Classroom Connection Archives

Celebrate the great CTE teachers in your school

Posted on February 5, 2024May 30, 2024 by acte

NOCTI values great teaching. As such, each year, the organization honors dedicated career and technical education (CTE) teachers with the Carl J. Schaefer Memorial Award. The late Carl J. Schaefer, Ph.D., was a founding board member of NOCTI and a strong believer in high-quality CTE.

“I am certain he had no idea of the impact his legacy would have,” wrote John Foster, retired president and CEO of NOCTI, for Techniques in 2014. “Schaefer focused on helping his students succeed and engaged others in recognizing the importance of CTE.” Now, for Techniques in 2024, Foster has interviewed four past recipients of the Schaefer award. And our hope is that their stories will be an inspiration to others.

Great CTE teachers engage >amp; challenge students.

Brian Peffley is a pastry chef instructor at Lebanon County Career and Technical Center in Pennsylvania. With more than 25 years of experience in CTE, and 10+ years in the hospitality industry prior to teaching, he arrived for our interview with a “spice rack” of stories. He explained that he frequently shares these spices with his learners to emphasize key points in a lesson. It makes the lesson come alive for the learners.

His favorite technique in the classroom involves showing and then doing. Another leverages “pre-knowledge.” For example, prior to making bread in class, Peffley uses technology to deliver “pre-knowledge.” He assigns learners to watch a series of introductory videos that he has created and posted online. Then they practice each step with him. During this time, he also encourages students to use their cell phones to refer back to the recordings.

Pastry arts is a combination of repetition and style development. Peffley’s teaching strategy allows for both, and he said this helps learners to retain important information. He keeps students engaged, challenged and productive using this method. A fond memory involves one of his learners who recently won Gold at SkillsUSA. He recalled watching that student’s competence and confidence grow.

Great CTE teachers emphasize real-world skills.

Nichole Shearer is a cosmetology instructor at Greene County Career and Technology Center in Pennsylvania with more than 10 years of CTE experience and 15+ years in salon management. Also, prior to teaching, she worked with the state board of cosmetology to license cosmetologists. Shearer believes in the power of bringing her real-world experiences to the classroom to underscore her content.

When asked about her fondest memory in the CTE classroom, she explained that there are many, and it is hard to focus on just one. Each year brings something new. “You just know when you’ve changed a life for the better,” she said. She shared a story about a recent graduate who entered her three-year program a year late. This learner struggled with the content and didn’t have the funds to purchase a mandatory tool kit for class, but she never gave up. Ultimately, this learner received a scholarship to finish her instruction and pay for her tool kit, and she was recognized at graduation for her stellar achievement. “It’s experiences like this that make it great to come to work every day.”

Shearer’s advice to new CTE teachers was simply this: “It gets better.” Everyone says the first three years as a CTE teacher are the hardest. She continued, “Don’t get overwhelmed by the plans that don’t work the way that they were supposed to. Keep going! The rewards are worth it!”

Great CTE teachers make connections >amp; ask for help.

Allison Barry is an instructor of design and visual communications at Minuteman High School in Massachusetts, where she has worked since 2015. Prior to entering the field of teaching, she worked as a graphic designer for 13 years. Barry said she always enjoyed the technical side of graphic design and figuring out how to solve layout and printing problems, but she knew she wanted to use her skills for something else. Then after bumping into a former employer who had told her that she was a “natural teacher,” and who had just transitioned into the classroom themselves, she took the leap!

Barry believes in learning a skill, implementing it immediately and providing ongoing opportunities to use and build upon that skill. And while her field is both technical and creative, the creative parts can sometimes fall by the wayside. So, to emphasize creativity, she incorporates 15-minute drawing sessions into her classes. Or she asks students to read an article, then discuss with their peers. She feels it is important, especially with freshmen, to keep them engaged with a variety of activities.

She advises new CTE teachers to find safe (trusted) people that you can talk to in your early years. Ask questions like, “How do I keep students busy for six hours?” “We just had a fire drill. How do I get them back on topic?” “The lesson I just gave was not effective. How do I fix it?”

Great CTE teachers develop high-quality learning experiences.

Charles Mann teaches agriculture and welding technology at Carson High School in Nevada. He has 10 years of teaching experience, during which he has taught agricultural science, veterinary science, floriculture and more. He is also a national facilitator for the National Association of Agricultural Educators.

Mann grew up in a ranching community and wanted to ensure that others had the opportunity to find a trade they love. Now, during his career as a CTE educator, he has observed his learners move into careers using plasma cutting for their craft. And he has seen others go on to use their welding skills building trailers. Wherever his former students end up, he feels he has helped set them up for success. Mann said he often gets cards or compliments thanking him for pushing them to be their best selves. Those relationships are really special!

His fondest memory involves watching learners grow and challenge themselves as they become more proficient. He advises new CTE teachers to join an organization that best fits them as individuals and helps them to grow professionally. “Teaching is a great way to learn,” he said. “Build community with the people around you to share ideas, successes and failures.”

Making career connections

Posted on January 7, 2024May 30, 2024 by acte

Pathways. This one word illustrates a vision for success. A student takes a course in high school that sparks a passion for career and technical education (CTE). Then they consider postsecondary credentials that will prepare them for the workforce. Finally, they graduate and find a fulfilling career.

