Category: FEATURES

Across the country, middle school CTE educators play a critical and often underestimated role in shaping students’ future STEM pathways. Research has consistently shown that students begin forming beliefs about whether they belong in STEM as early as middle school, and those beliefs strongly influence the courses they choose in high school and beyond (Ozulku & Kloser, 2024; Godbey & Gordon, 2019; Heaverlo et al., 2013). By eighth grade, many students — especially girls, students with disabilities, and learners in rural communities — have already ruled out STEM careers. This is rarely due to ability. More often, it reflects limited expo-sure, low confidence, or a lack of connection between STEM and their own lives.

This early window matters. Students who express interest in STEM careers during middle school are far more likely to enroll in advanced STEM coursework in high school and pursue related postsecondary pathways (Maltese & Tai, 2010). In contrast, students who disengage from STEM before high school are unlikely to return later. For middle school educators, this makes engagement the priority.

The Take Flight project was designed with this reality in mind.

Funded by the National Science Foundation and led by CAST, Take Flight integrates classroom-safe drones, career-connected STEM learning, and Universal Design for Learning to help middle school students see themselves as capable, curious, and valued participants in STEM.

Rather than asking students to commit to a career choice too early, Take Flight focuses on something more powerful at this stage: building confidence, curiosity and a sense of possibility. By combining hands-on technology with inclusive instructional design, the program helps middle school educators reach learners who may not yet see STEM — or themselves — as a natural fit.

Why UDL matters in CTE and STEM

Middle school CTE classrooms are inherently hands-on, collaborative and skills focused. But at this age, hands-on learning alone does not guarantee access. Middle school students are still developing executive functioning skills, confidence and a sense of academic identity. They bring into their labs and class-rooms wide variation in strengths, prior experiences, physical abilities, language backgrounds, and willingness to take risks. When instruction takes a one-size-fits-all approach, barriers surface quickly — often as disengagement, avoidance, or students quietly deciding, “This isn’t for me.”

The Take Flight curriculum was intentionally designed to address these barriers. Universal Design for Learning is not layered on after the fact; it is embedded directly into every mission, activity and assessment. From the start, Take Flight assumes learner variability and designs for it.

Across the curriculum, UDL shows up in concrete, classroom-ready ways. Learning goals are clearly displayed and revisited, so students understand what they are working toward and why it matters. Technical vocabulary is introduced using visuals, discussion prompts, and student-generated definitions, reducing language barriers and supporting comprehension. Lessons provide multiple ways for students to access content — through videos, demonstrations, guided practice and peer collaboration — before asking them to apply new skills independently.

To increase access and build confidence

UDL is also embedded in how students demonstrate learning. In Take Flight, students document their work through flexible portfolios that can be completed digitally or on paper, using text, images, diagrams or reflections. Presentation templates scaffold communication skills without dictating a single format, allowing students to focus on explaining their thinking rather than worrying about structure. Purposeful group roles support collaboration while ensuring that all students participate in technical tasks.

Middle school educators participating in Take Flight report-ed that these UDL-informed design choices made a difference. Teachers noted reduced anxiety around complex tasks like coding and flight planning, increased participation from students who struggled in lecture-based settings, and stronger confidence among girls and students with disabilities. Several educators observed that students who rarely volunteered or led activities began taking ownership of drone operations and problem-solving within their teams.

Importantly for middle school CTE, this approach supports rigor without rigidity. Learning goals remain clear and challenging, but students are given multiple, supported pathways to reach them. By embedding UDL into the Take Flight curriculum, educators create classrooms where more middle school learners are willing to engage, persist and begin to see themselves as capable participants in STEM.

Moves to make today

When middle school CTE educators pair hands-on tools with intentional instructional design, students who once felt left out of STEM begin to see a place for themselves. Educators who implemented Take Flight reported more student leadership during lab activities, greater interest in STEM careers connected to local

industries, stronger collaboration and communication skills, and a renewed excitement about teaching STEM. The takeaway for middle school educators is clear: Designing for learner variability is a practical, effective way to help more students engage and persist in CTE pathways.

Make the learning goal clear and keep coming back to it.

• The Move: Share the learning goal in clear, student-friendly language. Refer to it at the beginning, middle and end of the lesson.
• Why It Works: Middle school students often disengage when they are unsure what they are supposed to learn. Clear goals help students stay focused and understand what “doing well” looks like.
• Try This in Your Classroom: Post the goal near safety rules or task steps. Before cleanup, ask students to rate how close they are to meeting the goal and what helped them get there.

