Category: FEATURES

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

Techniques: Our CTE Year in Review

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

Beyond the Classroom

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

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A Culture of Joy

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

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Durable Skills

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

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A Century in Print

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

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Service

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

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Personalized Learning

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

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Caretaking and Burnout

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

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Technology Integration

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

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Lia Milgram is senior managing editor for ACTE.

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

Some stress motivates, pushing teachers to take on challenges and improve. Other stress drains, leaving educators exhausted at the end of the day. The key is learning to tell the difference.

There’s the good kind: eustress, the steam engine that drives momentum. It fuels creativity, sharpens focus and turns challenges into opportunities. Then there’s distress, the pressure cooker that builds until it breaks. The difference between the two is thin, and without the right support, what starts as motivating pressure can quickly become overwhelming.

Teachers face increasing demands, yet many feel shut out of key decisions that shape their daily work. Without trust and meaningful support, stress turns from a source of energy into a force of exhaustion. Addressing burnout isn’t just about recognizing stress. It’s about strengthening support systems to ensure that educators can sustain their work without sacrificing well-being.

Scorched by the system

Stress isn’t always the enemy. In fact, it can be a powerful ally. That energy kicks in when a creative lesson plan works, or a student has a breakthrough moment. But a challenge that sparks motivation can just as quickly spiral out of control.

Imagine, for example, you just got offered an exciting new opportunity as a department chair in your division. That moment of eustress could quickly turn into an overwhelming burden when paired with endless meetings and limited resources. Emotional labor and administrative pressures only add to the strain, making burnout an all-too-common reality.

Burnout isn’t just about workload. Research shows that a lack of autonomy and involvement in decision-making, job satisfaction declines and teacher stress increases (Skaalvik & Skaalvik, 2014). When curriculum changes, policy shifts and schoolwide initiatives are implemented without meaningful teacher input, morale declines. And challenges begin to feel more like obstacles than opportunities.

The ripple effects of burnout

Administrators are juggling their own set of pressures — state mandates, standardized testing and district expectations — often leaving them feeling stuck. But in the process, a gap forms. An educator who once felt fired up about their work can burn out.

Burnout impacts the learning experience. When educators operate in survival mode, creativity and connection suffer. The effects ripple beyond individual teachers, weakening entire school systems. When educators leave, stability crumbles, and student learning takes a hit.

Research shows that frequent turnover hinders achievement, especially in marginalized communities where consistency matters most (Ronfeldt et al., 2013). Meanwhile, districts scramble to recruit and train replacements, draining budgets and stretching resources even thinner.

Turning the tide on teacher stress

With the right balance of autonomy, clear goals and a sense of purpose, burnout can be managed. Teachers who reclaim ownership over their work are better positioned to sustain motivation. Small wins matter.

Set realistic goals.

Collaborate with peers.

Identify ways to innovate.

Administrators play a huge role in shaping a school culture that fuels teachers. Prioritize open communication and cut out unnecessary stressors. Regular check-ins and collaborative planning aren’t just nice gestures. They can help ensure that policies actually make sense in the classroom.

Peer support is just as important. Mentorship programs and teacher networks provide a space to swap strategies, troubleshoot challenges and remind each other they’re not in this alone.

Create space for teachers to recharge. That could mean a quiet place to breathe, structured breaks or simply fewer meetings. Protecting prep time gives teachers what they really need: the ability to focus on their students without the weight of avoidable distractions.

Conclusion

When teachers feel heard and supported, they stay engaged. Schools that prioritize teacher well-being create an environment where motivation thrives, benefiting both educators and students.

The process starts small. Celebrate the wins — big or small. Did you make it through a tough week? That’s a win. Align daily tasks with long-term goals. Focus on the moments that matter. Teaching will always come with stress, but it doesn’t have to come with burnout. When schools foster open communication, reduce unnecessary burdens, and build trust, educators can thrive.

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Dalia Haitayan, Ph.D., is research director at IMAGO.

Edgar Blunt is chief executive and co-founder of IMAGO.

Read more in Techniques.

Technical and vocational education and training (TVET), otherwise known as career and technical education (CTE), serves as the foundation of any thriving economy. No nation has achieved sustainable development without investing in the skills of its workforce and ensuring their productive engagement. The progression of economic growth is directly dependent on the technical capabilities of the labor force. History has demonstrated that even resource-scarce countries like Singapore have transformed into global economic leaders by prioritizing continuous advancements in their TVET/CTE systems.

This underscores the critical role of CTE in national development.

I had the privilege of entering this field at the onset of my professional career. And I have worked extensively with international workforce development organizations. These experiences have provided me with deep insights into technical training systems, their socioeconomic impact and their role in shaping economies.