The lingering question is, why do we lose students in the transitions? Often, there aren’t strong connections being made between each of the phases. So, in Minnesota, stakeholders identified a need to better carve out the pathways and strengthen the connecting points, specifically between secondary and postsecondary education. And over the past few years, a concerted effort has been made to focus on connecting with students and educators.

Make career connections with students.

Minnesota State Colleges and Universities hosts eight Centers of Excellence that support workforce development in high-demand industries. Two of these focused on agriculture. AgCentric and the Southern Agricultural Center of Excellence (SACE) offer career exploration activities for students of all ages.

Encouraging learners to consider jobs in agriculture, food and natural resources (AFNR), agricultural education advocates visit classrooms. They host booths at career fairs and other events, travel the state with their technology trailer, invite students to tour their campuses, and lead numerous conference workshops. In fact, they visited 75 schools and impacted thousands of students over the past year!

In addition to the in-person activities, they lead efforts in creating career exploration resources that secondary agriculture teachers can use in their classrooms. These include an interactive website and social media profiles, career pathway brochures, posters, vinyl banners and more. The work of these passionate and focused individuals has been critical in reaching new audiences and sharing the message about high-growth careers in AFNR.

AgCentric and SACE partnered with the Minnesota FFA to reimagine a career exploration event at the 2022 Minnesota State FFA Convention, called Career Connections.

With nearly 5,000 FFA members and guests attending the Convention, CTE leaders seized a prime opportunity to explore careers and connect students with opportunities in agriculture. Although a form of it had been done in the past, a larger event was planned. Students engaged with work-based learning simulators, spun wheels to win prizes, learned about internships and scholarships, and much more. All with the intent to encourage their pursuits after high school. FFA students met more than 150 education and industry representatives from more than 60 schools and organizations. And in addition to the AFNR content areas, a Teach Ag booth urged students to think about becoming educators.

Make career connections with educators.

Minnesota helps students make connections to guide them between steps on the path to fulfilling careers. But CTE educators also need support to thrive. They need resources in order to provide accurate and timely advice about postsecondary options.

Often, our knowledge is limited to the programs we went through, or secondhand information gleaned from people we’ve worked with. But secondary educators hold strong influence over students’ postsecondary decision-making. To promote information sharing, and thus increased opportunities, the Minnesota Association of Agricultural Educators (MAAE) hosted a Reverse College Fair during their annual professional development conference. This indirect recruiting event brought college faculty (not recruiters) and secondary AFNR teachers together to share about curricula, articulation agreements, classroom visits and tour opportunities.

Most importantly, it allowed them to network and make connections. At the most recent Reverse College Fair, 59 faculty and deans from 13 higher education institutions hosted 41 tables featuring unique programs. Both secondary and postsecondary instructors appreciate the opportunity to share knowledge and foster better relationships within MAAE.

Educators must engage in continuous learning.

Minnesota State Centers of Excellence launched a Train the Trainer series of workshops to help teachers fine-tune their technical skills. Hosted by local community colleges, industry and higher education experts provide professional development for secondary teachers. Topics included small gas engines, welding, energy and drones.

Workshops are meant to meet teachers where they are. And to provide safe and inclusive environments in which to learn necessary skills for success in the classroom. Beyond the skill development, the trainings also connect secondary teachers to postsecondary faculty, building long-term relationships that can benefit students as they navigate transitions.

Conclusion

Finally, that student joins the workforce. But what happens if their program of study wasn’t aligned with workforce needs? Across the state of Minnesota, educators know their students need to explore careers and gain real-world experience. Thus, the Agriculture and Workforce Talent Coalition was created to link education and industry and to share connection opportunities within Agriculture, Food and Natural Resources.

So, how could this look in your state? Meet the students where they’re already gathered — such as at a career and technical student organization event — and invite partners to speak or answer questions. Further, conduct outreach among students who haven’t entered the CTE classroom. Provide handouts and digital resources that outline clear career pathways and how students may reach their goals. Finally, make sure to create partnerships with education and industry stakeholders alike. Students enter and exit CTE pathways at various points in their lives, and they need support, in the form of connection and resources, throughout.

Sarah Dornink is the executive director for the Minnesota Agricultural Education Leadership Council, a 16-member legislative council dedicated to promoting and expanding agricultural education at all levels. She has nearly 20 years of experience advocating for agricultural education.

Focus on Human Skills

Posted on September 26, 2023September 16, 2024 by acte

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” (Partnership for 21st Century Skills, 2002).

We commonly refer to these as employability skills, and references to these skills litter both academic and professional literature. Technical skills are the knowledge and skills needed to perform a particular task or activity; technical skills are unique to a specific occupation and often require specialized training and practice for proficiency. And employability skills are everything technical skills are not. They are a cluster of essential non-technical skills and attributes that include work habits, attitudes, character traits, and competencies that are broadly applicable and transferable to any workplace environment at any level of experience (Lamoreaux, 2022). These skills shape how employees work both on their own and with others.

Employability skills are critical to success in today’s world.

The renowned scholar John Dewey believed “the purpose of education [is] to provide the skills and competencies necessary for the integration of work, family, and community life” (Stone, 2014). This means if we want our students to thrive, we should align our curricula to the skills needed for success today. Teaching human skills, therefore, becomes the shared responsibility of many, including educators. The resources that follow focus on using both direct and indirect instruction to integrate the teaching of human skills into any subject matter. Direct instruction involves understanding human skills, recognizing why they are important, and determining when they can or should be used. Indirect instruction embeds human skills into the teaching of other skills and knowledge.

