Category: Classroom Connection

By Steve Southwick, Savvas Learning Company

Career and technical education (CTE) serves as a vital link between classroom learning and career readiness, helping students develop skills earlier in their education journey and more clearly define their post-high school pathways. A recent national survey by Savvas Learning Company found that 75% of educators reported CTE programs as their top choice in helping students be successful after high school.

Thoughtful technology integration can lead to more meaningful learning outcomes. By implementing intentional strategies and avoiding common pitfalls, CTE educators and administrators can maximize the impact of digital learning, helping students develop the technical and workplace skills they need for long-term success.

1. 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. Consider what skills students need for both technical proficiency and career readiness. Your digital CTE foundation should include optionality, access, scaffolded instruction and built-in support to ensure all students can succeed.

2. Embrace blended learning models.

Effective digital learning programs combine online and hands-on instruction. This model allows students to work independently on computers, whether at home or in the classroom, while also engaging in practical activities that reinforce technical skills.

Provide clear guidance for transitioning between environments. Establish consistent workflows, and design assessment strategies that evaluate both knowledge and application. This balanced approach better prepares students for modern workplace environments where digital and physical tasks are increasingly integrated.

3. Ensure seamless technical integration.

Integration with existing systems is essential for program success. Prioritize solutions that provide single sign-on capabilities, enable easy assignment management and support differentiated instruction. Teachers should be able to focus on instruction rather than troubleshooting technology.

4. Keep digital curriculum relevant and responsive.

One of the digital medium’s greatest advantages is its ability to rapidly adapt to emerging careers and changing industry practices. Evaluate digital CTE offerings against The National Career Clusters Framework (Advance CTE, 2024), focusing on how technology-enhanced learning can support high-growth fields like artificial intelligence, robotics and health care. This responsiveness allows schools to quickly address evolving workforce demands and student interests.

5. Choose digital learning tools that reflect workplace realities.

Select solutions that mirror current industry practices rather than simplified educational versions. CTE tools should simulate real-world scenarios and provide authentic workplace project experiences. Avoid common pitfalls like over-reliance on gamification at the expense of real-world applications or choosing overly complex platforms that burden teachers.

6. Integrate certification preparation throughout curriculum.

Embed industry certification requirements and standards directly into coursework. When digital curriculum aligns with certification objectives, students can learn everything they need to excel on certification exams. Then they can gradu.ate high school with meaningful credentials that employers recognize, immediately enhancing their job prospects. Look for digital solutions that prepare students for certifications in high-demand areas like drone piloting, social media marketing, cybersecurity and entrepreneurship.

7. Build engagement through interactive experiences.

Digital learning works best when it feels hands-on, even in a virtual setting. Scenario-based learning that simulates workplace challenges helps students apply concepts in realistic contexts, and the assignments often echo industry deliverables. Furthermore, self-paced learning paths can accommodate a range of student needs while still meeting course benchmarks.

8. Invest heavily in educator support.

One of the biggest barriers to successful digital CTE implementation is the lack of adequate educator training and support. Schools should prioritize ongoing professional development opportunities tailored specifically to CTE contexts, mentorship programs that connect experienced and new teachers, and regular opportunities to share best practices.

Conclusion

The goal isn’t merely to digitize existing content, but to create learning experiences that prepare students for lifelong success. In a world where many of our students’ jobs haven’t been created yet, CTE must strive to prepare adaptable learners who are equipped to navigate continuous change. When thoughtfully implemented, digital CTE doesn’t just teach students about careers. It helps develop their professional trajectory and cultivates the resilience needed to thrive in a rapidly evolving economy.

---

Steve Southwick is the director of CTE product management at Savvas Learning Company, where he leads the development of research-based programs that are designed to engage and prepare students for post-high school success and future-focused careers. He was previously the founder and chief executive officer of digital CTE curriculum publisher Pointful Education, which was acquired by Savvas in 2024.

Read more in Techniques.

More and more mentorship programs are being established within schools — with great success and with good reason. Research has indicated that youth with mentors are 40% less likely to commit acts of violence, and 50% less likely to skip school.