Teach new skills in more than one way.

• The Move: Introduce new ideas using a mix of short videos, demonstrations, visuals, discussion and hands-on practice.
• Why It Works: Middle school students learn in different ways and at different speeds. Offering opportunities to see, hear and try a new skill can help more students under-stand it.
• Try This in Your Classroom: Before students use equip-ment or start coding, show a quick demo. Talk through the steps and then let them try it without worrying about getting it perfect.

Assign rotating group roles.

• The Move: Give students specific roles (such as operator, help-er, recorder or checker) and rotate those roles over time.
• Why It Works: Without structure, the same students often take over hands-on tasks. Having roles helps all students par-ticipate and build confidence.
• Try This in Your Classroom: Rotate roles each class or every week so that all students can work with the tools and on communication tasks. When forming groups, pair students with similar experience levels to encourage shared problem-solving.

Treat mistakes as part of learning.

• The Move: Tell students up front that mistakes are expected and useful. Build in time to adjust and try again.
• Why It Works: When mistakes are normal, students are more willing to keep going.
• Try This in Your Classroom: Share real examples of pro-fessionals who learned through trial and error. Ask students, “What did you change the second time?”

Let students choose how they show their learning.

• The Move: Offer options for how students show what they learned, such as a short presentation, a video, a diagram, a written reflection or a live demo.
• Why It Works: Students may understand the content but struggle with writing or public speaking. Choice lets them use their strengths while still meeting the goal.
• Try This in Your Classroom: Use one clear rubric but allow students to choose the format that best shows their learning.

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Amanda Bastoni, Ed.D., is the director of career, technical and adult education at CAST.

Read more in Techniques.

Middle school is a pivotal moment in a student’s academic, social and cognitive development. During these formative years, curiosity is high and identities are taking shape. Students are be-ginning to understand how they learn best.

Career and technical education facilitates exploration, collab-oration and applied learning. At the middle school level, students are given the opportunity to explore developing interests. They build confidence through doing, and begin connecting academic concepts to real-world applications. Thoughtfully designed middle school CTE programs foster essential skills such as problem-solving, critical thinking, communication and teamwork.

Middle school CTE also addresses equity by broadening access to career exploration. This can work toward reducing gender bias and may help students who feel disconnected find purpose and belonging. HMFH Architects worked closely with the leadership teams at two middle schools in Massachusetts and Rhode Island to integrate CTE within their new facilities.

Future-ready & community-centered

The Maria Weston Chapman Middle School in Weymouth, Massachusetts, serves students in grades six through eight. There, HMFH Architects partnered with school leadership and educators to reimagine CTE as an inspiring, future-ready experience. One that sparks curiosity in every middle school student while intentionally feeding the district’s high school CTE pathways. Through a collaborative process that included visioning workshops, curriculum alignment sessions, and iterative program studies, the team worked closely with administrators, teachers, and community members to translate educational goals into thoughtfully planned spaces. The process helped to define instructional priorities and operational strategies to support hands-on learning and flexibility.

The new Chapman CTE facilities include specialized labs and shops equipped with robust infrastructure to accommodate a wide range of hands-on learning activities.

• The culinary arts lab is designed with commercial-grade equipment, appropriate ventilation, grease management, and health-code-compliant layouts to support both instructional kitchens and demonstration areas. Students run a catering operation.
• Theater arts spaces include a black box theater with catwalks that allow students to learn technical support functions such as lighting grids and stage rigging points. This space is a classroom and a performance space that can host many types of events, including live theater and art displays.
• Broadcasting and media labs are equipped for video, audio, and digital production, with dedicated control rooms, sound isolation, and a flexible studio configuration. It can be set up like a newsroom or a radio station.
• Maker and fabrication spaces are designed as highly adaptable environments to support woodworking, light metal work and prototyping.

The integrated placement of flexible project labs encourages hands-on learning to continue throughout the school, regardless of discipline. The CTE spaces in Chapman are strategically located around the school’s central hub and organized to promote visibility, transparency and collaboration. Display areas and shared circulation zones make hands-on learning visible throughout the school, reinforcing the value of creating and performing as integral components of the academic experience.

Equally important, the CTE facilities are designed as community and public-facing assets that extend learning beyond the school day. Performance spaces, a demonstration kitchen and exhibition areas support public access while maintaining secure separation from academic zones. Families and community members can attend theater productions, sample student-prepared culinary offerings, and see exhibitions of work produced in the maker, fabrication, and media labs. This intentional integration of community use reinforces real-world relevance and celebrates student achievement.