Employability skills are uniquely human.

The resources that follow focus on using both direct and indirect instruction to integrate the teaching of human skills into any subject matter. Direct instruction involves understanding human skills, recognizing why they are important, and determining when they can or should be used. Indirect instruction embeds human skills into the teaching of other skills and knowledge.

Provide feedback.

Providing positive feedback when students complete a task, communicate an idea or solve a problem will enhance their awareness of how and when they are using human skills. Similarly, identify when human skills could have been used more effectively. Consider the following examples of valuable feedback.

“The successful completion of this project demonstrated your ability to work together as a team and use critical thinking skills.”
“Your approach to step two demonstrated creativity and attention to detail.”
“Great work solving this equation; your persistence paid off.”
“While your solution was creative, it did not meet the desired outcome. Continue to use critical thinking to explore other solutions.”

Reflect.

The use of reflection can be traced back to Dewey (1910), who described it as “the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it.” Reflection occurs when students participate in peer reviews, assignment revisions and course portfolios. We can also support reflection through short writing assignments added to any learning activity.

Identify the skills that were most helpful in creating and delivering your presentation (e.g., empathy, verbal communication, time management, preparedness, self-awareness, professionalism).
Identify the skills you struggled with most in your group project (e.g., leadership, effective communication, decision making, time management, showing flexibility, resource management).
What skills did you use to analyze the case study (e.g., technology use, critical thinking, showing flexibility, empathy, information use)?

Assess skill development.

While rubrics provide another method for giving feedback and prompting self-reflection, they are also used for assessing learning. A good rubric articulates the expectations for an assignment by listing criteria and describing levels of quality (Dickinson >amp; Adams, 2017). Similar to other teaching tools, rubrics can focus on developing or improving human skills. Or they can interweave the use of human skills with technical skills and knowledge.

Conclusion

When we weave the language of human skills throughout our curricula at all levels and across all assignments, students begin to understand the importance of these skills and become more self-aware. However, teaching employability skills doesn’t have to be all-or-nothing. As our understanding increases, we can find organic ways to incorporate them into our existing curricula. Additionally, we must remember that skill development is a learning process that takes time. Thus, it is critical that all faculty embrace the need to teach, assess and reflect on human skills, so students have an opportunity to develop these skills across their academic pathways.

Kari Lamoreaux, Ph.D., is a full-time professor at Utah State University.

Cory Ortiz, Ph.D., is the dean of the School of Career Education at the University of Alaska Southeast.

Soak up the sun at VISION

Posted on September 2, 2023April 22, 2024 by acte

ACTE’s CareerTech VISION is highly regarded as the premier annual event for career and technical education (CTE). Soon, educators, business leaders, industry professionals and students will arrive in Phoenix, Arizona, to engage with community members and learn and grow together. In 2023, attendees will be challenged to consider new technologies and new ways of thinking. You will embrace old friends and meet new colleagues.

And then, on Thursday, Nov. 30, you’ll get your time to shine. Whether at the CareerTech Expo, on stage preparing to moderate a panel discussion, or in the audience at a general session. We recall how ACTE’s Past President Scott Stone said his students knew he’d bring home many new ideas. There’s truly something for everyone! Join us for four days of professional development on high-quality CTE in the Valley of the Sun.

Level up at VISION.

Take your conference experience to the next level with a pre-conference tour. You can learn more about how CTE works in Phoenix, Arizona. Workshops conducted on-site at the convention center will offer hands-on learning and resources you can use to engage students and partners. (Note: Tours and workshops require an additional fee.)

Find Techniques on the scene.

Several of the writers appears in Techniques this fall will present educational sessions and network with attendees at ACTE’s CareerTech VISION 2023. Read their articles, then find them in Phoenix, Arizona, Nov. 29–Dec. 2.

Learn more and register to attend VISION today.

Learn & build relationships

Posted on April 5, 2023May 30, 2024 by acte

Meet Rana McVay, assistant director of business and industry services (BIS) at Tulsa Technology Center in Tulsa, Oklahoma. McVay is a founding member of ACTE’s Inclusion, Access, Equity and Diversity (IAED) Advisory Group. Her interview appears as part of a spotlight series on advisory group members and educators striving to increase access to high-quality career and technical education (CTE).

Please share a little bit about yourself. What inspired your interest in CTE?

I started my first real job in January 1995 as a homeowners’ claims adjuster for a major insurance company. But after two years of climbing roofs and arguing with contractors, I decided to change gears. I followed my heart and applied for a teaching position.

My first teaching role was as a business, marketing and information technology education instructor at U.S. Grant High School in Oklahoma City. I attended my first summer conference (Oklahoma’s annual CTE conference) in August 1997. And I didn’t have a clue what to expect, but that conference changed my life.

While walking around during the lunch hour, a Black gentleman stopped me and said that I should attend a luncheon being hosted by the Oklahoma Association of Minorities in Career >amp; Technology Education (OAMCTE). It was as if the heavens had opened up. I walked into a room full of people who looked like me and who also were in love with CTE.

That interaction jump-started my leadership journey. I served as secretary, scholarship chair, and for two terms as president of OAMCTE. Because of the knowledge gained through this experience, and through my desire to stay on the leadership path, I became president of Oklahoma ACTE (OkACTE) in August 2019. I’m proud to say that I am the first Black person to serve as president for this state organization, which supports more than 4,000 members.