In my pursuit of an ideal TVET/CTE system capable of addressing the needs of society, I was fortunate to explore successful models implemented in countries like Japan, Singapore, Finland, Sweden, Germany and the United States. Institutions like the Institute of Technical Education (Singapore), Omnia (Finland) and Bunka Fashion College (Japan) have set remarkable benchmarks. And while many TVET/CTE frameworks demonstrate success, I sense a persistent gap often exists between policy planning and on-the-ground implementation. This gap is particularly evident in countries like my own, Pakistan, where even the most dedicated efforts often fall short of achieving their intended outcomes.

The primary goal of any technical training system is to equip individuals with the skills necessary to secure sustainable livelihoods.

Support CTE students with wraparound services.

Many societies acknowledge the need for skill development but hesitate to address the underlying issues faced by trainees. Some attempts to mitigate these barriers have included financial aid, like stipends for transportation and tuition support. This approach has yielded positive results in many cases. But it often fails to account for the diverse and complex needs of individuals.

A one-size-fits-all solution risks excluding those who require more tailored support, leading to inefficiencies and wasted resources. A more effective approach is needed — one that ensures TVET/CTE programs are accessible while also addressing the barriers that prevent successful participation. The question then arises: How can we achieve this goal?

The answer lies in adopting a more holistic and individualized approach to student support. This realization crystallized for me upon discovering the Illinois Works Pre-Apprenticeship Program (ILWPP) and its innovative concept of wraparound services. This model represents a paradigm shift in addressing the systemic gaps I have observed.

Address learners’ individual needs.

Wraparound services go beyond traditional stipends and tuition reimbursements. They involve a comprehensive assessment of each student’s circumstances to identify and address the specific barriers they face. Training institutions are tasked with evaluating applicants not only for their suitability for the program but also for their ability to overcome personal challenges.

Once admitted, candidates receive tailored support to resolve issues such as transportation, child care or housing, ensuring they can fully commit to their training. The ILWPP model also extends its benefits beyond training completion. To facilitate employment, the state offers incentives like bid credits to companies that hire program graduates. This creates a win-win scenario, encouraging private sector participation while ensuring that graduates transition smoothly into the workforce.

The ILWPP exemplifies a comprehensive TVET/CTE system that addresses both individual and systemic challenges, paving the way for economic growth.

Key principles of the wraparound services model include:

1. Individualized needs assessment: Before enrollment, training institutes assess each candidate’s needs and discuss how challenges may affect their ability to complete training.
2. Comprehensive support system: Support may extend beyond stipends and tuition reimbursement to include transportation, child care, mental health services or other necessary interventions.
3. Institutional responsibility: Training providers must ensure that admitted individuals receive the necessary support to successfully complete their training and transition into sustainable employment.
4. Employer incentives: The ILWPP offers incentives for businesses that hire program graduates, ensuring long-term workforce integration.

Conclusion

A holistic approach can lead to tangible and lasting benefits for individuals and society at large. Educators and community leaders can bridge the gap between education and the workforce, ultimately fostering economic growth and social mobility. The ILWPP’s integration of wraparound services presents a compelling case for rethinking how TVET/CTE programs are structured.

This model prioritizes long-term success by addressing the unique challenges faced by trainees. If widely implemented, such an approach could revolutionize CTE.

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Muhammad Tayyab Mir is a certified TVET leader with many years of experience in career and technical education globally. He currently works as a fund.raising specialist at RR Trade School in Illinois, U.S.. Previously, Mir served as principal and project manager at the Pakistan Knitwear Training Institute in Lahore, Pakistan.

Read more in Techniques.

Content note: This article includes discussion of suicide. Reader discretion is advised. If you’re experiencing thoughts of suicide, please call or text 988 to reach the Suicide and Crisis Lifeline for immediate support

While teaching has never been an easy job, once, prior to the COVID-19 pandemic, there was the steadiness of routine. Then 2020 and the years that followed wreaked havoc on our educational system. Fear gripped society. Parents worried about the safety of their children returning to school. Educators and psychologists expressed concern about the repercussions of students not being in school. No one seemed to have the right answer.

It was during this time that burnout among educators reached a fever pitch. Personally, after 20 years in the classroom, it was time for me to find a new normal. While I cherished the memories and relationships I had built with students, I knew that my experiences were leading me to opportunities to help fellow teachers cope with the stressors. I accepted a position in CTE leadership.

I was excited! But I also felt quite overwhelmed with the idea of other professionals depending upon me for advice and mentoring. A new job in a new school was a lot to absorb.