Hands-on & career-focused

As a strategic response to local challenges, education leaders in Middletown, Rhode Island, made a decision. They elected to consolidate their high school and middle school into a single, integrated campus serving grades six through 12. The new Middletown Middle High School is under construction at the time of writing. By combining the two schools, the town seeks to leverage shared infrastructure and operational efficiencies while providing contemporary learning environments and expanding CTE programs in computer science, health careers and manufacturing technology.

Each will have its own dedicated entrance, administrative support, and faculty planning areas, while sharing one gymnasium, auditorium, and kitchen. This replicates the experience of two separate schools within a single facility. Controlled points of connection allow for flexible interaction between student populations when appropriate, while maintaining security and clear operational boundaries.

Distinct middle and high school academic wings provide clearly defined learning communities.

A CTE–STEAM spine, designed by HMFH, stands tall as the literal backbone of the new Middletown Middle High School. This will serve as a shared, interdisciplinary zone for hands-on, career-focused learning. The design incorporates transparency, shared project display areas, and collaborative breakout spaces. High school CTE spaces and middle school STEAM classrooms are strategically co-located along the spine. This promotes vertical alignment of curricula and natural progression from exploratory learning to advanced technical training.

And, like at Chapman, the new facility in Middletown will function as a community resource beyond the academic day. CTE and shop spaces are strategically located to allow after-hours access while maintaining secure separation from core academic areas. Families will visit the school to review and celebrate student work. Outside of school hours, the community will also utilize shop and technical facilities for adult education and workforce development programs. And community health organizations will run blood pressure or CPR clinics from the health sciences lab. Only further maximizing the value of public investment and strengthening connections between the school, local industry and lifelong learners.

In conclusion

Meaningful, equitable career preparation can begin in middle school; these students are so receptive to experiential learning. Middle school CTE provides the structure and the language and the environments that students need to explore interests, challenge stereotypes, and develop transferable skills that will serve them across academic disciplines and future careers. By intentionally aligning middle school exploration with high school CTE pathways, and by designing flexible, transparent, community-connected spaces, educators in Massachusetts and Rhode Island are empowering students to explore learning rooted in creativity and collaborative problem solving.

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Tina Stanislaski is a principal at HMFH Architects.

Read more in Techniques.

Career and technical education has become a growing focus in schools across the country. Through key state and federal legislation, lawmakers have emphasized the importance of preparing students for in-demand careers and connecting schools with industry. A major part of this work depends on high-quality professional development designed specifically for CTE teachers.

CTE teachers are expected to bridge the gap between classrooms and the workplace. But even with federal funding dedicated for CTE-specific PD, questions remain around whether schools and districts are offering the right kinds of professional learning to meet CTE teachers’ needs.

Why CTE-Specific PD

All teachers benefit from professional development to improve their instructional practice and strengthen classroom management, but CTE teachers often require additional support due to the nontraditional pathways that bring many into the profession and the unique demands of their role. Many come to teaching through alternative certification programs, which means they may not have had the same preparation and support as traditionally trained teachers. Additionally, they manage highly specialized tasks like building industry partnerships and creating work-based learning experiences for students. Given the specific demands of the role, access to high-quality, CTE-specific PD is especially critical.

What We Learned From Teachers

We surveyed 160 CTE teachers across Kentucky, asking them to rate how much they needed different types of PD and how often those opportunities were actually available. By comparing the two, we identified the areas where teachers perceived the biggest gaps.

Teachers identified the areas of greatest need as follows:

1. Work-based learning
2. Hands-on learning in online environments
3. Advisory board engagement
4. Business and industry engagement
5. Instructional toolkit creation
6. Industry-specific curricula

On the other hand, topics like fostering effective classroom environments, engaging in online teaching, promoting inclusive and equitable classroom environments, and building relationships with students had the smallest gaps between need and availability. In other words, PD that is specialized for CTE teachers is often missing, while more general PD aimed at traditional classroom teachers is sufficiently available.

As one teacher put it, “professional development at the school level is based on [the] traditional schoolteacher.” Another secondary teacher emphasized that professional development seems to be designed for “elementary school environments or new teachers.” These perspectives highlight a persistent mismatch between the specialized professional learning CTE teachers need and the generalized offerings that dominate most PD systems.