CTE and I fell in love at an early age.

Throughout my career I have worked as a classroom instructor and a CTE program supervisor, and currently, I serve as the assistant director with BIS at Tulsa Technology Center. Twenty-six years later, I’m still searching for opportunities to serve. My passion for CTE and these organizations have launched my career in directions I could not have imagined.

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

I attended Northeastern State University in Tahlequah, Oklahoma, and obtained a bachelor’s degree in business education. I was fortunate to attend college on the President’s Leadership Class academic scholarship, which paid for my tuition, fees, and room and board. Had it not been for that financial assistance, I’m certain I would not have received my degree directly after high school. Then, with consistent encouragement from my current director, Matt Litterell, Ed.D., I went back to school in October of 2019. I received a Master of Arts in educational leadership from Southern Nazarene University located in Bethany, Oklahoma, in June 2021.One of my barriers was the expectation that I would not attend college. It wasn’t that I didn’t have the academic ability. But I didn’t have the financial means. I grew up in a single-parent household, where I was the first to graduate from high school. I am number three in a family of four girls, and both of my older sisters had children by the time they were 16 years old. Because I was determined to not become a part of that statistic, I became more involved in school activities and developed relationships with like-minded folks to help me stay the course. There were adults who noticed my determination and love for education and invested their time in me. I am where I am today because of them.

One of my mentors is Jocelyn Payne, Ed.D., who I met when she was a vice president at Northeastern State University. And she is responsible for me applying for the President’s Leadership Class scholarship. I consider her as another mother to me. She also coordinated my wedding.

I must say that my mother, Cheryl Adkins, was the most influential person in my life. She taught me how to carry myself and what it meant to be a woman devoted to the success of her children. She had it tough, and she was tough on us. But as an adult, I have the greatest appreciation for the unique and somewhat unorthodox teaching moments that she delivered. She was a preschool teacher for many years and watching her pour into the children of others motivated me to want to pour into the lives of others as well.

Please briefly discuss your role with ACTE’s IAED Advisory Group.

I am one of the original members of this advisory group, and I am proud to say that I have been an active participant in redefining ACTE’s IAED community. There are so many unforeseen challenges to this work. But after deliberation and a host of constructive conversations, we agreed on a path forward to develop the IAED Mentorship Program. This would open a door to building relationships and a better understanding of how ACTE serves underserved and underrepresented populations.

I have volunteered as a mentor for the past two years, and the relationships developed from this work are priceless. Because of that, I’m encouraged to stay the course. I am dedicated to the work associated with IAED, and I am determined to remain engaged.

In your opinion, what are the greatest challenges facing education today? And how can CTE leaders act courageously to develop stronger, more inclusive learning environments for all?

Our greatest challenges are people. People don’t fully respect or appreciate one another and their differences. If people did those things, there would be no need for initiatives and programs that address inclusion, access, equity and diversity. But we can’t stop talking about IAED. We have to continue to be uncomfortable until we can get more comfortable. Sharing and training others on how to build relationship must continue; it’s how we deliver it and how we share it that’s going to have the greatest impact on our society.

What can Techniques readers expect to gain from participating in ACTE’s IAED activities? And why do you think they are important to offer the larger ACTE community at this time?

There’s a huge opportunity to network. If you’re not familiar with the IAED work, that’s okay! Showing up is one of the most important steps. Through these networking opportunities, there is exposure. There is increased awareness, and there is relationship building. You could experience a type of growth that you may not otherwise, just by being present.

ACTE is a national organization with a membership of diverse individuals.

As educators, we’re always seeking best practices to influence students as well as our colleagues. With the support of resources and activities led by ACTE, there are many more conversations to be had — within institutions and our homes — to strengthen IAED relationships across the country and the world.

Is there anything else you’d like to share?

Thank you for allowing me to participate and share my point of view. Education, not just CTE, is my passion. I try to walk in my truth each and every day and I pray that as we continue to learn from one another that we get to know each other as well. I’m an open book who is willing to have a conversation with anyone. If we talk together, we grow together.

Learn more and join the book club

Book club will occur as the culminating event of ACTE’s 2022–23 IAED in CTE webinar series — in April 2023. Those who wish to participate are encouraged to read one or both books listed below. Then consider how the work of Glenn E. Singleton, Ijeoma Oluo, Donald Walker and you can change people and hearts and entire organizations.

Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools

Schools, like all organizations, face a nearly insurmountable hurdle when addressing racial inequities — the inability to talk candidly about race. In this timely text, author Glenn E. Singleton enables you to break the silence and open an authentic dialogue that forges a path to progress for racial equity.

So You Want to Talk About Race

The stakes could not be higher, and the task ahead seems daunting. Ijeoma Oluo guides readers of all races through subjects ranging from police brutality and cultural appropriation to the model minority myth in an attempt to make the seemingly impossible possible: honest conversations about how racism infects every aspect of American life.

Learn more about CTE education leaders working to advance IAED in CTE.

>nbsp;

CTE teaching is awesome!

Posted on April 5, 2023May 30, 2024 by acte

Meet Matthew Green, a career and technical education (CTE) teacher, instructional coach and building leader at On Track Academy in Spokane, Washington. Green’s interview appears as the latest installment in a spotlight series on education leaders and members of ACTE’s Inclusion, Access, Equity and Diversity (IAED) Advisory Group.

