Author: Lia Milgram

For Jennifer Breman, ACTE’s National Leadership Fellowship Program was “the most beneficial leadership training” she’s participated in — an experience that echoes throughout a growing community of CTE educators who’ve discovered the power of connection, collaboration and strategic thinking to amplify their impact. This year’s cohort of fellows represents the breadth and depth of CTE, and what unites them isn’t their specific pathway or geographic location, but their shared commitment to supporting student success.

The fellowship’s influence extends far beyond individual growth. These educators are breaking down silos between CTE areas, serving on school boards with informed perspectives, and approaching technology integration with both innovation and intentionality. They’re learning to leverage AI appropriately while maintaining a focus on essential professional skills, bringing 3D printing across multiple content areas, and using virtual welding technology to recruit students and manage costs.

Perhaps most significantly, they’re developing what Ricardo Pimentel described as a more “inclusive and curious” approach to leadership. That is one that asks, How could this idea be adapted for other pathways? He wrote, “I’ve had the chance to connect with passionate professionals from all areas of CTE, and it’s opened my eyes to how much stronger we are when we collaborate.”

As leadership fellows and CTE educators return from ACTE events, like VISION and National Policy Seminar, to their districts and states, they carry with them new skills and knowledge and a deeper understanding of CTE’s impact. They are the advocates, the innovators and the bridge-builders — educators who can navigate complex policy landscapes while never losing sight of the students they serve.

Read the full interview with ACTE’s National Leadership fellows in print.

What’s one piece of technology your students are using now that wasn’t even on your radar three years ago? How did you learn to integrate that technology into your classroom?

• “AI was around a few years ago but it has grown and changed very rapidly. This creates challenges and opportunities for us in CTE,” said Randa Pirrong. “Teaching teachers and students how to use it appropriately and efficiently is a priority.”
• “Three years ago, I associated 3D printing mainly with engineering programs, and I never stretched to consider including them across numerous content areas,” commented Katie Kensinger. “Now, our engineering programs work with health sciences, fashion, culinary, industrial technology, and other content areas to design and print pieces in alignment with relevant curricula. It’s been an incredible way to boost creativity, problem solving, and technical skills in a hands-on, highly engaging way.”
• “Although the SWIVL camera has been around for some time, its recent updates have made it an invaluable tool in my Careers in Education program,” said Sarah Grossi. “The SWIVL is a smart video recording system that tracks a presenter’s movement and captures both audio and video. For me, SWIVL allows me to efficiently observe my students’ lessons since I can’t be in multiple classrooms at once.”
• “Robotics technology was on my radar, but it did not feel attainable cost-wise,” offered Emily Yoshikawa Ruesch. “I first saw them after taking students on field trips to companies, but it’s been great feeling like we’re bridging education and industry.”

“Artificial intelligence has been useful to me as a performance evaluator and administrator,” shared Jen Newendyke.

• “I wouldn’t necessarily mention a piece of technology, but more so the programs that have become available to students to learn more about working in the health care field,” wrote Rachel Popham. “Being able to provide my students ‘real-world’ experience using simulators is great!”
• “Many CTE programs are engaging in cross-disciplinary technology implementation. For instance, at my institution, the animation program has partnered with health professions programs to utilize motion capture systems,” said Carla S. Arciniega Henrici. “Being able to collaborate in such manner opens broader opportunities for students to explore employment in diverse fields.”
• “Canva for Education has reshaped student engagement in my programs. A few years ago, it wasn’t even on my radar,” said Arnaz Dolivala. “Now, students use it to design professional portfolios, marketing materials, lesson visuals and interactive presentations. I learned to integrate Canva by diving into small projects and collaborating with colleagues across content areas.”
• “Virtual welders! Technology has come a long way, and utilizing technology has greatly benefited the CTE programs in our district,” said Anna Alday. “Multiple companies have produced realistic, virtual welding technology that has benefited recruitment and our beginning welding courses. From an administrative standpoint, it has also been beneficial in cutting down costs on expensive supplies and consumables.”

Read more in Techniques.

The narrative around career and technical education is changing, and the NextLevel Postsecondary CTE Fellowship alumni are leading that transformation. They come from Louisiana’s rural communities and Oregon’s innovation hubs, California’s diverse campuses and North Carolina’s manufacturing centers. These education leaders are challenging outdated perceptions and building dynamic pathways that connect students to meaningful careers.