The value of mentorship programs

All students may benefit from mentorship programs. Mentoring has taken place for generations, both inside and outside the classroom in formal and informal settings. Teachers often serve as mentors. However, even the most dedicated educator may not be able to offer continual, one-on-one support that students need. Teachers often lack the time or resources.

This need led to the development of well-established and respected programs like Big Brothers and Big Sisters of America (BB/BS). Started in 1904, BB/BS is the nation’s oldest and largest youth mentoring organization. Through this program, caring adult volunteers have helped millions of children in all 50 states. Its success has established the traditional model of community-based mentoring.

Moving into schools

School-based mentorship programs offers unique benefits to participants, even over the community-based model. School-based mentoring takes place in a safe, supervised environment, which mentors and mentees have emphasized is of the utmost importance (Kountze, 2024). As a result, more students gain access to high-quality programming.

Mentors may prefer the idea of volunteering during the school or work day rather than on weekends, committing just one hour a week. Another important consideration is cost. In a school-based program, the district can provide space, technology, staff assistance and more.

---

Mentorship programs add value.

1. Involve the community in planning.
2. Gather demographics. Conduct focus groups, interviews, surveys, and meetings to determine local needs.
3. When recruiting mentors, include volunteers from businesses who are already involved in active partnership programs.
4. Recruit only mentors who are caring, committed and patient.
5. Screen all prospective mentors thoroughly with criminal background checks, reference checks, personal interviews and employment history examination.
6. Train mentors before starting. Involve school staff in training.
7. Obtain permission for all minor children.  If the family speaks a different language, provide outreach in their native language.
8. Set up a committee of school staff to recommend and match mentors and mentees.
9. Identify one person at each school as the liaison for school-based mentorship programs.
10. Include activities that mentors and mentees decide upon together.
11. Schedule regular mentor meetings to discuss progress and challenges.
12. Host a recognition event at year’s end to thank mentors and staff.
13. Involve families in the program.
14. Encourage mentors to stay in contact during summer breaks.
15. Evaluate the program to measure outcomes.

---

An earlier version of this article was published in Techniques: Connecting Education and Careers in November/December 2001. Vol. 76, No. 8. Read more in the archives.

The need for secondary teachers in career and technical education (CTE) is well established. Several disciplines of CTE have been recognized as “teacher shortage areas” for more than 20 years. Reports continue to indicate that it is still more difficult to recruit and retain CTE teachers than teachers from other disciplines.

Much effort has been invested in recruiting future CTE teachers. The federal TEACH grant has helped to defray costs for college students training to teach in high-need fields. National teacher recruitment campaigns such as “Tagged to Teach Ag” and “Say Yes to FCS” were designed to attract the next generation of CTE teachers. However, even with increased marketing campaigns, the pace of enrollment in CTE teacher education programs has not kept up with the need for teachers.

As a result, many states have adopted alternative certification pathways and programs. And while this approach can help address some aspects of the teacher shortage, it’s not without its own challenges. CTE teachers with occupational licenses leave the classroom at higher rates, with consequences for student learning and an added burden to school districts who must invest time and energy into recruiting and onboarding new teachers.

Who will teach the future teachers?

The demand for college and university faculty is growing faster than average. And this is being felt deeply in colleges of education. Educator preparation programs (EPPs) must demonstrate that faculty hold appropriate education, credentials, and experience for their appointments. However, some postsecondary institutions are waiving certain requirements for CTE teacher educators.

In 2021, Janine Duncan and Carol R. Werhan discovered that 27% of FCS teacher educators did not have any secondary teaching experience, 26% did not have a degree in FCS and 30% did not have a terminal degree. These findings indicated a need for additional study of recruitment and preparation practices for CTE teacher education.

Teacher education interest study

In 2023, a national survey among current ACTE members gathered information about the traits and characteristics of a quality teacher educator candidate. The survey also asked respondents about their interest in pursuing a career as a CTE teacher educator. Twenty-seven individuals indicated interest in the role, all with at least seven years of teaching experience and most with 10+ years of industry experience.

---

The study identified seven potential barriers that may hinder individuals from acting.