Recommendations

Diversify PD Options

One way to better meet teachers’ needs is to broaden PD offerings and let teachers choose sessions that are most relevant to them. Some schools have adopted personalized PD models where educators select from a range of options. While this approach works well, smaller or resource-limited schools may struggle to provide enough variety internally. A practical alternative is to lower barriers for teachers to attend external PD (e.g., work-shops, conferences, industry trainings).

Teachers in our study said they wanted these opportunities but often could not attend them because of costs, substitute coverage challenges, or lack of district support. Schools could make a big difference by being more flexible in supporting teachers who want to seek out external PD opportunities. This would help individual teachers grow and also allow them to bring new skills and ideas back to share with their colleagues.

Support Teacher-Led PD

Several teachers suggested that PD would be more useful if it was led by colleagues with relevant expertise. For example, teachers with strong industry backgrounds could lead sessions on workplace connections, while those with stronger classroom experience could guide PD on instructional practices. By tapping into staff expertise, schools can provide CTE-specific PD at a lower cost while also valuing experienced teachers as leaders.

Conduct Regular Needs Assessments

Our study found that teachers rated nearly every PD topic as more needed than available. This trend highlights a misalignment between what is offered and what teachers actually need. Schools and districts can fix this by conducting regular needs assessments, which are short surveys or discussions that ask teachers what supports would help them most and what supports are currently lacking. These assessments ensure that PD planning is responsive rather than generic, making learning experiences more useful and impactful for CTE teachers.

Conclusion

Keep in mind that not all teachers have the same needs. CTE teachers, in particular, play a unique role in preparing students for the workforce, and their PD needs often look different from those of traditional teachers. Supporting them well means being intentional about offering PD that speaks directly to their industry-focused roles.

Our findings show that while general PD is sufficiently available, CTE-specific PD remains limited. Schools and districts can better support teachers by offering more choices, reducing barriers to external PD, creating teacher-led opportunities, and regularly assessing teacher needs. By taking these steps, schools can ensure that PD is not only more relevant for CTE teachers but also more impactful for students’ learning and career readiness.

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Jeffrey C. Sun, J.D., Ph.D., is professor of higher education and law, the Gradie R. & Mary D. Rowntree Endowed Chair in educational administration and policy, and director of the SKILLS Collaborative at the University of Louisville.

Heather A. Turner, Ph.D., is the director of research and policy for the SKILLS Collaborative at the University of Louisville.

Mitchel R. Mandel is a Ph.D. student in educational leadership at the University of Louisville whose research focuses on teacher professional learning, emerging technologies in education, student motivation, and equity in PK–12 systems. He previously taught high school science in Colorado and Kentucky.

Read more in Techniques.

As ACTE marks its 100th anniversary, the heart of this yearlong celebration resides in the people whose lives have been transformed by career and technical education. For more than a century, CTE has opened doors for students, strengthened communities and fueled the nation’s workforce, often quietly, always pragmatically. Together, these individual stories form a powerful narrative — one that affirms CTE’s enduring value and rallies support for its future. To honor this legacy and build momentum for the next century, ACTE is harnessing storytelling as advocacy through the compelling, human touch of documentary film.

Short-form documentary films have emerged as one of the most effective tools for advocacy in a crowded, fast-paced media landscape. Film distills myriad aspects of complex systems into human-scale narratives. It invites viewers to understand, and to feel. When done well, film does something essential for CTE advocacy: It makes the impact visible, relatable and personal. It invites compassion, builds empathy and helps audiences understand not just what CTE does, but why it matters.

ACTE’s centennial documentary uses a narrative approach to explore 100 years of educational leadership and workforce development, spotlighting educators, students and communities whose stories embody the enduring relevance and responsiveness of CTE. Through case studies, short interviews, and visual portraits, the film connects past, present, and future, offering a compelling story for why CTE remains foundational to an agile, skilled, and inclusive workforce.

Why storytelling matters

Advocacy is often framed as policy briefs, data points and legislative wins. Those are essential, but data alone rarely changes hearts, and policy without public understanding is fragile. Visual storytelling bridges that gap. Data and facts don’t always speak for themselves, and film is an impressionistic medium that can make emotional connections between the audience and ideas.

CTE is, at its core, experiential. It comes to life in labs, shops, kitchens, hospitals, fields and studios. Learning is hands-on and outcomes are tangible. CTE thrives in the relationships between teachers and students, education and business, and the communities they serve. Film is uniquely suited to capture this ecosystem in motion, offering an intimate view of learning in action. We can watch as the future begins to take shape.

