Category: Careers Connect

Personal financial literacy is critical to success in today’s world. But many adults in the U.S. need a deeper understanding of core financial concepts. Nearly half (46%) of those surveyed by the FINRA Foundation lacked a “rainy day” fund for emergencies. Further, only 59% of those with credit cards reported paying their balance in full each month, and 19% reported spending more than their income.

It’s clear that many adults still struggle when it comes to personal finance, but financial education can help. The 2022 Personal Finance Index released by the Global Financial Literacy Excellence Center (GFLEC) and the TIAA Institute has shown that those with fewer financial literacy skills are more likely to have difficulty making ends meet and more likely to be constrained by debt. Thus, the AFSA Education Foundation recognizes an immense need for high-quality and accessible financial education.

We know how challenging it can be for educators and families to find the right curriculum and resources to support financial literacy education — especially when so few of us feel like financial experts ourselves. Not to mention how busy our classroom and home schedules are. The AFSA Education Foundation offers MoneySKILL, a free, comprehensive, online personal finance course that focuses on money management fundamentals.

Financial literacy counts.

MoneySKILL allows educators of all kinds to create custom personal finance courses in as many as 37 different content areas. Each module includes unique video introductions, real-life application scenarios, and quiz questions to test students’ comprehension. MoneySKILL is available in English and Spanish and also includes audio dictation for students. Further, the learning platform is completely web-based and mobile-friendly (with no need for app or software downloads). This makes it a great option for both virtual and in-person learning environments.

Participating educators can choose to use MoneySKILL as a full personal finance curriculum or customize it to fit the specific needs of a particular class. The material is particularly well-suited for career and technical education (CTE) classes with coursework that can be easily adapted to suit project-based learning. Career and technical student organization (CTSO) advisers also may find MoneySKILL activities useful in preparing for competitive events. Students explore technical topics related to finance, business management, entrepreneurship and more while also learning vital employ.ability skills.

“The online curriculum is a perfect tool for educators teaching financial literacy,” said Brooke Kusch, a career counselor in Oklahoma. “The lessons also bring real-world knowledge into the classroom for our students, which equips them with the skills they need for success in the future.”

Achieve long-term financial success.

Not only is MoneySKILL an easy-to-use resource for educators, but students show significant improvements in financial knowledge and behaviors after completing the course. More than 90% of participating students see some knowledge gains with an average grade increase of 60%. “By educating individuals, especially youth, about basic financial principles,” said Rhonda Ashburn, executive director of the AFSA Education Foundation, “we are setting them up for long-term financial success outside of the classroom.”

The AFSA Education Foundation also offers a number of other free re.sources. These include curated personal finance videos, classroom worksheets, informational flyers, and English-and Spanish-language brochures. The AFSA Education Foundation offers unique and accessible solutions to deliver personal finance education. We look forward to exhibiting at ACTE’s CareerTech VISION 2022 in booth 217. See you there!

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About AFSA Education Foundation

Based in Washington, D.C., the AFSA Education Foundation promotes the delivery of quality personal finance education. The foundation provides free personal fi.nance curriculum, resources and training to educators of all types. The foundation seeks to educate consumers of all ages on personal finance concepts. And to help them realize the benefits of responsible money management.

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Read more in Techniques: Technological Transformations.

School districts can be a hub for community-driven, work-based learning. They represent the potential growth and economic success of a community. But districts sometimes struggle to bridge the gap between students and the companies within their communities.The objective of a community, or a school district, is not a diploma or degree. It is about what those credentials represent: jobs and careers. Communities throughout the country want their people and those jobs to stay local. Un.fortunately, 43% of people in the United States move away from home to attend college (Ethier, 2021).

To correct course and encourage more people to invest in their local communities, career and technical education (CTE) programs can act to help students understand the options and careers that exist around them. Currently, many students only experience the careers of their parents or what is directly in front of them, yet there are many different pathways to follow. Farms, breweries, wineries and other niche sectors found in rural communities have a lot to offer.

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Market these opportunities to students:

• Accounting
• Finance
• Supply chain and logistics management
• Marketing
• Operations
• Hospitality and tourism, and more

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Work-based learning increases interest in postsecondary CTE.