1. 1. Access to graduate programs
   2. Cost of graduate school
   3. Time commitments/requirements
   4. Geographical constraints
   5. Family responsibilities
   6. Personal health and well-being
   7. Personal readiness (confidence, aptitude, attitude)

---

Next steps

The shortage of CTE teacher educators has a direct impact on the shortage of CTE secondary teachers across the United States. Strong educator preparation programs are dependent on strong teacher educators. The CTE profession is wide and deep with colleagues who could be ready to advance their education, if inspired to do so. Research findings show significant benefit in the following actions.

1. 1. Communicate the need for teacher educators across the CTE profession.
   2. Encourage, mentor, and recruit potential candidates.
   3. Develop a pathway to funnel candidates into existing CTE teacher educator pipelines.

Actions at the state level

Take an inventory of all graduate programs in education. These might include content-specific pedagogy programs, CTE programs, curriculum and instruction, higher education, education technology, and more. Note which programs are online and which programs offer flexibility for personalizing studies as well as costs and time to completion. Survey colleagues to determine common institutions. Attend state CTE conferences to feature panels of university CTE faculty discussing alignment of graduate education programs to the needs of CTE teacher education, a “How Can We Build the CTE Teacher Education Pipeline?” session.

Actions at the regional level

Build on the state-level efforts by collating the information on graduate programs in education. Consider the benefits of creating a “one-stop shop” that features graduate programs prepared to support and sustain the CTE teacher educator pipeline. Because some interested colleagues just need to be pointed in the right direction. CTE regional leadership should continue state efforts to shape and refine partnerships with graduate programs in education.

For example, colleagues committed to the CTE teacher educator pipeline would benefit from regional conferences featuring graduate credit for participation. It could be of further value to consider how micro-credentials for professional development might translate into graduate credit, too. This could be of interest in supporting graduate programs new to CTE.

Actions at the national level

Advocate for CTE teacher education! ACTE’s commitment to and expertise in policy is essential to advancing the CTE teacher educator pipeline. It is in this arena that educators and community members are best positioned to influence state departments of education with the goal of creating postsecondary externship experiences for current secondary CTE teachers and administrators. Strategic development efforts might also fund these externships or visiting CTE scholars.

By crafting an action plan that works from the local to the national level, the CTE field has the chance to create meaning- ful change and build sustainable partnerships and pathways. All CTE professionals have a role to play in strengthening the CTE teacher education workforce. How will you contribute?

---

Nicole A. Graves, Ph.D., is associate professor of family and consumer sciences education at South Dakota State University.

Susan Turgeson, Ed.D., is a professor at the University of Wisconsin – Stevens Point, focusing on family and consumer sciences students.

Janine Duncan, Ph.D., is the Mary K. “Kitty” Decker Clinical Associate Professor at Purdue University, working with preservice FCS educators.

Read Techniques to learn more.

Mentorship experiences are critical to the future of career and technical education (CTE). Organizations can make a positive difference in the retention of quality practitioners through cultivating and prioritizing mentorship program.ming. The impact of structure, culture and buy-in from stakeholders can have far-reaching implications — thus improving teacher experiences and positively impacting student achievement. In their book on The Adult Learner, Knowles, Holton and Swanson contend that adult learners should be active participants in creating and executing their learning experiences.

Mentorship program success is dependent on the engagement of its participants.

Don’t underutilize talent with the potential to effect change. Recruit talented teachers of CTE to participate in mentor-ship programs, and make sure they know exactly what’s expected of them. There must be structure to the mentorship experience. Secondly, be intentional when pairing mentors and mentees. This can be done using a survey or another discretionary process to gauge participants’ strengths and areas of growth. Jane Briggs (2008) found that a thoughtful pairing of mentors and mentees is a significant factor in the success of mentorship experiences among stakeholders.

When mentorship programs are launched during onboarding and/or pre.service processes, not only will mentees benefit from having a familiar face to approach when questions arise, but mentors offer first impressions of support and may grow their own networks. As new teachers of CTE come to the classroom from different pathways, it can be challenging to learn and understand curricula, learning management systems, and organizational culture. McAdoo (2018) found that CTE teachers’ perceptions of professional development needs varied based on experience level, school type and enrollment. Mentorship programs allow organizations to easily provide customized, one-on-one professional development.