For policymakers, funders and partners, these stories provide context for why investments in CTE matter. For educators and students, they uplift and amplify their incredible stories. And for the broader public, they correct outdated assumptions and reveal CTE in its true form: rigorous, innovative, and deeply connected to communities and career exploration, discovery and opportunity.

A century of impact

One of the central narratives of ACTE’s centennial film is CTE’s enduring ability to respond to the needs of its time. Since ACTE’s founding in 1926, CTE has evolved in concert with the nation itself.

During the Industrial Revolution, CTE prepared workers for rapidly evolving industries, from textile production and agricultural technology to telecommunications and railroad infrastructure. In times of war, it supported critical production and technical needs. Through the Civil Rights Movement, CTE expanded access and opportunity.

Most recently, the COVID-19 pandemic underscored CTE’s essential role in many facets of everyday life, such as access to food, medical services, transportation and logistics. Health science students support-ed testing and patient care. Manufacturing and engineering programs produced personal protective equipment. Educators built online instruction overnight to meet both learning and workforce needs. These moments were not anomalies; they were expressions of CTE’s defining strength: adaptability.

The short documentary traces these arcs of change through lived experience, connecting national moments to local classrooms and communities.

Relatable journeys, transformative pathways

At the heart of the film are stories of educators, their students and community connections. Viewers will meet educators whose careers reflect both personal calling and public service — teachers who see possibility before students see it in themselves. Viewers will hear from Eleanor Rodriguez, a high school student in Klamath Falls, Oregon, for whom CTE led to a paid internship at a regional hospital. Now she’s setting her sights on a medical career. For many students like Eleanor, CTE is the light that guides them toward a prosperous future.

These are not one-size-fits-all success stories. They are nuanced, honest and deeply human. CTE meets learners where they are and helps them imagine where they could go.

CTE’s promise continues to be college and career readiness. Academic rigor and technical excellence reinforce one another, preparing students for the full spectrum of postsecondary opportunities. The film highlights programs that embody this integration, demonstrating how CTE equips learners with technical skills as well as adaptability, critical thinking and confidence.

Innovation and the ensemble of CTE

CTE is inherently entrepreneurial. It is constantly innovating, responding to emerging industries, new technologies, and shifting workforce demands. And the spirit of innovation is not a solitary pursuit. “It’s an ensemble piece,” remarked Callum Robinson in his woodworking memoir “Ingrained: The Making of a Craftsman.”

CTE is collaborative by design. Educators, students, families, industry partners, and communities come together to nurture skills and talents as lifelong pursuits. CTE educators are reshaping the future — as young learners discover their passions and adult students seek out new skills for a changing economy.

The film reinforces this idea of an ensemble, visually and narratively illustrating how no single success story stands alone. Every achievement is the result of a connected education and workforce ecosystem working together.

Empowering students to make change

Beyond workforce preparation, CTE empowers students to find their voice and use it. CTE classrooms are often where students first experience the real-world impact of their learning. They’re designing solutions, serving clients and solving problems that matter to their communities and the national economy. Educators help students connect passion to purpose, encouraging them to take meaningful action in their communities.

Whether locally, regionally, nationally or globally, CTE students lead with intent. The documentary highlights these moments of leadership and service, showing how CTE prepares learners to shape the world of work.

A home, crossroads and catalyst

Threaded throughout the film is ACTE itself. As a home for CTE educators and a crossroads of collaboration and connection for the professionals in the field. As a nonprofit organization, ACTE values consensus-building and active listening and provides a welcoming space where multiple perspectives can thrive. Here, educators see their work reflected in a national context. The history of the field becomes visible in the present.

ACTE’s annual CareerTech VISION — along with gatherings such as the National Policy Seminar — has long served as a national meeting point for CTE professionals. The centennial film draws from this energy, captured through short interviews and visual portraits filmed at VISION 2025 in Nashville, Tennessee. Set against a national backdrop, individual stories reflect how ACTE has nurtured careers, cultivated leadership, and sparked ideas that educators carry back to their classrooms, institutions, and communities. Thus extending the impact far beyond the conference setting and strengthening the ecosystem that sustains CTE nationwide.

Advocacy for the future

ACTE’s centennial documentary is both a tribute and a call to action. It honors a legacy built by generations of educators and advocates who believed in the dignity of work and the power of education to transform lives. It also looks forward, encouraging today’s leaders to continue to strengthen the reach and relevance of CTE for generations to come.