When a comforting word isn’t enough

One afternoon, as I was scrolling social media, I noticed a post from a longtime friend who was also a high school educator. She and I had known each other since seventh grade, and we often competed for the same positions and opportunities in our youth. We found comfort in commiserating with one another about the struggles of being a teacher in our current climate. She often spoke about never feeling like she was doing enough, like she wasn’t enough.

I understood her frustrations because I had them as well. In any room full of educators, conversations quickly turn to the perils of the educational system and how powerless we are to change anything. It’s a discussion that I’ve had dozens of times only to be left with a deep sense of inadequacy.

But this time, for her, it was different. She had filed for a separation of employment with her school system. Following a 30-day notice, she would no longer be a teacher. Part of me feared for her; that was the only career she had ever known. Another part of me envied her, though. She was taking a daunting step into a new world. She could do anything she wanted. I knew that I must reach out to her and let her know how proud I was of her bravery.

As days went by her social media posts had a lightness to them, as though she was enjoying her newfound freedom. She spoke of comedies that she had never taken time to watch and activities that she had never had the flexibility to enjoy. I was still trying to find the time and right words to say, but I would contact her soon. I promised myself.

Then I received a message from one of my high school teachers. She had been a mentor to both my friend and me as we began our journeys in education. She told me that my beautiful friend had died by suicide the previous evening.

On burnout

The immense pressure that is placed on educators is overwhelming and often unnecessary. Shortly after hearing of the death of a wonderful educator and friend, I knew that my career focus would soon become centered around helping educators find balance and peace in an industry that does not afford those luxuries easily.

Burnout, often stigmatized, has been added to the International Classification of Diseases by the World Health Organization (Bianchi & Schonfeld, 2019). It results from poorly managed chronic workplace stress and presents across three dimensions: emotional exhaustion, depersonalization or cynicism, and reduced professional efficacy (Lee & Ashforth, 1990).

Energetic creativity gives way to fatigue, sleep deficits and anxiety. Affinity for eager learners and inquisitive scholars becomes cynicism and social isolation in the face of burnout. Passion and ambition degrade into inadequacy and low morale.

Act with intention.

Managing a successful CTE program without succumbing to burnout requires an intentionally purpose-driven approach. Many resources designed to help fight burnout contain advice about mental-health days, exercise, sleep and proper nutrition. And while I am not discounting the importance of these methods, there is no panacea for educational burnout, especially when educators feels as though they are holding on by the thinnest of threads. Fortunately, I have found five methods that work for me. They are simple, but effective if implemented with fidelity.

1. Embrace time management.

One thing is certain, there are but 24 hours in a day. While a static number of hours must be devoted to work and sleep, there are hours that are within your locus of control.

2. Become a student of yourself.

I have come to better understand my needs with regard to burnout. As a person that tends toward introversion, I can recognize the signs and symptoms when I need to recharge my social battery. And I make a concerted effort to close my door and do that.

3. Find your community.

Humans are social beings. While some of us are more social than others, we all look for personal connection. Find people with whom you can form strong relationships and build each other up.

4. Search for goodness.

It’s much more tantalizing to dwell on the downfall of others than to celebrate their successes. I can very easily become bogged down by the frustrations in my life. But then I find that actively looking for goodness is much more challenging and rewarding.

5. Allow yourself grace.

I can be so hard on myself. When I speak to others, I often find that they have a much higher opinion of me than I have of myself. The first step in rehabilitating this line of thinking is to acknowledge that mistakes are okay, and perfection isn’t achievable.

If you are struggling with burnout, you do not have to do it alone. Please know that there is a huge community of like-minded educators struggling with the same insecurities. Reach out and allow others to know the trials you face. There is help if you are willing to take the first step toward healing.

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Kaye Harris is a CTE coordinator for Polk County Schools in North Carolina. Prior to her present role, she served as an agriculture teacher and FFA advisor for many years. She is currently a doctoral student in school leadership at Gardner-Webb University with a research focus on teacher burnout related to career and technical education.

Read more in Techniques.

How do the dual roles of motherhood and caregiving intersect with the rising levels of burnout among educators? As society navigates the aftermath of the COVID-19 pandemic, contends with school violence and bullying, and weathers increased professional demands, mothers and caregivers in education bear a disproportionate burden. This article explores the emotional and physical toll of balancing professional responsibilities with caregiving demands, emphasizing the resilience of those advocating for greater systemic support.

Women in caregiving roles face added pressure in balancing professional duties with intensive personal demands. This intersection of gender and caregiving responsibilities has intensified challenges for educators, contributing to what Shaw (2020) described as a “double bind” — the feeling of inadequacy in both roles. These compounded pressures frequently lead to burnout, characterized by physical, emotional and mental exhaustion (Maslach & Leiter, 2016).