What inspired your interest in CTE?

After 10 years teaching math at a comprehensive high school in Spokane, I joined the staff at the Riverpoint Academy (RA). RA was a radically collaborative, interdisciplinary, project-based high school located in a neighboring school district. And there I taught engineering, design, rapid prototyping and computer science.

The school district paid for each of us to earn CTE certification. So, my teaching partner and I designed and built a makerspace and supported making across the curriculum. It was an incredible opportunity and one that changed my trajectory for teaching and leading forever. 

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

I was a good enough student in high school, and during college and graduate school. I had a home, supportive parents and enough financial resources. And I recognize that I am a child of privilege.

I earned a Bachelor of Arts in mathematics from Whitworth University and a graduate. degree in educational technology from Boise State University. I’ve also completed coursework for a Doctor of Philosophy in mathematics and science education at Washington State University. I’ve come and gone from that program twice, leaving each because my deep love for the study of teacher education was eclipsed by my present work in innovative learning spaces. And by my desire to be a good partner to my wife and dad to my children. Maybe I’ll get another degree someday. Maybe not =)

I am self-taught in most things I teach now. This has involved lots of false starts, many experiments and a very circuitous route to expertise. But the journey has helped me become a savvy, flexible learner >amp; teacher. 

What barriers did you face in pursuit of education?

I said it before, traditional education “worked” for me. By most metrics, I succeeded. But after 20 years of teaching in a variety of environments, I can say with confidence that I didn’t really engage in learning. High school didn’t really feel like it was for me. I got through it. I was active in sports, and I got along well enough socially, but I never felt all that connected with what I was learning.

Please briefly discuss your role with ACTE’s IAED Advisory Group.

The work of IAED is close to my heart. I believe the gifts and opportunities I have been given are for sharing with others. I feel a beautiful obligation to make room for everyone. As a white man, I won the privilege lottery and am driven to help eliminate the deep systemic inequities that exist in our society. 

I care deeply about each student’s access to high-quality learning experiences. I have had the chance to work closely with educators, students and their families, and I’m convinced that radical access and co-design are the means to increasing student agency and buy-in. Humans crave the opportunity to shape their own experiences. All students can flourish if we work with them to eliminate the barriers in our learning environments.

In your opinion, what are the greatest challenges facing education today? And how can CTE leaders act courageously to develop stronger, more inclusive learning environments for all?

Students need access, belonging, personalization, agency, and the opportunity to find meaning in their work. As educators we share a beautiful obligation to strive ever onward. Co-create high-quality learning experiences alongside students. If we work to recognize that the student, guide (educator) and environment are equally important in any learning endeavor, and that students and guides all influence the environment, then we may gain the tools we need to work together.

ACTE is excited to host its IAED book club this month! What can Techniques readers expect to gain from that experience?

I’m excited about the conversations that come from book club! I’m a CTE/STEM educator who could have been just as content in the humanities. I love the opportunity to connect with other people and share experiences and ideas. Book clubs, and the discussions they foster, can meet so many needs. They can spur and inspire. They can challenge; they can encourage and validate. I’m optimistic that those who choose to engage will find value for themselves and others. I hope you’ll join us so we can be inspired and learn from you!

Is there anything else you’d like to share?

CTE teaching is awesome! It comes with so many opportunities! But they do come at a cost. More paperwork, more time, more details, more challenges. I think CTE teachers can feel unappreciated or unseen.

We see you! We see how much extra time you put in to develop pragmatic and meaningful learning experiences. Your work will springboard them into the future. Thank you!

Learn more and join the book club

Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools

So You Want to Talk About Race

Learn more about CTE education leaders working to advance IAED in CTE.

>nbsp;

Educator externships connect the classroom & workplace

Posted on November 7, 2022May 30, 2024 by acte

Exciting things are happening in Southern Virginia, where the Institute for Advanced Learning and Research (IALR) serves as a regional catalyst for economic transformation. With programming that ranges from summer STEM and sector-focused camps to ACT WorkKeys job profiling, IALR’s Advanced Learning division supports 15 K–12 school districts — in alignment with local and regional needs for workforce development.

By partnering with public and private sector businesses to host work-based learning (WBL), IALR hopes to help strengthen Virginia’s economy.

IALR offers an innovative WBL program for educators known as EXCITE, which stands for Exploring Careers through Industry Teacher Externships. Teachers and counselors refine old skills, gain new ones, learn about changing industry standards and skills needed for local jobs, and make connections to WBL opportunities for students.

How it began

In 2017, Julie Brown, Ph.D., vice president of advanced learning, began researching teacher externships with support from the Dan River Region Collaborative, a regional workforce partnership in Virginia. After using research to pitch the concept to the Danville Regional Foundation (DRF), IALR was awarded a $45,000 grant to offer $600 stipends to 25 educators each year for three years. The program ran in 2018 and 2019, and then the pandemic put a halt to our activities for two years.

Then, thanks to additional investments from the GO Virginia Region 3 Council and leadership in a couple of localities, we resumed offering the program in 2022, expanding from three school districts in our region to 15. This funding allowed us to award $800 stipends for up to 30 participating educators. And the goals was to build with a goal of further integrating workplace practices and policies into the classroom. Ultimately, in June and July 2022, a total of 21 educators from six school districts completed the EXCITE externship experience with 20 participating employers.