This year’s featured fellows represent a new generation of CTE advocates who understand that their work extends far beyond classroom instruction. They’re strategic thinkers who leverage data to showcase student success. Relationship builders who forge authentic industry partnerships. And visionary leaders who recognize that CTE isn’t just about filling jobs. It’s about restoring dignity, opening doors and empowering people to write new stories.

Matthew Nappier put it simply: “CTE is not a fallback; it’s a launchpad.” This sentiment echoes through every conversation with these fellows.

They have discovered that leadership is less about having all the answers and more about being open to learning more. Their students have been their greatest teachers. And as you’ll hear from them in their own words, these fellows aren’t just responding to change. They’re shaping it. One student, one program, one partnership at a time.

Weathering the storm

The fellows shared thoughtful strategies for maintaining program alignment amid major change.

1. “Maintain active and intentional advisory councils. These aren’t just once-a-year meetings to rubber-stamp curriculum. We build real partnerships with local employers, regional workforce boards and sector specialists to ensure that our programs stay responsive and future ready.

   “When our regional manufacturing partners expressed a need for short-term, entry-level training, our workforce, adult education, and CTE teams came together to respond with agility and purpose.” -Matthew Nappier

2. “We have made infrastructure and facility investments, updated our curriculum, provided real-world experiences and industry partnerships, and offered faculty support and professional development. By doing these things, we demonstrate a proactive approach to keeping our programs relevant and aligned with industry standards.” -Tami Hill
3. “Engage with industry partners through conferences, roundtables and direct collaboration. These interactions provide valuable insights into emerging trends, evolving workforce needs, and future directions, allowing us to adapt our programs proactively and ensure they remain relevant and impactful.” -Ferdinand “Ferdie” Santos
4. “Leverage employer input to shape faculty professional development priorities. This can help ensure instructors stay current with the tools and practices being used in the field.

   “Employers are looking for more than just technical know-how; they want graduates who bring strong transferable skills to the table. By incorporating industry input into our program improvement cycle as a regular, structured part of our process, not just an annual check-in, we remain agile and responsive to the rapid pace of change in today’s workforce.” -Marc Davis

5. “We hold formal meetings with industry partners twice a year to share program updates and gather group feedback, but just as important are the informal, ongoing conversations we have with individual employers throughout the year. These relationships help us stay attuned to shifts in technology, emerging skills and challenges.” -Juan Fernando Pineda

Read more in Techniques.

What drives an award-winning educator through their toughest days? We asked ACTE’s 2025 Excellence Award winners — who were honored at ACTE’s CareerTech VISION 2024 — to share the songs that fuel their passion, the student moments that keep them inspired, and how ACTE has supported their success in career and technical education. From power ballads to personal breakthroughs, these outstanding educators know the power of the right soundtrack.

“My students have shown me the power of resilience and curiosity in learning,” shared Nickolas Lebo, ACTE’s Teacher of the Year. “Their ability to embrace new challenges with a growth mindset has inspired me to stay adaptable and open to evolving teaching methods.”

Attend the Awards Gala at VISION 2025, Dec. 9, and join in the celebration! Together we’ll crown a new crop of CTE professionals transforming workforce education.

A quarter for your thoughts

Here’s what our award winners are listening to. Send us your own workday theme songs for a chance to see them featured on a playlist at ACTE’s CareerTech VISION.

• “One Moment in Time” by Whitney Houston
• “High School Never Ends” by Bowling for Soup
• “Eye of the Tiger” by Survivor
• “Don’t Stop Believin’” by Journey
• “Ain’t No Mountain High Enough” by Marvin Gaye and Tammi Terrell
• “Unstoppable” by Sia
• “Takin’ Care of Business” by Bachman–Turner Overdrive

An honor well deserved

Do you know an outstanding educator who is worthy of recognition? If you’ve ever considered nominating a colleague for an ACTE award, we hope you do! How you represent a candidate’s accomplishments is critical in making the best impression on our judges. Here are some tips for making the most out of your nomination.

1. Does your nomination address the criteria for the award? Looking at the rubric will give you an idea of what areas are most important.
2. Are you being descriptive enough with your candidate’s achievements? How did the nominee contribute to the goal, and what were the end results? Include measurable outcomes or milestones where possible.
3. What makes this candidate unique from others in the profession? Provide concrete examples.
4. Can you sum up in one sentence why the nominee deserves recognition? Keep your writing focused and make every word count.
5. Is it easy for the reader to follow your train of thought? Identify how every point addresses the criteria for the award. Explain achievements in plain language. Judges may not be familiar with activities that are specific to your content area or program.

Read more in Techniques.