By using visual storytelling to engage communities, amplify a multitude of voices and capture stories of real impact, ACTE is embracing storytelling as advocacy. In doing so, it reminds us that the future of CTE will be shaped not only by policies and programs, but by the stories we show and tell.

As ACTE celebrates 100 years, the documentary delivers a clear message: Dedicated CTE professionals will continue to gather, to share, and to apply their collective knowledge through their schools and communities. And ACTE will continue to serve as their professional association and home. A century from now, future educators and learners will tell their own CTE stories. They will form new ideas, forge new innovations, and carry forward the enduring values of learning, making and striving.

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David Baker is an independent writer and filmmaker and creative director at Oregon State University.

Julia Kendrick is senior director of communications at ACTE.

Read more in Techniques.

When I first walked into a welding classroom as an assistant principal, I found myself surrounded by tools and sparks and students in safety gear. I had been trained according to Charlotte Danielson’s Framework for Teaching, focusing on the four domains:

1. Planning and Preparation
2. Learning Environments
3. Learning Experiences
4. Principled Teaching

Yet I hadn’t once considered how to coach a teacher in their CTE content area — including safety protocols, hands-on assessments and metal fabrication rubrics, among other things.

That moment revealed a leadership gap I’ve since seen in many schools: CTE teachers are often left out of instructional improvement efforts because administrators aren’t trained to support them. Or the focus remains on core, tested subjects. When we neglect the professional growth of CTE educators, we miss a critical opportunity to improve the career readiness of our students.

As assistant principals, we are in a unique position to change this narrative. This article explores how school leaders can lead and support professional learning communities designed for CTE teachers. These are communities that focus on relevant data, real-world outcomes and teacher collaboration grounded in technical skill development.

The CTE teacher perspective

Many CTE teachers enter the classroom from the workforce rather than through traditional teacher preparation programs. They are former nurses, welders, small business owners and IT specialists — professionals passionate about helping students succeed but who may not be familiar with educational terminology, lesson plan frameworks or the latest in pedagogy. What they do bring is deep content expertise, real-world insight and a powerful connection to workforce needs.

CTE classrooms are unlike any other. Teachers must balance instruction in technical content, safety standards, employability skills and certification preparation. They often teach in specialized environments such as labs, kitchens, shops or clinics, and these are spaces that can feel far removed from the academic classroom next door. Adding to the challenge, many are the only teachers in their discipline, which can create a deeper sense of isolation and disconnection from schoolwide PLC.

In many schools, PLC are built around academic testing cycles, benchmark assessments and state standards. While essential for academic departments, these structures rarely align with the types of data that matter most in CTE, like certification attainment, lab performance and technical skill mastery.

Reimagining PLC for CTE success

If we want to retain and grow great CTE teachers, we must intentionally reimagine what effective PLC look like in the technical education space.

Strong CTE PLC can:

• Focus on credential and cer.tification data (e.g., NCCER, NHA, Adobe).
• Analyze student project quali.ty and lab/shop performance.
• Share rubrics, safety checklists and skill demonstration frameworks.
• Discuss employability skill development and student workplace behaviors.
• Reflect on career readiness portfolios, digital artifacts or WBL feedback.
• Align instruction with industry standards and local employer expectations.

Consider how cross-disciplinary PLC might enrich both CTE and core content areas. For example, a business teacher and an English teacher might collaborate on a unit that includes resume writing, cover letter development and mock interviews. Or an agriculture teacher might work with a science teacher to build crosswalks between animal science and biology.

Encourage vertical alignment, too. Bring in local community college faculty, technical trainers or industry partners to co-design tasks and align competencies. This not only strengthens instruction but also makes the classroom more relevant to students’ future goals.

The assistant principal’s role

Assistant principals are typically tasked with supervising instruction, managing evaluation cycles and supporting teacher growth. Too often, CTE teachers feel left out of that support because their content might be unfamiliar or intimidating. Here’s how APs can lead strategically.

1. Facilitate tailored PLC.

Help organize regular, purposeful PLC for CTE teachers that are relevant to their teaching reality. If your CTE team is small, consider regional PLC or virtual options with nearby districts or post.secondary partners. Referencing “PLC in CTE” by Sandra Adams (2021), encourage teachers to focus on the “how” of instruction, establish best prac.tices for classroom engagement, and ensure that effective strategies are shared and applied across multiple contexts.