Understanding the causes

Burnout among educators stems from multiple interconnected factors:

• High emotional demands: Teachers constantly face the pressure to address students’ diverse needs.
• Rapid pedagogical changes: Adapting to new technologies and teaching methods adds stress.
• Extended working hours with insufficient compensation: Many educators work beyond contracted hours without adequate financial recognition.
• A pervasive sense of undervaluation: Feeling unheard and unappreciated compounds exhaustion.

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Motherhood and burnout

Burnout is pervasive across service and care professions, including health care, education and academia (Leiter et al., 2014). It is characterized by a state of physical, emotional and mental exhaustion resulting from prolonged exposure to emotionally demanding situations (Maslach et al., 2001).

Educators who juggle professional responsibilities alongside caregiving demands often experience compounded stress. Maria, a high school teacher and mother of two, described overwhelming fatigue during the pandemic. “It felt like I wasn’t being the mom I wanted to be. And I wasn’t giving my students what they needed either.” Maria’s story reflects the broader trend of educators and mothers grappling with unattainable expectations in both their professional and personal lives. For mothers and caregivers, the need to prioritize their families while fulfilling professional duties creates an untenable situation.

Systemic barriers and cultural norms

Cultural and systemic biases exacerbate these challenges through phenomena like the “motherhood penalty” and the “fatherhood premium.” Mothers are often perceived as less committed to their careers and face hiring discrimination. While fathers experience pay increases and career advantages after having children. These disparities widen the gender pay gap, leaving mothers at a disadvantage compared to their male counterparts (Wei-hsin & Hara, 2021; Ridgeway & Correll, 2004).

Balancing work and motherhood remains a persistent challenge for women, who shoulder the bulk of household and caregiving responsibilities. Addressing these issues requires systemic change, including better financial support for caregiving services, workplace flexibility, and cultural shifts to redistribute caregiving responsibilities more equitably. By prioritizing the care economy and supporting working mothers, we can foster a society that values caregiving, reduces economic disparities and promotes healthier work-life integration.

Resilience and the need for change

Mothers who are educators face a significant emotional burden as they navigate the dual demands of caregiving at home and managing the emotional needs of their classrooms. The constant balancing act often results in overwork and exhaustion, as time constraints leave little room for rest or self-care. Compounding these challenges is the pressure to excel in both roles, which can lead to feelings of inadequacy and guilt.

Despite these challenges, many educator-mothers demonstrate remarkable resilience. Linda, a community college leader, shared, “I feel like I’m constantly walking a tightrope, but I do it because I believe in my work and because my family depends on me.” While inspiring, resilience alone cannot solve systemic issues.

To identify burnout, consider these questions from Mayo Clinic (2023).

• Do you question the value of your work?
• Do you drag yourself to work and have trouble getting started?
• Do you feel removed from your work and the people you work with?
• Have you lost patience with co-workers, customers or clients?
• Do you lack the energy to do your job well?
• Is it hard to focus on your job?
• Do you feel little satisfaction from what you get done?
• Do you feel let down by your job?
• Do you doubt your skills and abilities?
• Are you using food, drugs or alcohol to feel better or to numb how you feel?
• Have your sleep habits changed?
• Do you have headaches, stomach or bowel problems, or other physical complaints with no known cause?

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Answering “yes” to these questions may indicate a risk for burnout. Educators, particularly those in caregiving roles, are at heightened risk due to the emotionally demanding nature of their work. Those engaged in “people-work” often experience emotional exhaustion when their emotional reserves become depleted. And this often leads to feelings of depersonalization, cynicism and detachment from their work (Leiter et al., 2014). Individuals suffering from burnout frequently perceive themselves negatively, report dissatisfaction with their performance, and face a range of physical, psychological, and social challenges, including anxiety and strained interpersonal relationships.

Conclusion

The intersection of motherhood and teaching creates a unique set of challenges that are often exacerbated by inadequate workplace policies, overwhelming professional demands and a culture that deprioritizes personal well-being. These pressures, compounded by external factors such as the pandemic, school violence, and increased workloads, have driven many educator-mothers to burnout.

While resilience and peer support play a critical role in coping, meaningful relief requires systemic changes that prioritize flexible policies, adequate resources and a cultural shift toward valuing educators’ well-being. By addressing these systemic gaps, we can better support the balance between caregiving and professional responsibilities, ensuring that educator-mothers thrive both at home and in their classrooms.

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Sara Shaw, Ph.D., is a lecturer at the University of Central Florida.

Read more in Techniques.