K–12 school districts should incorporate local work-based learning (WBL) initiatives into their curricula to fit the needs of their communities. In a study published by the Educational Policy Institute, almost half of participants said that high school work-based learning activities furthered their interest in higher education (Swail >amp; Kampits, 2004). WBL presents an effective solution to workforce shortages. But the caveat is, teachers need support from administrators and district leaders to bring WBL experiences into the classroom.

Given teachers’ already heavy workloads, asking them to build relationships and coordinate with partners may be too much. So, districts should seek out contacts from local businesses who are willing to invest time in offering student experiences. Success also requires establishing a reliable feedback loop. How are the WBL experiences helping students as well as the companies? CTE leaders can then use this feedback to adjust and improve upon high-quality programming.

SchooLinks bridges the gap.

Technology offers a scalable method to sustain work-based learning. Districts need a way to capture K–12-specific opportunities and experiences offered by local industries. They need to be able to manage partnerships, track requirements, communicate, and ultimately bring WBL into the classroom. SchooLinks bridges the gap between school districts, local companies and national industries. Designed specifical.ly for K–12 school districts, SchooLinks makes it easy to identify companies, designate contacts and communicate with partners. These tools enable districts to focus on the relationships and partnerships rather than the manual, administrative tasks. SchooLinks comes with a national database of partners to help districts get started. Every contact within the network is K–12-specific.

Once in SchooLinks, districts can easily bring local and national business into their schools. They can segment companies by industry in order to invite them to events — virtual or in person — or have companies opt in via the Industry Portal. Every company can publicize itself to students via Company Profiles. All profiles are customized for a K–12 environment and can include information requested by the district: values, culture, scholarships, internship opportunities and more.

Conclusion

Students also need a safe place to find opportunities: internships, job shadowing and employment. SchooLinks will allow students to find those on their own based on their interests and experiences. This makes it more efficient for students than searching the internet or being connected to opportunities through their immediate family. Districts can also match students to opportunities they know are right for them based on data and personal experience.

By inviting everyone — students, families, districts and companies — to join a single platform, SchooLinks offers an efficient and reliable form of communication and feedback. Companies can send comments to students, which are visible to the district, ensuring proper feedback. Likewise, companies and districts can sign off on experience hours and ensure that students are gaining valuable experience as desired.

Districts cannot operate in siloes. They are the bedrock for the future growth of communities. To train the workforce of tomorrow, they need to build solid relationships with local industries. And that can only come from developing high-quality WBL experiences that benefit everyone.

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Read more in Techniques. VISION goes to Vegas!

SkillsUSA heads to Atlanta this year for the National Leadership >amp; Skills Conference (NLSC) on June 20–24. SkillsUSA’s NLSC presents a weeklong workforce development event. More than 12,000 career and technical education (CTE) students and teachers will attend. Attendees are selected by their states to be part of an official delegation of competitors, voting delegates and national officer candidates. Others will attend to participate in professional development and leadership training.

“SkillsUSA is excited to return to our in-person NLSC while launching an exciting new era for the event in Atlanta,” said Chelle Travis, SkillsUSA executive director. “The move to Atlanta aligns with our goal of taking the conference to next-level success while providing the best possible experience. This event is much more than a conference or convention. It’s an inspiring showcase of America’s next generation of career-ready workers and leaders.”

The SkillsUSA National Leadership >amp; Skills Conference showcases the multi-faceted nature of CTE.

State champions in 108 unique career competition events — including 3D Animation, Prepared Speech, and Welding — will compete in the SkillsUSA Championships. National winners will receive bronze, silver and gold medals. Simultaneously held alongside the competitions will be SkillsUSA TECHSPO. There, attendees will find more than 150 exhibitors from education and industry eager to connect with CTE students.

The conference also features a full schedule of professional development, leadership training and industry-specific seminars. Recognition is a focus of the event, including a national Advisor of the Year being named and the top three SkillsUSA chapters honored as 2022 Models of Excellence for best exemplifying student-led learning through the SkillsUSA Framework. Three general sessions, delegate meetings, national officer elections and a student-led community service project will round out the week. Pre-conference training includes tracks for student leaders and teachers.