The 2024–25 academic year was marked by evolution and reflection for career and technical education (CTE). From September through May, the pages of Techniques have captured the dynamic conversations shaping the field — conversations that span the practical realities of classroom management to the transformative potential of emerging technologies. The featured articles in our CTE Year in Review reveal CTE educators grappling with fundamental questions about the role of artificial intelligence in learning, the importance of safeguarding durable skills, and the delicate balance between work and personal lives.

Techniques: Our CTE Year in Review

All along, one consistent theme has emerged: the need for thoughtful practices that honor both the technical competencies and employability skills at the heart of high-quality CTE. These eight articles represent collective wisdom from a community of educators committed to preparing students for success in an ever-changing world.

Beyond the Classroom

Effective classroom management extends beyond the classroom walls. Because in addition to technical knowledge, CTE educators also model and teach employability skills. Your students will use these vital skills in all aspects of their professional and personal lives. As a result, when setting standards and norms for your learning environment, it’s important to consider what is appropriate or not in a variety of settings. READ MORE

A Culture of Joy

The most impactful professional development days are those when teachers lead sessions for each other. The morning is dedicated to presentations on topics they are passionate about, mirroring the impact of student choice. Then, in the afternoon, teachers will work on what suits their needs best at that time. Giving teachers control over their professional development can restore motivation, passion and joy. READ MORE

Durable Skills

“What role should generative AI play in my classroom?” The answer has to account for the risk of skill erosion. It has to be informed by the reality that platforms like ChatGPT do not have a pedagogical underpinning. They are designed to identify and complete patterns. But that is not to say that AI can’t be leveraged with care. Generative AI can be trained to act as a virtual discussion moderator, a Socratic tutor or a learning companion. READ MORE

A Century in Print

From nearly a century, CTE educators have had a national organization to call home. The Association for Career and Technical Education® (ACTE®) — previously known as the American Vocational Association — turns 100 next year. As ACTE launches its centennial celebration, this article offers a forward-looking perspective at how ACTE will continue to serve its members and the CTE field as a whole. READ MORE

Service

Service learning integrates meaningful community service with academic instruction, emphasizing reflection and personal growth to enrich the learning experience and strengthen communities. This article explores the impact of service learning and discusses benefits for all students, but for preservice teachers in particular. Through service learning, students develop interpersonal skills, such as critical thinking, problem solving and intercultural understanding. READ MORE

Personalized Learning

AI tools used in education demonstrate a remarkable ability to help educators facilitate personalized learning. Each student has unique strengths, weaknesses and learning styles, and AI tools can be used to support students with disabilities in CTE. Nevertheless, it is crucial to tread carefully. We must ensure that AI tools enhance, not replace, human interaction and support. READ MORE

Caretaking and Burnout

Maria, a high school teacher and mother of two, described overwhelming fatigue during the pandemic. “It felt like I wasn’t being the mom I wanted to be. And I wasn’t giving my students what they needed either.” Her story reflects the broader trend of educators and mothers grappling with unattainable expectations in both their professional and personal lives. READ MORE

Technology Integration

Thoughtful technology integration can lead to more meaningful learning outcomes. But it’s important to start with a clear understanding of program goals and student needs. Before selecting any digital tools, define what competencies students should learn and understand how technology can address specific needs. Digital solutions should align with — not dictate — well-defined learning outcomes. READ MORE

Lia Milgram is senior managing editor for ACTE.

Want to see your work in the next CTE Year in Review? Learn more about writing for Techniques.

Let’s linger in the summer sun a little longer. Techniques: Connecting Education and Careers has prepared the perfect poolside reading list. Our 2023–24 Year in Review features some of the most engaging content we’ve published in print and online since the fall of 2023. Each year, in Techniques, we celebrate the strength and successes of high-quality CTE, and we’ll continue to discuss the common challenges educators face.

Read Techniques: Year in Review, 2023–24

Build trust and relationships.

The core needs of students — physiological requirements, safety, love/belonging, and esteem — must be met before they can learn to their fullest potential. Teachers must also have their own core needs met before they can properly educate their students. Family members must have their needs met before they can support their children’s educational endeavors. And community members must have their needs met to fully support a school system. But what does it take to put it into practice in the context of our schools?

Building trusting and equitable relationships between administrators, teachers, staff, students, families, and the community is the first step in any successful plan to enact real change, bringing everyone together around common goals. READ MORE

Focus on human skills.