One of the most remarkable aspects of artificial intelligence (AI) tools used in education is their ability to help educators facilitate personalized learning. Each student has unique strengths, weaknesses, and learning styles, and AI tools can be used to support students with disabilities (SWD) in career and technical education (CTE). In addition to supporting students, AI can help automate tasks like grading and answering frequently asked questions. These time-saving measures can improve teachers’ productivity and enable them to devote more attention to their students’ needs.

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A word of caution

It is crucial to tread carefully. We must ensure that AI tools enhance, not replace, human interaction and support. Students with disabilities often require personalized attention and emotional connection that only a human educator can provide. AI should be seen as a supplement, not a substitute, for these essential learning elements.

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Personalized learning

Integrating AI technology into special education and CTE classrooms can significantly enhance the personalized learning experience for students with disabilities. AI can differentiate instruction by “broadening horizons, expanding vocabulary, breaking down language barriers, supporting students with learning challenges, curating resources for educators, and fostering collaboration” (Clark, 2023). For example, teachers can use AI tools to accommodate various reading levels or add picture prompts. Likewise, speech recognition technology can empower students with communication and language disorders.

Writing support

Writing and editing are difficult for many students, including those in CTE who may have to prepare reports or presentations. AI tools like ChatGPT and Claude offer support by generating constructive feedback regarding “structure, grammar and punctuation, clarity and coherence, vocabulary and word choice, formatting and citations, and specific suggestions for improvement” (Clark, 2023). This can encourage students to refine their work and gain confidence in their writing abilities.

AI can support students in learning to write in various tones, styles or genres. Teachers may ask students to produce persuasive, expository, or narrative essays, and students might struggle to remember the nuances of each genre. AI tools can provide examples and guidance to reinforce learning.

Literacy activities in CTE can include collaborative storytelling and vocabulary expansion. Moreover, AI can help students compose arguments and counterarguments, enhancing their higher-order thinking skills — an area where many students with disabilities require additional support. Inquiry writing projects can stimulate curiosity and exploration of new topics. AI tools facilitate these inquiries, providing a structured way for students to engage with complex subjects.

Helping teachers help students

Artificial intelligence is revolutionizing education by providing teachers with powerful tools to enhance student learning and engagement. For instance, AI systems can identify students struggling with particular concepts and suggest targeted interventions, thus allowing teachers to focus their efforts more effectively (Luckin et al., 2016). These advancements not only improve educational outcomes but also foster a more supportive, personalized learning environment (West, 2018).

Conclusion

It is essential to approach the integration of AI in education thoughtfully and ethically. Consider issues such as privacy, data security, and accessibility. Educators must also ensure that technology supplements rather than replaces human interaction and support. Additionally, ongoing training and support for teachers and students are essential to maximize the benefits of AI in unique educational settings. By leveraging AI’s capabilities alongside the essential human elements of teaching, we can create more effective learning environments for all students.

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Jamie Mahoney, Ed.D., is associate profes- sor of special education at Murray State University.

Donna Crouch, Ed.D., is assistant professor of career and technical education at Murray State University.

Read more in Techniques.

Service learning combines technical skill-building with real-world experiences. In Arizona, Western Maricopa Education Center (West-MEC) embeds service learning across its programs, benefiting students and their communities alike.

Compassionate care in action

At West-MEC’s Southwest Campus, the Dental Assisting program has built strong community partnerships since its establishment in 2018. Along with a solid foundation of work-based learning (WBL) experiences, including a highly structured externship, the dental program partners with the City of Buckeye Compassion Clinic to provide dental care services to local residents.

As a result, students have seen the profound difference their work makes. One 17-year-old student reflected on her experience: “I changed somebody’s life!” This hands-on, high stakes work leaves students not only more technically proficient but also deeply aware of the power their skills can have on others.

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Takeaways

• • Find partners through community ties. West-MEC finds its partners through local connections and word of mouth. Schools interested in replicating this model should tap into existing community networks.

• • Emphasize skill development and reflection. Build formal reflection opportunities for students to assess what they’ve learned and how they’ve grown. After each event, West-MEC students debrief to discuss their strengths and areas for improvement.

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Health screenings with impact

At the Northeast Campus, the Medical Assisting program partners with the Team of Physicians for Students (TOPS) program and other local schools to offer comprehensive health screenings for student athletes. Juniors and seniors conduct physicals, take vital signs, and perform EKGs under the supervision of medical professionals.

The real-world experience students gain — working alongside cardiologists and physician assistants — helps solidify their skills and exposes them to possible career paths. Over the years, many students with undiagnosed heart conditions have been referred to specialists, potentially saving lives.

