy messages, or compose your own! If you plan to write your own message, be sure to:

• Introduce yourself and include your title.
• Include a specific request or call to action.
• Support your request with research findings and a personal story of CTE success story.
• Conclude your email by thanking them for their past and future support of
• CTE funding.

3. After you receive a reply from the office, follow up with an email to the legislative intern or staff members. Each member of Congress has staff members that specialize in different areas of interest.>#0160; They are the experts on the topic and advise their Member of Congress.

The experience of contacting members of Congress for meetings during National Policy Seminar was very rewarding.>#0160; During the Colorado delegation’s visits we visited with aides or Members of Congress from each of Colorado’s congressional districts and both Senators.>#0160; Through these experiences I have learned that having a clear concise message is essential to getting your vital message across. Complaining about lack of funding or building conditions will not be of benefit.>#0160;>#0160; Providing examples of student success and connections with employers and the community makes a big impact!

I hope these tips will be helpful to you in advocating for CTE!

Kimberly Baldwin is the 2016 ACTE New >amp; Related Services Division Fellow

Speaking from a student’s viewpoint, CTE teachers rock. I’ve never met a group of educators with a greater passion for teaching, a larger source of knowledge, and a bigger pool of connections. With seven out of eight of my CTE teachers having come from industry (or still in it), they are certainly the most qualified people I have met that are able to prepare students for employment. That’s why I want to join them.

As a student at Northern Arizona University pursuing a Bachelor of Science in Career and Technical Education, I’m immensely passionate about CTE. I love learning about CTE and being part of great CTSOs. When people ask me why I choose to study CTE, my answer is very straightforward: I am inspired by these educators I just mentioned.

CTE educators are like AmeriCorps volunteers. They give up their high paying jobs (sometimes six figures) to make practically nothing, but make life-changing impacts. You know the United States’ salaries for educators… What on earth would inspire them? If you ask them, they are certainly honest with you: “Trust me, honey, I am not in this job for the pay.” So why?

My professors all come from unique walks of life. My high school marketing teacher, Mrs. Bradford, for example, worked in the print and advertising industry from the age of 12 through her late twenties, was a stay at home mom for ten years, and then was approached by the school after our old teacher quit 3 weeks into the school year. Even though she was thrown into it, she turned out to be one of the best teachers I’ve ever had. She was so caring, so willing to answer questions, and always willing to work hours into the night to help us catch up on our FLBA project deadlines.

My favorite teacher in college, Ms. Jo, worked in hospitality since she was a teenager and eventually worked her way up to become the general manager of a full-service inn. This inn just so happened to be at Northern Arizona University and eventually turned into the School of Hotel and Restaurant Management (currently ranked #14 for top hospitality schools in the world). Her ability to connect with students and empower us to do our best really reflects her genuine character. She’s one of the most engaging teachers I’ve ever had and the sincerest person I’ve ever met.

Each educator has a different story and is able to bring a unique experience and passion to their teaching. As a future educator, I have had wonderful examples set for me by my CTE teachers. I challenge you all to be as enthusiastic a teacher as my teachers have been. Go the extra mile for your students! Encourage them! Inspire them! You have the possibility to influence their life, decisions, and future careers. Make it happen.

By Cody Hays, an Accelerated Bachelor/Masters in Career and Technical Education student at Northern Arizona University

The most effective school leaders are those who are the most effective communicators.>#0160; It is my belief that a CTE center newsletter is one of the most powerful tools I, as a CTE counselor, can have in communicating and advocating the rigor and relevance of CTE to my surrounding community.

Each nine weeks for the past 16 years, I have been editing and distributing a newsletter for my CTE center.>#0160; The instructors send me articles and photos detailing their classroom activities and I share that information with the public.>#0160; Why do we do take the time out of our busy schedules to do this?>#0160; Here are just a few reasons:

• Make positive parent contacts
• Keep in touch with academic educators
• Reach out to business and industry
• Network with community leaders, including senators and representatives
• Highlight CTE student accomplishments
• Publicize upcoming CTE events
• Attract volunteers

After creating our school newsletter, it is published on our CTE Center’s website and emailed to our Center’s various email groups, including parents, business and industry contacts, academic educators and legislators.

Our Center has had much success through the efforts made in creating our CTE newsletter.>#0160; If you would like to consider starting your own CTE newsletter,>#0160;below is a PowerPoint detailing how to achieve that goal.>#0160; Also, I am including one of my Center’s newsletters to serve as an example.

Alcorn Career and Technology Times

Ready. Set.>#0160; Advocate!

By Jennifer Koon, the 2015 ACTE Region IV Career Guidance Award winner