“The goal is to connect teachers with private sector businesses to learn about their industry and think on creative ways to integrate this real-world relevance into their respective classrooms,” said Brown.

How it works

EXCITE offers a weeklong externship experience for middle and high school teachers and counselors. Each day for the first four days, educators are placed in businesses (from 9:00 a.m.–4:00 p.m.) to tour work sites, interview key staff, and shadow and observe various workers. The fifth day, a half day, gives educators a chance to debrief and reflect. They spend this time gathering and synthesizing information to design at least one lesson plan based on their experience(s). In addition to daily journals and site evaluations, educators are asked to select a job at each site and identify what skills and knowledge are necessary to conduct the tasks involved. This exercise helps them focus their curricula on relevant skill development needed for actual jobs in the area. And it also helps IALR determine gaps where we can provide programs and services without duplicating efforts at the district and school levels.

How employers benefit

In-kind donations of time and expertise are immensely valuable and provide employers an opportunity to show their commitment to their community. Through an educator externship program like EXCITE, employers can speak directly to educators to tell their stories and share their work-force needs. They can inform educators about their expectations of employees in various positions and offer input on curriculum, thereby contributing to the preparation of their future workforce.

When education and workforce connections are cultivated over time, excel-lent work-based learning opportunities naturally emerge. Employers can become guest speakers and mentors, host field trips, offer job shadows, and do so much more. Don’t underestimate the power of connecting employers directly with educators.

How educators benefit

For educators, the benefits of firsthand industry exposure are boundless. Teachers can design and implement classroom activities, projects, and work-based learning opportunities. Externships offer a fresh perspective that lets educators tie curriculum to real-world applications.

Educators gain an increased ability to explain the value of what students are learning, which often leads to cooperative learning. An added benefit is the cross-collaboration between educators. Since educators go in pairs to their work sites — sometimes with others from their own districts, sometimes with educators outside their districts — they learn to work together.

How we’re evaluating success

Educators completed multiple information-gathering documents for each day of their externships. This gave us a great deal of information specific to each business. They also each completed a program evaluation, wherein 100% of participants said that they would participate in this program again. Finally, they completed at least one lesson plan based on what they learned. Several educators created lesson plans based on the math required at various work sites, particularly in manufacturing. Other lesson plans were more business-specific.

Also, at the end of each weeklong externship, we conducted a three-hour debrief to talk about educators’ experiences. We learned about workplace culture and atmosphere, compared externships at the same locations, and discussed ways to incorporate their observations into curriculum development. Inevitably, this led to larger discussions about district and school needs. And this will help the educators and IALR develop appropriate support services and programming.

How we’re moving forward

IALR will host EXCITE again in 2023. Next year, it will be important to engage more with employers before the experience and provide sample schedules. Facility tours are useful, but the hope is that we can offer educators a more structured externship experience. Minimal adaptations may be made to the required documentation to improve data collection.

Further, it’s important to note that the teachers and counselors who participated saw the value of EXCITE not only for themselves and their classrooms, but also for district administration. Several participants commented that this would be an extremely helpful program for principals, superintendents, CTE directors and others. Program expansion might require an alternate structure. For example, rather than hosting four externship days in a row, we could spread out those four days over the whole year. In the end, educators rated the program’s value highly! So we will move forward with optimism.

Dana Wilson is a former WBL program coordinator at IALR.

World News Wednesday

Posted on October 3, 2022May 30, 2024 by acte

Have you heard about the engineer who designed a plastic extractor to comb beach sand in California? Or the climate scientists who are studying the water levels at Lake Mead? How about the ecologist who figured out that the oldest trees in the woods are the ones holding on to the most carbon? Well, for career and technical education (CTE) students who attend Minuteman High School’s Environmental Technology program in Lexington, Massachusetts, these are just three of the many topics they consider and discuss on World News Wednesday (WNW).

WNW is a weekly literacy assignment during which CTE students arrive prepared to give a short talk on a subject related to the unit being covered. Prior to class, they must find and read a news article from a credible source, identify three main points, and define five of the most relevant vocabulary words. Then, once in class, they take turns presenting to their peers and notating others’ main ideas. A lively discussion usually occurs as students ask questions, make connections and challenge ideas from the readings they’ve done.

Authentic reading >amp; writing

CTE educators often find it challenging to bring reading and writing into their classrooms in an authentic way. Secondary students learning in career and technical education are in a unique situation regarding literacy, given that texts and materials used are written for adult professionals. Therefore, it is “essential to functioning in the 21st century” that CTE students experience high-quality literacy instruction and practice. Minuteman High School, winner of the Massachusetts Reading Association’s 2020 Exemplary Reading Program Award, has proven a leader in building literacy strategies in the career and technical education classroom.

Promoting and increasing literacy is a schoolwide focus at Minuteman High School and literacy is layered throughout our programs. World News Wednesday has been a cornerstone in our efforts to ensure our students have proficient reading skills. Education professors Jennifer L. Schneider and Rachel Foot explained that “reading comprehension is a vitally important skill for all people, regardless of their profession.” As the workplace and the world are “more saturated with [diverse] types of texts,” CTE education “can have a tremendous impact on students’ literacy engagement and achievement.”

World News Wednesday allows students to make connections between reading, writing, and the real world, which “can engage reluctant readers and, at the same time, improve literacy skills” (Hyslop, 2010).