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Takeaways

• • Utilize professional networks. An instructor with prior connections to TOPS introduced this program to West-MEC. Leveraging your staff’s previous professional net- works can be vital in establishing meaningful partnerships.

• • Train for professionalism. Teach students the employability skills necessary for interacting with patients. At West-MEC, students practice how to engage with patients professionally, preparing them for future careers in health care.

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Serving animals, supporting rescues

West-MEC’s Northwest Campus is home to a Veterinary Science program that partners with local animal rescues — including Desert Harbor Doberman Rescue and Arf-Anage Dog Rescue — to provide medical care such as spaying, neutering and dental surgery. In addition, students organize and run low-cost vaccine clinics for the community.

The annual vaccine clinic treats over 100 animals in just four hours! Students practice essential veterinary skills while making pet ownership more accessible. The impact on both local animal rescues and local pet owners is clear, as shelter pets are adopted each semester, and local pets receive necessary medical care.

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Takeaways

• • Collaborate with industry partners. Build relationships with reputable rescues and shelters that are willing to partner on student-driven service projects. This can enrich the learning process and provide real benefits to the community.

• • Scale the services. West-MEC’s annual vaccine clinic is a high-impact event, but recurring service days that operate on a smaller scale could be equally effective. Schools looking to replicate this model could consider monthly or bimonthly clinics that cater to local rescue animals.

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West-MEC’s approach to service learning shows how CTE programs can effectively combine technical skill-building with community service. By forming strong partnerships, offering real-world experiences, and emphasizing student reflection, West-MEC has created a replicable model that benefits both students and their communities. Schools looking to implement similar programs can start small, with a single event or partner, and gradually build their own unique service learning opportunities that make an impact.

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Susan Leon, M.Ed., has dedicated 17 years to advancing career and technical education. As the work-based learning specialist at West-MEC in Phoenix, Arizona, she collaborates with educators and industry leaders to connect classroom learning with real-world experience.

Read Techniques to learn more.

Service learning integrates meaningful community service with academic instruction, emphasizing reflection and personal growth to enrich the learning experience, teach civic responsibility, and strengthen communities.

This article explores the impact of service learning on community engagement and discusses benefits for all students, but for preservice teachers in particular. Through service learning, students develop values, ethics, social responsibility, citizenship skills, interpersonal skills, critical thinking, problem-solving abilities, cognitive development and intercultural understanding.

Benefits for all learners

• Practical experience: Service learning offers hands-on experience, allowing students to apply theoretical knowledge to real-world problems.
• Personal growth: Students develop empathy, leadership and interpersonal skills through active community involvement.
• Academic enhancement: Linking service activities with academic con- tent deepens students’ understanding and retention of course material.
• Career preparation: Skills gained from service learning, such as team- work, problem-solving and communication, are highly valued by employers.

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The state of literacy in Georgia

A staggering number of adults in Georgia are reported to have low literacy skills. This indicates an urgent need to enhance literacy instruction and boost out- reach efforts across the state. Low literacy is a multigenerational problem. Without intervention, low literacy will have long- term negative impacts on Georgia’s workforce and economy.

My reading students, who are preservice teachers, engage in a variety of service learning projects designed to promote literacy and build a stronger literacy community. These projects include reading to elementary students, tutoring at the Boys and Girls Club, organizing a performing arts production for Read Across America Week, collecting children’s books for safe shelters, conducting reading parades at elementary schools, and participating in the school district’s book giveaway project.

• Promoting literacy: By reading to elementary students and tutoring, they provide one-on-one support that helps children improve their reading skills and develop a love for reading.
• Building a stronger literacy community: The reading parades and community outreach events create a festive and inclusive atmosphere that celebrates reading and encourages participation from all community members.
• Enhancing enjoyment of reading: Our preservice teachers’ efforts to make reading enjoyable are evident in every project they undertake.
• Learning and applying reading skills: Participation encourages preservice teachers to put their classroom learning into practice. They learn to apply best practices in teaching reading and gain confidence in their abilities.

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Reflections

When asked about the impact of service learning on their perspectives, my preservice teachers shared several profound insights:

• They learned the importance of networking. Through their projects, they engaged with various community members and organizations, understanding that a strong network can provide support, resources and opportunities.
• They realized the complexity and interconnectedness of societal issues. Service learning projects expose them to real-world challenges, highlighting how different problems are often intertwined and require comprehensive solutions.
• They discovered their potential to effect change in the world. Through their involvement in service projects, they saw firsthand that their actions, no matter how small, could have a significant impact.

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Conclusion

The most amazing thing to me is how excited the preservice teachers are about service learning. They complete one project and immediately want to produce another. They take the ideas and fly with them. The biggest challenge has been funding. There have been projects we wanted to do but did not have the money for. Like creating a community literacy lab. But one of my colleagues is going to help me apply for grant funding!