Maximize the impact of mentorship.

The organization’s role is to facilitate the infrastructure of mentorship engagement. Assessments conducted to measure men-tor–mentee engagement throughout the experience can help all stakeholders reflect on programmatic successes and revise activities as necessary (Dessinger, Moseley >amp; Van Tiem, 2012). Mentorship program activities may include meeting during standard planning times (or flexibly as participants require), webinars, book studies, local industry tours, and more.

Mentors are essential to fostering success for new teachers of CTE subjects. To retain qualified instructors, they need to see their place and potential within an organization. Mentors provide mentees with individualized support regarding profession.al growth. And this advice should be given through the lens of organizational, curricular and professional understanding.

Mentors are a vital component of positive.ly impacting the retention of practitioners that need support in understanding. But, for mentors to use their influence and expertise to assist and guide mentees, they also require support. Grant mentors should access to relationship-building resources. And give them dedicated planning time to prepare for mentor–mentee experiences. Further, mentors should be active participants in the program’s assessment and revision processes.

Successful mentors will play an active and engaged role from the outset. Mentors should speak and introduce themselves to mentees during the onboarding process. When this happens, and participants listen actively — getting to know each other — they can customize and personalize their future experiences.

Offer feedback that is fluid, considerate >amp; respectful to all participants.

The goal of successful mentorship programs is to cultivate and sustain interest among new teachers of career and technical education. Mentees come in many forms: college graduates entering the workforce for the first time; individuals seeking second-career opportunities; educators transitioning to CTE from other content areas; or individuals transition.ing from industry. Regardless of the entry point, mentees should feel empowered to provide honest and authentic feedback regarding their mentorship experiences.

Quality mentorship programs establish spaces where voices and perspectives can be heard without judgment, and successful mentorship programs will foster this type of communication. Transformational growth has the potential to boost performance outcomes beyond expectations. For this to occur, design thoughtful mentorship programs.

---

Key takeaways:

• Develop a mentorship organizational structure.
• Be intentional when selecting and matching mentors with mentees.
• Find and/or develop measurement tools to assess program performance.
• Allow mentors early access to onboarding experiences with mentees.
• Provide dedicated mentorship engagement time for mentors and mentees.
• Develop protocols that promote clear and consistent feedback.

---

Charlie E. McAdoo II, Ed.D., is a 20-year veteran teacher in the City Schools of Decatur, Georgia. in Decatur, Georgia. Under the guidance of CTE Director Duane Sprull, he serves as an active member of the Decatur High School Career Academy’s CTE advisory board and as department chair of Beacon Hill Middle School’s CTE department. McAdoo completed his undergraduate degree at Clark Atlanta University, his graduate degree from the University of West Georgia, and his doctorate from Valdosta State University.

Read more in Techniques.

It was a hot and sticky summer day, as is often the case in eastern North Carolina in August. The year was 1992. And as I walked into my high school, I realized I was in the building on my own for the first time. My older sister had just graduated, and I was starting tenth grade soon.

Now, I think it’s important to understand that I was a bit of an academic snob. I enjoyed being the student that teachers picked to run errands, and I loved having people know that I was smart. It didn’t necessarily help in the popularity department, but it was an identity. It was my identity. I was going places. And by that I thought I meant law school, business school, or somewhere else I could make lots of money. Not agriculture education.

Orientation

My classmates and I crowded around the bulletin board to find our homeroom assignments. Listed next to my name was Mr. Jesse Smith. “How in the world did I get Mr. Smith as my homeroom teacher again? Last year he assigned me a bottom locker!” Jesse Smith was the agriculture education teacher and FFA advisor. My sister had been a member and was one of its biggest cheerleaders. She stood out in her blue corduroy jacket.

But I wanted to break out of her shadow. This was my school now.