Education expert Kylene Beers reminded teachers that “rigor resides in our interaction with a text and not in the text itself. A student lost in a book… is reading with far more rigor than the student trudging through a book that makes little sense or a book that is filled with unknown vocabulary and syntax that leaves him convinced he does not like to read.”

World News Wednesday allows students to choose what they read. Experts agree that student choice is powerful in increasing literacy skills and motivation. “Motivating students to read is easier to accomplish when students select their own… because student choice in reading materials develops a love for reading that often lasts a lifetime.”

Taboada Barber et al. (2009) identified the following components of reading motivation. World News Wednesday uses them all.

Interest
Perceived control
Self-efficacy
Involvement
Social collaboration

Minuteman High School’s librarian partners with teachers to foster and expand WNW into additional CTE pro.grams. Biotechnology and Health Careers participate in Science in the News, and Culinary assigns Travel and Tourism Tuesdays. Conversations with teachers about independent reading, public speaking, thematic instruction, access to trade publications, and summarizing skills helped to build community buy-in about this crucial literacy practice.

Relevant, engaging instruction through collaboration

Meaningful collaborations occur when school faculty work together on student goals and progress. With an emphasis on student and program literacy goals, teachers across disciplines collaborate to revise and edit materials. Lessons are co-taught and instructors review and evaluate student work and provide feedback together. Collaborative partnerships help remind staff and students of the relevance and impact of the library program. And this work can help spread enthusiasm for future partnerships with other educators.

Faculty can also use technology, along with media literacy and website evaluation instruction, to guide students. Digital pathfinder tools such as LibGuides, Padlet, and Wakelet provide organization and ease of access to resources. In conclusion, allowing students choice and frequent practice with literacy assignments in real-world scenarios will have positive long-term effects. And you just might learn something along the way.

Emily Kotwal is an environmental technology instructor at Minuteman High School with a background in marine ecology research.

Kara Gleason is Minuteman’s library media specialist. Before this, she was a high school history teacher for more than 15 years.

Shantel Schonour is the literacy specialist at Minuteman High School. She also teaches reading and English classes for ninth and tenth graders.

Visit the Funky Florist

Posted on May 25, 2022May 30, 2024 by acte

This student-led floral shop connects the classroom to careers with experiential learning.

When Annaliese Henderson-Yost took over the agricultural science program in Hundred, West Virginia, she was the first female teacher in the program’s history. Then, seeking to increase CTE student engagement, she turned her passion for floral design into a unique experiential learning opportunity.

“I actually worked at a florist called Coombs in college,” said Henderson. “Then I took a class in college and got really interested in floral design. After that, it just kind of became my thing.”

The new floral design course filled an agriscience credit for the students at Hundred High School. Further, it offered another opportunity for an art credit for creatively minded students. Now in the third year of the program, Henderson has seen her enrollment numbers skyrocket. And her students grow just like the flowers in the greenhouse.

Simulated Workplace, an initiative created by the West Virginia Department of Education, enhances career >amp; technical education (CTE) instructional delivery by engaging students and allowing them to take ownership of their learning experience. Through Simulated Workplace, educators can integrate business principles and practices directly into CTE programs while students engage in relevant curricula with certification opportunities.

An experiential learning program blooms

Following a Simulated Workplace model, Henderson turned her floral design class into a fully functioning floral shop. Students run the program they call the Funky Florist. They take orders, build arrangements, schedule meetings with clients, and coordinate on-site set-up. Like a traditional workplace, students clock in and out of shifts, report to student managers, and hold team meetings. Further, as Hundred is a rural town with no local florist, the program filled a much-needed void in the community. Our student entrepreneurs started small — serving funerals, Valentine’s Day, and small arrangements — but they soon expanded into weddings and other large events.

Known for its “boho” style, the Funky Florist is recognized as a professional vendor by the West Virginia Wedding Professionals. And several local wedding venues note our shop as a preferred florist.

While she teaches the fundamentals of floral design in the classroom, Henderson believes her students gain the most knowledge by practicing techniques hands-on. She describes herself as an advocate for individual expression! So, after building a model arrangement for the students, Henderson encourages her students to find their own unique design styles and encompass their personal preferences in their arrangements.

To teach floral design principles, Henderson implemented the Benz School of Floral Design Principles of Floral Design Certification, hosted on the iCEV testing platform. This certification, validated by industry leaders, can help high school students gain real-world knowledge and skills in floral design. A proponent of industry standards and professionalism, Henderson uses the fact that Hundred’s student florists are professionally certified as a marketing tool.

“We’re proud to say our kids are using iCEV to get the Benz School of Floral Design Certification,” said Henderson. “It’s been something we’re telling our brides that’s really cool and helpful.”

Success blossoms.

The success of the Funky Florist caught the attention of the West Virginia Department of Education. And the Hundred FFA chapter was awarded a $25,000 grant to bolster its program. Using the funds, the program built a cabin to house the flower shop. Previously, the Funky Florist operated out of the program’s greenhouse, which offered limited space and functionality. With the cabin acquired, the greenhouse regained table space for new plants.

And the new Funky Florist shop made room for a three-door professional floral cooler. This expansion allowed the Funky Florist to grow its product offerings and business services. In addition to traditionally floral holidays, the Funky Florist offers year-round design and event services. For example, in the program’s first year, they sold 1,000 roses. In 2022, they ordered 4,000 roses to accommodate the increasing demand.