Automation in a global economy is creating thousands of new jobs that require an entirely different type of worker. No longer is it enough to memorize facts, solve equations, and operate tools and equipment. Machines can do that far faster and with more accuracy than any mere mortal. Instead, employers need employees who can “use their knowledge and skills — by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions.”

We commonly refer to these as employability skills: work habits, attitudes, character traits, and competencies that are broadly applicable and transferable. These skills shape how employees work both on their own and with others. READ MORE

Get outside.

Families, including youth, have rediscovered the outdoors as a place to enjoy leisure activities. And as a result of this boon to the outdoor recreation economy, there are more career opportunities. When most people think of the outdoor recreation economy, they think of frontline workers in familiar places: a ranger at a national park or a retail associate at their favorite gear store. But many might be surprised to learn that the outdoor recreation economy encompasses everything from private industry (manufacturing, retail, services) to the public sector (government agencies, tribal nations, community development) and nonprofit, advocacy, and trade groups.

The future of the outdoor recreation economy is dependent on making clear educational pathways available for students. Educators are starting to address this growing opportunity. READ MORE

Reach new heights.

Brightly decorated balsa wood gliders soared through the air. Video cameras documented launches, flight paths and time aloft. Working in collaborative teams, student aeronautical engineers designed, constructed, tested and redesigned their vehicles to stay in the air the longest. Laura Doyle’s high school engineering students learned how gliders work. They discussed the forces of flight, and they used the prototype glider templates as a rough guide. Students must change the design in some way, so that the entire class isn’t making the same prototype. And they must justify their iterated designs through research.

These are the kinds of challenges that CTE educators seek out: real-world, standards-based, and engaging to spark learners’ creativity and innovation. Educators like Doyla search for constructivist experiences framed in problem-based scenarios. READ MORE

Define excellence in CTE.

The modern workforce requires proficiency in technical skills as well as in empathy, resilience, communication and active listening. And the intentional integration of employability skills development within career and technical education programs is starting to bridge achievement gaps. Research has shown that emotional intelligence (EI), defined as “the ability to perceive, manage and regulate emotions,” can have a profound impact on a learner’s academic achievement. Thus, integrating emotional intelligence within CTE promises to cultivate meaningful relationships and a more dynamic, responsive and empathetic learning environment.

At ACTE’s CareerTech VISION 2023, IMAGO asked, “What innovative strategies is your district implementing?” The ensuing dialogue was promising, shedding light on how emotional intelligence is transforming the student experience. READ MORE

Embrace research to effect change.

Instructional leadership must be transformational. Leaders are tasked with creating solutions based on problems, questions, and needs and developing processes that work for their schools, districts, and regions. Their role is multifaceted and complex. One end of a CTE leader’s work is anchored in developing the knowledge and skills of their teachers. And on the other end, the need to ensure students are prepared to enter the workforce.

Just as CTE teachers bring a wealth of experience into the classroom, students have varying backgrounds, understandings and motivations for taking CTE courses. Thus, in order have a positive effect on student learning experience, researchers have proposed that we must focus on three critical elements: changing views of learning, sharpening teachers’ instructional knowledge, and enhancing students’ knowledge and abilities related to academic and industry standards. READ MORE

Tell stories that matter.

“When I started high school, I was a solid academic student; however, I lost my way. I began to struggle academically because I was too busy chasing girls, success in sports or popularity. Over time this approach left me feeling disconnected. I didn’t feel like I fit in anywhere. I became a loner,” wrote Donald “Diamond Don” Walker, of CAST. “Suddenly, I was going nowhere fast. Then I learned about a radio station course offered through my high school’s CTE program. I had always been interested in radio, so I signed up.

“Nothing was more exciting than going to my fifth hour CTE course every day. Creating elements for different radio programs. Creating assets and drops and stingers. Then, senior year, my friend and I got our first radio show! On Monday nights, 8:00–10:00 p.m., we played house music and mixes. We took live calls and gave shoutouts, and it was fantastic!” READ MORE

Center community needs.

Educators in southwest Colorado go directly to Native American learners rather than requiring students to come to the community college campus, where they often face cultural and logistical barriers to access. Education leaders have cultivated strong relationships with the Ute Mountain Ute and Southern Ute tribes of the Ute Nation. And recognizing the flaws in the traditional educational model, they continue to emphasize that the challenges lie in the structures themselves.

Increasing opportunities for Ute students benefits not only them, but the surrounding communities as well. And the same can be true for rural communities across the nation. Innovative, community-centered education starts with asking questions and seeking to understand the unique needs of the people. READ MORE

Lia Milgram is senior managing editor for ACTE.