Nevertheless, I took a deep breath and walked toward the agriculture education building with its familiar smells of grease and dirt filling the air. Growing up on a farm, I knew this smell all too well. It smelled like my Papa’s workbench in the barn and the sandy soil I had played in all my life. But I had decided long ago that farm work was not for me. My future was in an office with a comfortable chair and air conditioning. Agriculture, while a noble profession, was not in the cards.

As I entered the classroom, I greeted Mr. Smith and picked up my schedule. Then my stomach dropped. My third period class was Agricultural Production 1. It couldn’t be possible. I had worked so hard to avoid this. I remember sulking for most of the afternoon. Mama tried to convince me that I might actually like the agriculture course. But I highly doubted it.

The first day of school

I walked into the first day of class, and it was just as I had suspected. I was the only girl in a class full of boys. They were loud, and I was nervous. I didn’t know what to expect.

Mr. Smith began by taking attendance and proceeded to explain the scope of the coursework and how we could get involved with FFA. Competitions sounded fun. And leadership camp? I knew my sister had gone to camp, but I didn’t know what it was all about. There were also a couple of vacant officer positions. Never one to turn down an opportunity to serve (and build my resume, even back then), I thought, “Maybe this isn’t so bad after all.”

On day two, to my surprise, another girl enrolled in the class! Her name was Taylor, and she was a year younger than me. She would become a great friend and the person that I was most likely to be caught hanging out with for the rest of high school.

Soon, that sense of dread I felt vanished. Once I got into class, began to learn more, and found a kindred spirit in Taylor, I suspected that I had found an alternative identity, one that involved blue corduroy.

Striding forward into agriculture education

It wasn’t long before FFA became a driving force in my life. Leading activities at my school was fun, and I loved interacting with other schools and making friends from across the state. To everyone at my school, I was the same person I had been since kindergarten. I was still “the smart one.” But FFA opened up a new realm of possibilities.

Years later, as I was packing to move into my residence hall at North Carolina State University, I realized that life would never be the same as it was right then. I mourned the loss of my childhood and the daily interactions with classmates. But mostly, I mourned the end of FFA. I had to find a way to make it last.

The friends that I made through FFA continue to be some of the people that I love and respect most in my life. We developed a bond that continues to this day. We shared laughter and our hopes and fears.

The longer I felt the tugging at my very soul, the more I knew that being an agriculture education teacher was my destiny. After making this decision with confidence, I found myself enveloped into a community that helped to mold me into a person I never knew I could be. My professors became friends and mentors, and my classmates became like loving siblings. They helped to protect and support me throughout my agriculture education journey.

I would eventually marry one of my classmates, Matt, who is one of those loud agriculture boys. And he and I would work together to build an agriculture program that sparked the careers of hundreds of students, including our own two children. More than 30 years have passed since that hot day in 1992, but that one simple scheduling conflict completely changed my life. I only had to give career and technical education a chance.

---

Kaye Harris is a career development coordinator at Kings Mountain High school in Cleveland County, North Carolina. Prior to this position, she served as an agriculture teacher and FFA adviser at Crest High School alongside her husband, Matt. Their two children, Faith and Andrew, are carrying on their proud parents’ tradition as CTE students.

Read more in Techniques: Tell Me a Story of CTE.

I’m a university business professor and documentary filmmaker. and I produce career training videos and documentary films for secondary and postsecondary students. In 2024, we’re educating groups of students who have grown up online. To engage and inspire, I encourage career and technical education (CTE) professionals to consider how they can develop materials that meet students where they are.

While filmmaking or videography can seem intimidating — and expensive — there are a few techniques that you can use to produce high-quality videos at little or no cost.

Types of career training videos

Before we dive into thinking about how to make a great video, let’s talk about what the final product might look like. There are three basic types of videos you should consider for use in your CTE program.

1. Topical interview
2. Story-based case study
3. Documentary on industry or company

---

Topical interviews might feature topics such as how to write a resume or what to do during a job search. This requires that you interview one or more people and edit the footage together into one succinct video. Student engagement with topical interviews peaks around five to seven minutes in length, so keep these career training videos short and focused.

Story-based case studies will ask individuals to tell the stories of their careers. They can be very useful if you want to highlight certain points for your students. Personal stories are compelling. I filmed a video like this with a former student who struggled, then started his own business and has become extremely successful.