The program relied on word-of-mouth advertising in the early days of operation. Now, the Funky Florist is now active on Facebook, which has increased its organic search and social engagement.

The Funky Florist is also striving to build its digital media presence by creating a website. This site is currently being designed by a Hundred student. Additionally, Henderson is pursuing accreditation from the American Institute of Floral Designers to bolster the Funky Florist’s business credibility.

Not only is the passion for floral design and business savvy pertinent to current students, many of Henderson’s former students have reached out after graduation about career opportunities in the floral design industry. “I’m definitely proud of my kids and what they’ve accomplished,” said Henderson. “I’ve got a really talented group of floral designers.”

Involvement in the Funky Florist has provided a unique educational experience for Hundred students. Not only can students engage in a creative course offering credit in multiple pathways, but they also enhance their employability skills by practicing project management, teamwork and financial management. The Funky Florist is operated by students! Because of this, they gain a firsthand look at the knowledge, skills, and experience needed to run a business and function in the professional world. Henderson’s unique educational model allows her students to connect CTE concepts to other course offerings, ingrain business principles and develop real-world skills.

Read Techniques to learn more about exciting experiential learning opportunities for CTE students.

Assessing academic and career skills for CTE student success

Posted on May 11, 2022May 30, 2024 by acte

High-quality career and technical education (CTE) programs develop students’ skills through a combination of academic and technical knowledge with hands-on experience. CTE helps students gain the employability skills, knowledge and training they need to succeed in the workforce. However, as the employment landscape evolves, the skills CTE students need to succeed must also evolve.

To prepare CTE students for career success, educators need to ensure that students also develop essential skills, such as critical thinking and analysis, problem solving and written communication. These real-world skills enable individuals to organize information, define problems, analyze data, construct arguments, and communicate conclusions.

Although in demand by employers of all types, these essential skills are seldom explicitly taught, measured on reliable assessments, or reported on transcripts. To promote effective development of these skills, educators should consider regular assessments that provide student-level data to inform opportunities and improve student outcomes.

The importance of essential academic and career skills

Increasingly, employers seek candidates who are proficient in areas beyond content knowledge and technical skills, ranking critical thinking and analysis, problem solving, collaboration, and communication as essential (Finley, 2021). Yet hiring managers find that few new hires come prepared to analyze and solve problems in real-life situations.

Data from more than 120,000 higher education students who took the Collegiate Learning Assessment (CLA+) — a performance-based assessment of critical thinking, problem solving and written communication — show that 60% of students entering higher education are not proficient in these areas. And, though some students develop these skills during higher education, 44% of exiting students still don’t show proficiency upon graduation.

Measuring what students can do

CTE institutions should consider employing an authentic, valid, and reliable measure of academic and career readiness skills. This type of assessment captures what students can do, not just what they know or can recall. The assessment provides a more complete picture of students’ skill levels and can serve as an effective instrument for uncovering strengths and opportunities for improvement.

CLA+ situates students in real-world scenarios where they must analyze information. Students are asked to:

Address important issues
Evaluate the credibility of various documents
Propose solutions to problems
Recommend a course of action based on their analysis.

They are instructed to support their recommendations by utilizing information provided within the assessment, such as technical reports, data tables, articles, blogs and emails. As in real life, there is no single correct answer, and scores reflect a range of plausible and effective strategies. This process, by design, mimics realistic decision environments.

CAE’s assessments focus on subskills such as data literacy, critical reading and evaluation, and the ability to critique arguments. These skills grow increasingly relevant in a diverse world where the ability to perceive, integrate and discuss opposing viewpoints is vital.

Developing essential skills

Consider an example. A large higher education institution recently introduced a critical thinking program into its undergraduate school of business. The goal was to improve students’ critical thinking and problem-solving skills to better prepare them to thrive in the workforce.

All entering students took CAE’s Success Skills Assessment (SSA+) to identify strengths and areas of improvement through individualized reports. Students also received instruction on critical thinking by faculty and completed a collaborative in-class assignment meant to assess performance. The students then presented to the group.

Some graduating students received targeted instruction on critical thinking while others received the standard curriculum. with no specific module on critical thinking. All graduating students were then assessed using CLA+ during their last semester in the program. Preliminary results showed that the graduating students who received specific instruction on critical thinking outperformed classmates who did not receive the same instruction. This indicates that it is possible — even necessary — to improve students’ essential skills in tandem with content knowledge.

Showcasing essential skills

Further, to help students differentiate themselves, CAE offers evidence-based micro-credentials on three tiered levels: proficient, accomplished and advanced. Credentials such as these can benefit students and their prospective employers, alike. Today’s CTE students are the workforce leaders of tomorrow.

By increasing opportunities for students to develop critical thinking, problem solving, and written communication skills — alongside their academic and technical knowledge — CTE educators can improve student outcomes and help them change the world.

Doris Zahner, Ph.D., is the chief academic officer at Council for Aid to Education, Inc., a nonprofit developer of performance-based and custom assessments that authentically measure students’ essential academic and career readiness skills. She oversees all research studies pertaining to CAE’s performance-based assessments and provides scientific oversight of scoring, equating, and reporting. Dr. Zahner holds a Ph.D. in cognitive psychology and an MS in applied statistics from Teachers College, Columbia University.