2. Support targeted professional development.

Offer CTE-focused PD on lesson planning, instruc.tional strategies and digital portfolios. Partner with Perkins coordinators or CTE directors to connect teachers to state-level resources or credential-based training.

3. Coach with career-focused questions.

When observing or conferencing with CTE teachers, ask questions to help frame growth around career readiness rather than standardized test data. Such as:

• What would a highly employable student look like in your industry?
• How do you assess employability skills alongside technical competencies?
• What trends are you seeing in employer feedback?

4. Promote SMART goal setting.

Guide CTE teachers to set meaningful goals tied to certification pass rates, student employability scores, post-program placement and/or work-based learning participation. These types of goals align with Perkins V and can be integrated into evaluation systems.

5. Encourage peer observation.

Create opportunities for CTE teachers to observe each other, even across disciplines. For example, a health science teacher might learn useful lab management strategies from a culinary teacher. These peer exchanges can help relieve feelings of isolation and build strong professional learning culture.

Leading forward

CTE teachers are critical to our mission of preparing students for life beyond high school — whether that path leads to college, the military, apprenticeships or direct entry into the workforce. They bring unmatched real-world experience and the power to help students envision themselves in future careers. But they can’t do it alone.

As assistant principals, we have an essential role in building systems of support around our CTE faculty. By leading high-quality PLC, offering relevant coaching and creating space for meaningful collaboration, we can elevate CTE. When we invest in the professional growth of CTE teachers, we invest in student success, workforce development and the future of our communities.

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Natasha Hampton, Ed.D., is an assistant principal at Arkansas High School.

Read more in Techniques.

Career and technical educators face significant pressure to rebuild sustainable pipelines of teachers and leaders. Each year, thousands of high school students complete CTE courses that align with college degree programs. But many are unaware of those connections. Nor are they guided toward related postsecondary opportunities. This is one of our greatest challenges: a general lack of awareness among students, families, administrators and school counselors about how high school CTE coursework can transition into higher education.

With labor market analytics, enrollment patterns and workforce projections, educational institutions can create intentional pipelines that take students from exploration to credential completion. When high school curricula reflect regional labor needs and colleges align academic offerings to existing secondary pathways, students have a clearer, more accessible pathway toward meaningful, career-ready education. This kind of coordination makes middle and high school programs more relevant, expands equitable access, and increases the number of graduates going into high-demand fields.

Ultimately, building data-informed pipelines for CTE is not just about increasing enrollment; rather, it is about increasing visibility, access and continuity. It is about connecting the dots between what students learn in middle and high school and what they can accomplish in college and the workforce.

The challenge

Nationwide shortages of CTE educators create significant challenges for school districts and workforce development efforts. Many states report persistent vacancies, reliance on emergency credentials and limited applicant pools for CTE positions (ACTE, 2024). Rural and economically disadvantaged regions experience even steeper challenges: both lower recruitment rates and higher turnover.

The shortage extends beyond classroom teaching. As many veteran educators retire, school districts lack a strong pipeline of CTE leaders ready to take on administrative and director-level roles, as well as state leadership positions. Research has indicated that educator preparation programs in many fields are not yielding enough completers to keep up with retirements and workforce growth (U.S. Department of Education, 2022).

These shortages reduce program quality, decrease student access to in-demand career pathways, and threaten the stability of local and regional workforce systems. And we must act with intention.

The NMSU approach

New Mexico State University’s Department of Family and Consumer Sciences has responded to these challenges by developing and continuously refining a data-informed model that intertwines career exploration, early recruitment, leadership development and focus documents to highlight pipelines from middle school through college.

In all CTE programs, stronger pathways will depend on coordination across secondary and postsecondary systems. Linked are middle school exploratory learning, high school CTE programs, dual credit opportunities, and FCS degree pathways to build a sustainable pipeline of future educators and leaders in the FCS field.

Innovative recruitment

Effective CTE recruitment must begin with strong data. NMSU FCS uses regional labor market data to identify high-demand occupations, workforce shortages and changing industry needs. This evidence-based approach informs recruitment materials, degree program adjustments and advising strategies.

NMSU also uses enrollment data provided by the New Mexico Public Education Department to study trends across FCS programs of study such as teaching and training, consumer services, counseling and mental health, early childhood development, personal care services, lodging, restaurants and food services, and travel and tourism. This data should be made available in every state for every CTE program of study.