Documentary production is more complicated, but it can also be very rewarding. Gather a team of like-minded colleagues willing to try new things. This approach blends both topical interviews and individual life stories into a narrative.

How to make great videos for less

Cinematography

It’s a big word. And it’s a category that movie fans will discuss in relation to the Academy Awards. But all it means is “the art of making motion pictures.” And the really good news is that your smartphone has a pretty powerful camera. So, you don’t need a lot of extra equipment. Consider the following best practices to improve your cinematography.

1. Use a tripod. A good tripod will stabilize your image and video and eliminate the shaky camera effect.
2. Follow the rule of thirds when filming career training videos. “Imagine creating a grid with nine squares. Then, make sure the most important visual elements of the image fall along the lines or at the points where they intersect” (Simpson, 2023).
3. Pay attention to lighting. Some of my favorite shots have been filmed with natural window light. Cloudy days are amazing for producing good light in a natural way. Try to avoid fluorescent light when possible.
4. Adjust the aperture. Aperture relates to the size of the camera’s opening, and this controls how much light gets in. Larger apertures render a more cinematic appearance, blurring out unnecessary distractions in the background. Smartphones have various settings, such as portrait mode, that can be useful.

---

Audio

While the video quality of most smartphones is very good, the audio can be quite poor. There are small, external microphones that can be purchased at a relatively low price. But there are additional steps you can take to maximize audio quality when filming career training videos.

1. Reduce extra noise. Refrigerators, air conditioners, radios, streets and hallways will all produce a whirring noise that can be heard in the background. Likewise, conducting interviews in large, open spaces with hard floors can create an echo, or reverb. Carpeted rooms are the best for sound. Once, I was working on a video shoot when a train went by. Needless to say, we had to redo the take.
2. Get your microphone close. When I’m teaching my marketing students, I say this a lot. Get the microphone as close to the speaker as possible while maintaining good framing. The closer the microphone is, the better we will be able to hear the speaker.

---

Editing

Good editing can make a world of difference and give you more flexibility with how to use your videos. Of all the steps involved, editing can seem the most intimidating, but there are several programs that make it easy for novices to learn. Editing allows you to insert title cards, transitions, music and other elements. Educators may take on this task by themselves or recruit student volunteers to work alongside them.

Conclusion

There’s a lot we haven’t talked about, such as release forms, how to recruit guest speakers, how to direct, and how to shoot evergreen footage that can be reused. But it’s my hope that these tips can help CTE educators produce their own career training videos on a budget. I have put in the time to develop my video production skills and it has allowed me to customize my content and even share it with other educators.

---

Benjamin Garner, Ph.D., is a documentary filmmaker and an associate professor of marketing at the University of Central Arkansas. Reach out to him via email or connect on LinkedIn.

Read more in Techniques: Research and Practice.

“What skills do your employees need most?” The common answers heard across the nation are communication, professionalism, openness to feedback and the ability to take initiative.

---

Many of the skills deemed essential by the U.S. Department of Education deemed essential fall under the umbrella of emotional intelligence (EI).

1. Applied academic skills
2. Interpersonal skills
3. Personal qualities
4. Technology use
5. Systems thinking
6. Communication skills
7. Information use
8. Resource management
9. Critical thinking skills

---

Why is emotional intelligence important?

The modern workforce requires proficiency in technical skills as well as in empathy, resilience, communication and active listening. The intentional integration of employability skills development within career and technical education (CTE) programs is starting to bridge achievement gaps. Research has shown that EI, defined as “the ability to perceive, manage and regulate emotions,” can have a profound impact on a learner’s academic achievement (Quílez-Robres et al., 2023). Thus, integrating emotional intelligence within CTE promises to cultivate meaningful relationships and a more dynamic, responsive and empathetic learning environment.

After IMAGO’s recent experience at ACTE’s CareerTech VISION 2023, we feel affirmed that our nation’s thought leaders are challenging the status quo and creatively infusing emotional intelligence into their programs. Together, we unite in paving the way for a more emotionally intelligent future. Our greatest opportunities lie in addressing our shortcomings. At VISION, we asked more than 100 administrators and teachers about college and career readiness and what their students need more of to excel. Let their insight be a call to action, urging us to refine our educational approaches and better equip our students for success.