About SkillsUSA

SkillsUSA, a non-profit partnership of students, teachers and industry founded in 1965, is one of the largest student groups in the nation, and this event is expected to grow year to year through 2026 while in Atlanta. This year marks the first in-person NLSC since 2019. Attendees should register through their state association or call 844-875-4557 for assistance.

Learn more about SkillsUSA’s upcoming National Leadership >amp; Skills Conference. 

Creating effective career and technical education (CTE) programs for adult learners of English requires a significant investment. To deliver high-quality CTE programs of study that serve all students, administrators should determine learners’ needs, offer meaningful instruction, track learner progress and measure outcomes. English learners benefit from efforts to better serve their educational needs, and so will the workforce. But we also understand senior leadership can be reluctant to change.

Or they may be wary of new technology. To help you navigate conversations with stakeholders about supplementing your CTE programs with tools for English learners, consider three common talking points and how to address them.

But… we already have teachers. A technology solution isn’t better than in-person classroom teachers.

There is always room for improvement. Administrators may not always know what goes on in the classroom. So it can be hard for them to gauge an English learner’s technical and/or language proficiency and provide adequate supports. By implementing an English learning platform, English learners can participate in career-specific technical courses that lead to real-world success. In a recent report, the U.S. Department ofEducation (2019) noted that learners who took CTE courses (including manufacturing, allied healthcare, workplace safety and pharmacy tech) have higher enrollment and graduation rates — as high as 94%.

But… we have tried online training before and no one uses it. I do not want to invest in technology.

With dedicated customer support and learner onboarding managers, EnGen makes sure that every institution builds a language learning program designed for its own needs and goals. Program managers can track learner progress and performance, making it easy for faculty and students to implement and use.

But… will the students even learn English?

Effective English learning programs are adaptive and student-centered. EnGen works to improve learner outcomes. By offering career-aligned courses, EnGen gives learners the real-world English training that they need to accomplish their goals and connect with career pathways, including CTE training for high-demand jobs and advancement opportunities. Further, EnGen helps boost learner engagement and enrollment, an important metric for funding as well as diversity, equity and inclusion goals.

Read Techniques in April 2022 to learn more.

High-quality career and technical education (CTE) programs embed collaboration, critical thinking, and global citizenship into their curriculum. These core tenants also make up the work of cadets enrolled in a Junior Reserve Officers’ Training Corps (JROTC) program. CTE and JROTC, alike, center the student experience, with the goal of teaching technical and employability skills. Now, a new national credential — developed with NOCTI — emphasizes the value for students in community connection.

JROTC prepares students to succeed in education and the workforce.

JROTC serves more than 500,000 students in more than 3,500 schools across the United States and overseas. Established as a result of the National Defense Act of 1916, JROTC programs include mentoring and education with an emphasis on employability and life skills, as well as leadership, health, global awareness, and U.S. history. This legislation, alongside the Smith Hughes Act of 1917, prioritized those skills we know to be most critical for success after high school.

The parallels between JROTC and CTE were recently further underscored by the Association for Career and Technical Education (ACTE). ACTE’s New and Related Services (NRS) Division has recognized JROTC leadership pathways as part of the national CTE community. Many states individually also recognize JROTC as part of the Government >amp; Public Administration career cluster. In addition, like CTE students, cadets enrolled in JROTC engage in leadership and learning activities during the school day, after school hours, and at local community activities.

Alabama connects JROTC and CTE.

Alabama emerged as a national leader in the merger of JROTC and CTE. In 2009, the Alabama State Department of Education (ALSDE) formalized this convergence within the career clusters framework. Thus ALSDE guaranteed that JROTC would receive equitable access to federal and state funds earmarked for CTE programs. Between 2009–2013 a JROTC committee was established at the ALSDE with representatives from four service branches. This laid the foundation for the series of steps to come that fully engaged JROTC within the CTE community. Momentum continued when ALSDE acknowledged the JROTC Certificate of Completion as a credential under the Government and Public Administration cluster, officially, in 2014.

As a result of collaborations between the JROTC committee and ALSDE to deliver multifaceted programming, cadets earned physical education as well as career preparedness credits. Further, members across the state began to join the Alabama Association of Career and Technical Education (ALACTE). Once the goal of 75 members was achieved in the summer of 2013, a JROTC section within ALACTE was established.