Service learning is a transformative educational approach that benefits students, institutions and communities. It fosters personal and academic growth, instills values and ethics, enhances social responsibility, and promotes intercultural understanding. Educators play a crucial role in this process, guiding students and ensuring meaningful community partnerships. Implementing best practices in service learning can maximize its impact, creating a more engaged and socially responsible citizenry.

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Cora Bragg Thompson, Ed.D., has dedicated over 40 years to the field of education, fostering a passion for teaching and preparing future educators to be effective teachers with a strong emphasis on literacy.

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Apprenticeships, particularly in fields like the arts, media, and entertainment (AME), offer a model of workforce education grounded in real-world experience and mentorship.

At the core of this model is a commitment to work-based learning. Apprentices gain invaluable insights into their chosen fields by working alongside seasoned professionals who guide them through real-world challenges. This experience extends beyond theoretical knowledge to develop technical and employability skills that can immediately translate into job performance.

Take, for example, apprenticeships in California’s booming AME sector. These apprentices learn the nuances of their craft while receiving mentorship from industry veterans. As they progress, they also earn industry-recognized credentials that validate their skills and enhance employability in a competitive job market.

This combination of experience, mentorship and credentialing makes apprenticeships a powerful tool for individuals seeking to build sustainable careers. It also addresses a significant gap in the labor market.

Apprenticeships as a tool for upskilling

Registered Apprenticeships offer more than just a way to enter the workforce; they are also an invaluable tool for upskilling. By providing employees with opportunities for growth and advancement, apprenticeships foster a more engaged and motivated workforce. This is particularly valuable in industries where employee retention is critical to success.

For example, employers can use apprenticeship programs to promote from within, offering employees a clear path to career advancement. This not only helps retain top talent but also reduces the need for external hiring. Furthermore, apprenticeships provide employees a structured way to learn new skills, adapt to industry changes, and improve their job performance — ultimately benefiting both the individual and the employer.

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Employers leading the charge in California

California is home to many successful Registered Apprenticeship programs in AME.

• Music Forward: Empowers youth by offering music apprenticeships in production and engineering, providing pathways to careers in the entertainment industry.
• Key Code Education: Specializes in coding and digital media, offering apprenticeships in web development, game design and animation, helping young talent enter the tech side of entertainment.
• Arts2Work: Bridges the gap between education and professional careers by offering apprenticeships in multimedia production and digital editing, supporting the development of skills for the arts industry.
• BRIC Foundation: Provides apprenticeships in arts administration, programming and film production, contributing to the growth of the arts sector and training fu.ture industry leaders.
• Handy Foundation: Focuses on arts education, offering apprenticeships in theatre arts and film production, helping aspiring professionals gain hands-on experience in these creative fields.
• The EVEN Network: Offers apprenticeships in audio, lighting and staging, preparing the next generation of technicians to meet the needs of live performance and entertainment industries.

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Partnerships and collaboration

Another key strategy for scaling apprenticeships is through collaboration between employers, local education agencies (LEAs), and workforce development agencies. By connecting with LEAs, employers can leverage their expertise and resources to create more effective apprenticeship programs. LEAs can help employers access talent pools, provide educational resources and ensure that programs align with academic standards.

Similarly, workforce development agencies and community colleges play an essential role in connecting apprentices with employers, particularly in underserved communities. By working with these institutions, employers can tap into a broader and more diverse talent pool. These collaborations help ensure that apprenticeship programs reach a wide range of individuals.

“Building strong industry-college partnerships and co-developing flexible, competency-based programs can address these challenges,” said Justin Susi. “Registered Apprenticeship programs must be dynamic in approach. An apprentice may not have the same position at the beginning or end of the apprenticeship.”

Conclusion

Through the strategic use of intermediaries, the empowerment of employees, and the involvement of both large and small employers, California is paving the way for the future of apprenticeships in the arts, media, and entertainment industries. California is building a stronger, more diverse and more resilient workforce for the future.

That’s a wrap.

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Karen Lyn Saysay, Ph.D., stands as a recognized CTE ambassador. With over 32 years of experience in education, she dedicated 28 years to the Los Angeles Unified School District and four years with its community colleges. She is also a distinguished alum of the Leadership Development Institute (California Department of Education, 2019) and a 2024 ACTE NextLevel fellow.

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From 1925 to the present day, career and technical educators and administrators have had a national organization to call home. The Association for Career and Technical Education (ACTE) — previously known as the American Vocational Association (AVA) — turns 100 next year.