CTE educators are acting to integrate EI effectively. We asked VISION attendees, “What innovative strategies is your district implementing in the realm of human development?” The ensuing dialogue was promising, shedding light on how emotional intelligence is transforming the student experience.

AI to measure emotional intelligence

The Anaheim Union High School District (AUHSD) in Southern California, champions the integration of EI as a cornerstone of student development. “The vision of our Superintendent Matsuda is founded on five Cs: collaboration, communication, compassion, critical thinking and creativity,” shared Jason Collar, community schools lead at the district.

“Not only are we reimagining traditional educational approaches, but we are now leveraging artificial intelligence (AI) to help measure understanding and application of emotional intelligence, through a partnership with the Chan Zuckerberg Foundation. Rather than conventional tests, students showcase their understanding through dynamic methods like chalkboard writings and screen-recorded presentations to demonstrate learned content and retention in more creative ways.”

Fit Fridays

Ohio’s Butler Tech is breaking away from the traditional full-day academic model. Assistant Superintendent William Sprankles reflects on how CTE students are often limited to half-day programs. And they may miss out on quintessential high school experiences, like homecoming or football games, due to scheduling. To address this, the district introduced Fit Fridays. These days aren’t about regular classes; instead, they offer a variety of activities based on student interests and teacher collaboration, ranging from Taekwondo to cooking, and culminating in events like chicken wing contests or DJ showcases.

This approach can, however, spark debate among educators. Some argue for using these days to advance standard curricula, emphasizing the importance of traditional learning. This encapsulates a broader educational dilemma: the tension between experiential learning and traditional academic rigor. Fit Fridays’ proponents say they exemplify a bold step toward enriching students’ educational journeys, balancing academic demands with real-world experiences.

Relationship-building

At Sahuarita Unified School District (SUSD), in Arizona, the first week of school is uniquely dedicated to building relationships between teachers and students, setting a foundation for the rest of the academic year. This period is devoid of traditional academic content, focusing instead on various engaging activities designed to share each others’ interests, goals and fun facts. Teachers may inquire about students’ pets, their aspirations for high school and beyond, and what excites them. These discussions are not just icebreakers; they are part of a strategic effort to connect with each student on a personal level.

Dedicating time to relationship-building is a choice that will pay dividends throughout the academic year. It emphasizes the crucial role of empathy, understanding and personal connection. This approach not only enhances the learning experience but also contributes to a more respectful and cohesive classroom environment. Throughout the year, the information gathered during this first week becomes a powerful tool for teachers. It allows them to tailor their teaching methods and interactions based on what they know about each student. This strategy highlights the importance of recognizing individuals’ unique backgrounds and interests, creating a more inclusive and effective educational environment. When educators prioritize relationships, students may feel more valued and become more engaged.

Conclusion

As we reflect on the innovative approaches highlighted in this exploration of CTE, we see a clear, transformative path unfolding in education. These examples showcase how integrating emotional intelligence into CTE enhances employability skill development and improves classroom engagement. These educators demonstrate a unique ability to adapt and equip students with critical life skills. By implementing educational experiences that are academically rigorous and emotionally enriching, we can better prepare students for success.

---

Edgar Blunt is CEO and co-founder of IMAGO. He wants to live in a world filled with happy and fulfilled humans. In this world, karaoke happens on more days than it doesn’t. And there is always room at the table for another friend. With more than 25 years of experience in workforce and human development, Blunt has worked alongside school districts, workforce agencies, and businesses to explore and improve the ways we approach our lives.

Dalia Haitayan, Ph.D., is head of research at IMAGO. She completed her doctorate in history from Boston University in 2023. Specializing in 20th century U.S. political and racial history, Haitayan is driven by her passion to infuse history with curricula on emotional intelligence. She seeks to demonstrate the transformative power of historical knowledge in fostering inclusive and equitable learning environments.

---

Read more in Techniques: Excellence in CTE.