JROTC and CTE focus on student success.

According to Advance CTE, CTE provides students of all ages with the academic and technical skills, knowledge, and training necessary to succeed in future careers and to become lifelong learners. In total, about 12.5 million high school and college students take CTE courses across the nation. CTE prepares these learners for the world of work by introducing them to workplace competencies and making academic content accessible to students in a hands-on context.

The similarities of CTE and JROTC cannot be overlooked. But while many states recognize JROTC completion certificates for CTE, JROTC certificates don’t necessarily transfer to industry-based credentials. So, in recent years, as states expressed interest in a national credential, JROTC executives began discussing their options with NOCTI. And they emphasized the importance of stakeholder engagement throughout the process.

Nationally recognized credential reflects critical skills.

JROTC executives knew that developing an assessment with an accredited third-party organization would involve an independent verification process. This process was critical for validity of the overall credential program, and for reducing actual or perceived conflicts of interest. Further, NOCTI’s accreditation based on the ISO 17024 standards added additional credibility to the project.

JROTC subject matter experts from the armed services branches and JROTC educators collaborated to establish a common set of standards and competencies. The NOCTI and JROTC collaboration resulted in a Leadership and Employability Skills credential that reflects the critical skills demonstrated by cadets. With this new credential, cadets in JROTC-approved units will benefit from the recognition and verification of learned knowledge and skills. Instructors will benefit by validating student learning, utilizing scoring data for program improvement, and by providing credentialing opportunities for their students. JROTC programs and the schools also benefit from a credential that addresses the evaluation of program quality. The launch of this new credential — and the traction gained for JROTC as a part of the greater CTE community — helps to reinforce the value of the JROTC program.

JROTC prepares students to become better citizens.

The Junior Reserve Officers’ Training Corps also seeks to instill the skills needed for lifelong success, whether the cadets go on to a military career, the workplace, or for additional education. That mission of lifelong success is also a common thread of high-quality CTE programs. Like many other CTE programs, JROTC empowers individuals with confidence and credibility in their knowledge and skills.

“I am proud of those with vision who have welcomed us into the CTE family,” said Ret. Lt. Col. Robert F. Barrow, director of Army instruction, JROTC, at Mobile County Public Schools. “I am optimistic that JROTC will continue to be an invaluable member of CTE for many more years in the future!”

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Heidi Speese is division manager at NOCTI.

Ret. Lt. Col. Robert F. Barrow is director of Army instruction, JROTC, at Mobile County Public Schools.

John Foster is president and CEO of NOCTI.

The challenge

Helping students expand their knowledge of career opportunities can be difficult if students don’t see those possibilities for themselves.

The solution

School districts and higher education providers have transformed buses, trailers and recreational vehicles (RVs) into mobile classrooms: science, technology, engineering and mathematics (STEM) and career and technical education (CTE) labs. Students explore tools, technology and future occupations beyond their wildest dreams.

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Shea Zuckerman pulled up to a school in his 72-foot mobile learning lab. Meanwhile, students and educators clamored around to see what was inside.

The Wichita State University Campus of Applied Sciences (WSU Tech) built out the trailer in 2017. Filled with immersive learning materials and technology, the FutureMaker Mobile Learning Lab has already reached more than 20,000 K–12 and adult students all over the state of Kansas.

“So much of what we do is hands-on,” said Zuckerman, director of the CTE STEM lab at WSU Tech. “When we talk about our program, it doesn’t connect the same way as getting students involved. Kansas has a lot of rural districts, so it makes sense to bring the technology to them. A lot of students wouldn’t know it exists otherwise.”

The FutureMaker Learning Lab includes a variety of virtual tools, such as welders, commercial paint sprayers and manufacturing-related items. The lab also carries a set of zSpace augmented/virtual reality (AR/VR) computers which provide students a virtual learning environment to conduct experiments and complete engineer-design challenges.