It was 1969 when Gary Moore began his work as a high school agriculture teacher. That’s also the year he joined ACTE. Some years later, as Moore was pursuing his master’s, and then a doctorate, he invested in an ACTE lifetime membership.

He was looking forward to a long tenure as an agricultural education professor. And for 56 years now, he’s witnessed ACTE’s comings and goings from the perspective of member, Association president, Agricultural Education Division vice president, volunteer, and more. He remains committed to and hopeful about the work of high-quality career and technical education (CTE).

Opportunities for reflection

It’s hard to capture how the organization that Moore and thousands of others came to know has morphed over time. With each year, a new president; every few decades, a change in structure; new members every month; perpetually awash in societal, technological and political changes. Yet here we are, staring down a whole century.

As ACTE launches its centennial celebration, this article offers a forward-looking perspective at how ACTE will continue to serve not just its members but the CTE field as a whole — and how you fit into this monumental effort.

“We all have the same goal of working with students in CTE,” said Carrie Giles, ACTE president and Central Region chief administrator for Central Ohio Technical College. “It’s interesting to learn best practices from other people and think outside of what you’re doing in your own state or local area.”

Belonging

In 1983, Debbie Nelson walked into her first family and consumer sciences (FCS) classroom as the teacher. Nelson had known since eighth grade that she wanted to teach FCS; her mother was a home economics teacher. Yet there she was, feeling a little out of place, a new teacher with few resources. ACTE became a lifeline.

“I appreciated it when I was teaching, but now I can look back and see, even more, what a difference [ACTE] makes,” said Nelson, who retired from teaching to become the executive director for Colorado ACTE in 2017. “No matter what content area they teach in, oftentimes they’re the only person in their building teaching what they’re teaching. … It’s really easy to think that you’re the only person in the whole world that’s doing this.

“The first year that I taught, I was so grateful for this network of people that I knew. But it’s really more than just a network,” said Nelson. “I have stayed for 42 years, because it’s a family.”

Relevance

In 1926, many of the fields that comprise modern CTE were just dreams. Schools were segregated. Men did not traditionally work in nursing, and most women were not welding. ACTE has proven that changing with the times is one of its strengths.

ACTE’s CareerTech VISION 2025 conference kicks off the official 100th anniversary celebration in Nashville, Tennessee. Then save the date for the big centennial bash happening at VISION 2026, in New Orleans, Louisiana. ACTE’s events offer a great opportunity for CTE educators to understand and appreciate the Association’s history.

Nelson said, “I’m excited to provide some context for the newer members and have them be as proud of our history as I am.” At conferences like VISION and the upcoming National Policy Seminar (NPS), ACTE members can connect with fellow educators and industry representatives and stay current on what’s happening in CTE.

Advocacy

CTE makes a special case for strong education funding. After all, high-quality programs in fields like farming, health care and engineering often require specialized equipment and lab spaces. “And so, on the legislative front, ACTE has been very active in promoting career and technical education,” said Moore.

When the Smith-Hughes National Vocational Education Act was signed into law in 1917, authorizing the first federal funding for secondary CTE programs, CTE didn’t yet have a united national organization. In the decades that followed, a series of laws were passed to continue to provide consistent funding for CTE. Then, when the George-Deen Act was enacted in 1936, and Congress was tasked with reallocating funds, AVA got to work.

Today, ACTE’s major funding focal point is the Carl D. Perkins Career and Technical Education Act, as amended by the Strengthening Career and Technical Education for the 21st Century Act in 2018 (known as Perkins V).

“Perkins is one of ACTE’s strongest pieces of advocacy, in my opinion,” said Chaney Mosley, ACTE past president and associate professor of agricultural education at Middle Tennessee State University. He pointed out that ACTE has staff dedicated to policy, but the Association also equips its members to advocate for themselves, their students and programs, and the CTE field as a whole — even bringing educators to Washington, D.C., to have their voices heard.

Of course, ACTE’s advocacy work extends beyond funding. “One of the big things now is the teacher pipeline and teacher recruitment,” said Giles. Education leaders want to attract young people to teach CTE while also recruiting instructors from business and industry roles to share their experience with learners.

Conclusion

ACTE acts as a loud, clear voice for the field. And they will continue to uplift the stories of their communities. Because the members make the organization.

The Association’s longevity is due in part to its leadership’s willingness to be nimble, respond to changing environments, and take a stand. It’s the passionate, educated and motivated membership that’s made all of this possible over the past century. And that same membership will continue to guide CTE into the future.

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Lisa Munniksma is a freelance writer, communications project manager and farmer based in Kentucky. She’s a product of CTE, as she uses what she learned in high school agriculture classes, and as a member of FFA.

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