Mobile STEM labs drive opportunity across the country

• Eric Frauwirth, administrator of the Bureau of Career Development at the New Hampshire Department of Education, helped turn a high-end recreational vehicle into a mobile CTE learning center for students in K–12 and beyond. Several zSpace laptops allow students to access the AR/VR CTE programming. Equipment stored in the RV includes balsa wood planes, drones, robotics kits, blood pressure cuffs and blood-drawing components.
• Fort Worth Independent School District operates zSpace AR/VR laptops
• Mary Velasquez, project manager for IGNITE in Colorado’s School District 49, and her team converted a traditional school bus into IGNITE: Expeditions, a mobile STEM lab filled with zSpace AR/VR workstations. Driving the bus to schools and events helps reach more students in the district, which spans 155 square miles.

Each educational institution has funded their mobile units through sources that include federal grants, corporate sponsorships and donations.

Hands-on experience sparks learning, career ideas

The mobile STEM units have a big impact on the students who experience tools and technology they’ve never seen before. One student working with a zSpace unit in Texas, manipulating a VR heart, said, “I’m hands-on learner, so this [type of learning] would be good for me.”

For Velasquez, her favorite part of the IGNITE: Expeditions program is seeing the reactions of parents, teachers and students. “There’s a wow factor when they enter the bus. But when they actually use zSpace, there’s that light-up moment that’s the most fun for me.”

These programs provide opportunities and direction to students, and that is most important for the CTE leaders.

“When they finish a session, students have been exposed to a lot of different careers,” said Zuckerman of WSU Tech. “Sometimes there’s a student who thinks they’re not that good at school, or they didn’t know what they wanted to do in life, and right then they realize there are some real options out for them. That’s a great moment.”

Today, more than ever, bystanders serve as immediate responders. They provide aid to save or sustain someone’s life before professional help arrives on the scene. The ability for layperson rescuers to communicate with each other, with 9-1-1 operators, and with responding EMS personnel can be lifesaving during the first few minutes after severe injury occurs.

Those minutes are critical. According to the Centers for Disease Control and Prevention, the leading cause of death for people in the United States aged 1– 44 is traumatic injuries. This includes death from motor vehicle crashes, falls or homicides. Traumatic injuries kill more people than from any other cause, including cancer, HIV or the flu. In fact, death from blood loss can occur in less than five minutes. This is especially important in youth, where research suggests those who are prepared are more confident and feel empowered during an actual emergency.

Enter First Aid for Severe Trauma.

First Aid for Severe Trauma (FAST) is the first national Stop the Bleed course designed specifically for high school students. It is being developed with input, feedback and testing from teachers and students through a collaboration between the American Red Cross and the National Center for Disaster Medicine and Public Health. Thanks to grant support from the Department of Homeland Security Science and Technology Directorate, the course and digital materials will be offered at no charge to high school students under the age of 19.

FAST teaches bleeding control and other key topics designed to save a life after a severe bleeding injury.

Stakeholders designed the course curriculum to be straightforward, educational and empowering rather than frightening or overdramatized. An excerpt from the student manual shows what course takers will learn:

• You can save a life: Preparing for bleeding emergencies; recognizing that a bleeding emergency exists; emergency action steps; deciding to act in an emergency
• Safety in emergency situations: Keeping yourself safe in an emergency; helping others to safety; violent situations
• Communicating in emergency situations: Communicating with others at the scene and with the emergency dispatcher
• Caring for a person with life-threatening bleeding: Using pressure to stop bleeding; applying direct pressure; using a tourniquet; after the bleeding stops; applying direct pressure skill sheet; using a windlass rod tourniquet skill sheet; using a ratcheting tourniquet skill sheet

“Historically, we have not taught many teenagers how to take care of someone with life-threatening bleeding injuries,” said Craig Goolsby, M.D., M.Ed., a former Air Force emergency physician. Goolsby serves as a professor and vice chair in the Department of Military and Emergency Medicine at the Uniformed Services University (USU) of the Health Sciences.

Goolsby, who also works as science director for USU’s National Center for Disaster Medicine and Public Health, collaborated with the Red Cross on the FAST program content. During his military career, he observed lives saved because of the use of tourniquets in the field.

“We had a lot of capability to save lives at our field hospital. But we couldn’t do anything if the patient did not make it to us alive,” he stated. “Simple actions, like applying a tourniquet immediately after injury, kept soldiers alive to reach the hospital.”

It was that realization that crystallized his interest. He wanted to teach the public how to sustain someone suffering from life-threatening bleeding until care could be transferred.

Supporting career development in health sciences

Goolsby works alongside the career and technical students organization HOSA – Future Health Professionals to teach bleeding control at the high school level. CPR training is a high school graduation requirement in 38 states. Likewise, we hope to normalize bystander response in emergency situations and empower students to intervene.

Traumatic injuries can affect anyone at any time. As such, raising awareness and the ability to respond when life-threatening bleeding happens benefits the entire population.

Goolsby provided an example of why First Aid for Severe Trauma training is necessary. About 60 million people, or one in five Americans, live in sparsely populated, rural areas. If someone sustains an injury while camping, or at a farm or factory in a rural area, they could be hours from a hospital or emergency response. “A teenager with the skills to respond to life-threatening bleeding could be the difference between life and death.”

Carie Staub, MHS, LAT, ATC, is a health science and sports medicine instructor in Idaho. She also serves as the assistant director of competitive events for HOSA – Future Health Professionals.

Read more in Techniques.

Creighton Taylor (CEO of Guided Compass), Emily Alonso (CEO of Impact Allies), and Dr. Larry Taylor (the President of National Association of Corporate Directors – Pacific Southwest) collaborated to create a resource for educators. Together they outline key effective strategies identified in high-quality WBL programs:

• Build employer relationships strategically.
• Match career-seekers to opportunities systematically.
• Implement ancillary career-seeker support systems.
• Outsource 10–50% of coursework from employers.
• Improve operations continually.

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Build employer relationships strategically

Optimized programs should:

• Target employers: Consider using lead scoring to rank employers and to ensure they are compatible with your career pathways.
• Market to departmental representatives, not just HR: This allows you to use any existing relationships across staff and career-seekers more effectively.
• Utilize career events, alumni and projects for lead generation: Networking and connections help forge relationships with employer representatives. These relationships may then lead to student internship opportunities.
• Make economic benefits clear to employers: Many employers engage in WBL to give back, but there are often financial benefits for them. Clarifying, measuring and reporting these will increase engagement.

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Match Career-Seekers to Opportunities Systematically

Optimized programs should:

• Encourage employers to adopt clear benchmark-based selection: Employers should select candidates via benchmarks for each pathway to reduce bias. Benchmarks extend competency models to include interests, values, personality, and projects, in addition to relevant and specific skills.
• Create personalized career-seeker roadmaps to achieve goals: A WBL coordinator or counselor should ensure and update personalized career roadmaps for each career-seeker, including goals, timelines and resources.
• Use universal standards for minimum criteria for internships: In order to deliver a consistent experience to students and employers, pathway programs should conform to a reputable set of standards.
• Screen career-seekers prior to referring them to employers: Ask career-seekers to submit applications internally for review prior to referral whenever possible.

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Implement Ancillary Career-Seeker Support Systems

Optimized programs should:

• Provide wraparound support for career-seekers: Ensure that housing, food and other basic needs are covered. This will allow career-seekers to consider a long-term view of goals and opportunities.
• Use technology to keep parents/guardians engaged: Use input from guardians as part of career-matching process. They often know their child better than anyone else. Provide updates to guardians on relevant developments. 

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Outsource 10–50% of Coursework from Employers

Optimized programs should:

• Get employer feedback on curriculum before program starts: Host annual meetings at which the local employer representatives may review the curriculum.
• Source industry-guided project-based learning opportunities: Recruit engaged employer representatives to share case studies or challenges that can be used in class or during the summer.
• Encourage employer representatives to provide grades and feedback. This reduces the weight on educators, engages career-seekers, and engages employers.
• Customize coursework for technical and employability skills based on pathway needs: Often, career-seekers demonstrate strength in certain skills, but weakness in others. Modularize and recommend personalized curriculum that train specific skills to those career-seekers that need that training.

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Improve Operations Systematically

Optimized programs should:

• Establish and refine career-seeker outcome and WBL program goals: Define and track the specific metrics you would like to affect.
• Refine and reconsider technology use on a regular basis: Optimized WBL requires so many tasks, roles and knowledge competencies that it is important to make your technology work for all.
• Require annual WBL training for teachers and counselors: Consider teacher and counselor externships to keep educators fresh on industry trends. Share outcomes data about their alumni whenever possible.
• Establish effective performance measurement and feedback tools: Regularly assess feedback and outcomes data against goals. While short-term effects are important indicators, establish ways to track outcomes 5+ years after program completion.

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Creighton Taylor is founder and CEO of Guided Compass. Guided Compass is a Black-owned project- and work-based learning technology platform. It primarily focuses on three work-based learning pillars: career events (e.g., job shadows, workshops, webinars, career fairs), virtual projects (e.g., assignments, case studies, challenges), and work (e.g., internships, apprenticeships, part-time, and full-time). Guided Compass serves numerous high-quality WBL programs across the United States, including school districts (e.g., LA Unified, Detroit Public Schools) and independent workforce programs (e.g., UNITE-LA and the LA Chamber’s Bixel Exchange program). Email Creighton.

For the latest in ACTE and Xello’s student career development series, read Connecting Social-emotional Learning to Career Success. This brief was written by Angela Smith, Ph.D., associate professor in the School of Education at North Carolina State University.

What is social-emotional learning?

Social-emotional learning (SEL), first introduced 26 years ago, is defined as “the process through which all young people and adults acquire and apply the knowledge, skills and attitudes to:

• Develop healthy identities
• Manage emotions
• Achieve personal and collective goals
• Feel and show empathy for others
• Establish and maintain supportive relationships
• Make responsible and caring decisions”

Exposure to SEL activities in career and technical education (CTE) may lead to an increase in overall well-being among students. A landmark study from 2011 identified significant benefits, including “improved attitudes about self” and “positive classroom behavior.” Additionally, employers consistently rank social-emotional skills as of highest importance when hiring.

The modern economy necessitates that its employees — our CTE students — demonstrate proficiency in the social-emotional domain.

How do I incorporate SEL in the CTE classroom?

Review resources developed by education stakeholders for best practices in advancing social-emotional learning. These include Xello’s “An Educator’s Guide to Developing Social-emotional Learning Skills in K–12 Students” and implementation tools from the Collaborative for Academic, Social and Emotional Learning (CASEL).

As more CTE programs begin to incorporate SEL, consider the following example from the health occupations program at Newburgh Enlarged City School District in New York:

Mindful Mondays offer a check-in with students to prepare for the week. In breakout sessions, students conduct activities, such as yoga and breathing exercises, and discuss their feelings. Self-reflection and positive affirmation are part of the program, and students have been encouraged to keep reflection journals. Simple activities such as these, time spent on students’ emotional states, can have a significant impact on learning.

Get started.

Start with self-awareness. For ACTE and Xello, Smith wrote:

“Self-awareness is a core competency. As career development facilitators and others introduce SEL principles, it is essential to pause and reflect upon one’s own SEL core competencies and the ways each facilitator demonstrates the SEL skills in practice within the community. Facilitators serve as role models and guides to learning SEL skills. CTE professionals can play a pivotal role in the school and community by teaching and practicing SEL skills in staff meetings, trainings and curriculum enhancements.”

1. Conduct surveys among students. What access do they feel they have to SEL activities? Gauge student abilities related to motivation, self-efficacy, resilience, etc.
2. Collaborate to develop individualized learning plans. Get students, family members, teachers and other stakeholders involved. Goals should be multifaceted, with identifiable, cross-disciplinary learning objectives.
3. Practice. Students benefit from opportunities to present their work to peers, giving and receiving feedback.
4. Emphasize progress over perfection. Encourage students to track their own progress related to SEL and give them space to make mistakes. These experiences build resilience.
5. Empower student voices. CTE students have important things to say. As educators, we must equip them with the skills and the stage to share their unique worldview.

Teachers, administrators and social-emotional learning interventionists play a key role in modeling SEL skills in the learning community. Integrating SEL within the CTE curriculum supports the development of skills necessary for college and career success.

Read the full brief sponsored by Xello — Connecting Social-emotional Learning to Career Success.