Building on this data foundation, NMSU strengthens recruitment by leveraging strategic partnerships with school districts, community organizations and industry. Targeted recruitment that is aligned with workforce needs will showcase in-demand careers while creating direct pathways for high school students into postsecondary FCS programs.

Active outreach includes campus visits, involvement in high school career fairs, summer camps, and presentations to counselors, administrators, and teachers. This work can help ensure that recruitment is timely, relevant and responsive. Educators can create an intentional and inclusive career preparation ecosystem.

Early exposure to FCS careers

Early exposure is one of the strongest predictors of long-term success in FCS. The NMSU FCS model introduces pathway experiences to students as early as middle school. NMSU works with districts to embed CTE exploration workshops, giving students relevant exposure to human development, nutrition, food science, fashion and design, and family and consumer sciences education. Such experiences increase early interest and assist students in making appropriate choices about their future career direction.

Developing future CTE leaders

Long-term sustenance depends on the future leaders who will guide CTE systems at the program, district and state levels. NMSU FCS embeds leadership development throughout its undergraduate and graduate offerings to support this objective. These strategies help ensure that CTE systems have a robust and diverse pipeline of leaders prepared to advance high-quality programs aligned with regional workforce priorities.

Key strategies include:

• • Training educators to interpret and use data in program design, improvement and workforce alignment.

• • Preparing future professionals to lead, communicate, develop partnerships and think in systems.

• • Conducting professional development, including stackable credentials and certificates, for practicing teachers to help them assume leadership roles.

• • Offering mentorship and networking opportunities with district partners, advisory committees and state agencies.

• • Supporting clinical teaching experience with stipends for student teachers.

Replicating the model beyond New Mexico

CTE programs nationwide can replicate aspects of the NMSU FCS model regardless of geography or institutional size.

1. 1. Create data feedback loops. Use regional labor market information — not just statewide or national data — to assess program offerings in relation to workforce needs.
   2. Formalize vertical alignment across middle school through college. Collaborate with secondary educators, administrators, and school counselors to implement CTE exploration initiatives at the middle school level. This creates a link between middle school, high school CTE programs, and postsecondary pathways.
   3. Build grow-your-own teacher pipelines. Collaborate with secondary education leaders to support future educator programs in high-need CTE fields. Include dual credit courses, mentorship and structured advising toward educator licensure.
   4. Simplify transitions and strengthen articulation. Establish articulation agreements that guarantee full transfer of every eligible high school CTE credit — particularly those linked to an industry certification or dual enrollment in related college programs.
   5. Enhance partnerships with industry and community. Engage industry leaders and workforce boards in keeping the programs current, building internship opportunities and informing curricular alignment.

The time to act is now.

Now that we acknowledge these pipelines hold significant potential, postsecondary educators must engage as proactive leaders in making them stronger. For too long, colleges and universities have waited for students to find their own way to FCS and other CTE programs. Instead, institutions of higher education must build bridges through innovative collaboration.

First, it means visibility and communication. Higher education leaders can create clear, accessible pathways into student-friendly messaging; for example, how does high school coursework connect to college degree and career opportunities?

The next step lies in creating dual credit and articulation agreements. So that students are earning college credit while they are in high school. This can help alleviate financial and logistical barriers to continued education.

Furthermore, events held on campus — such as career exploration days, CTE showcases, or hands-on workshops — allow secondary students, teachers, administrators and school counselors to experience university programs firsthand. Each of these efforts strengthens partnerships with school districts. They also create a culture of continuity. Students begin to envision themselves as future college graduates and professionals within the CTE fields.

Conclusion

The challenge of CTE educator shortages requires strategic, long-term solutions. The NMSU model offers a replicable framework grounded in data, alignment and structured collaboration, elements essential for statewide system improvement.

Data-driven alignment ensures programs reflect regional labor needs. Early pathway exposure increases student interest and participation. Dual credit and articulation remove barriers to credential completion. Leadership development prepares the future administrators and directors essential to CTE stability.

Together, these components form a coordinated, efficient talent pipeline that reduces teacher shortages and strengthens the state’s workforce infrastructure.

Investing in early recruitment, articulation systems and leadership development is not simply program enhancement. It is an economic and workforce imperative. By expanding coordinated pathways and supporting “Grow Your Own” educator initiatives, states can secure a diverse, well-prepared CTE workforce equipped to lead high-quality programs aligned with industry demand.

The path forward is clear: strategic investment, strong partnerships and sustained commitment to data-driven CTE pathways.

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Jamie L. Molina, Ph.D., has served in education for 14 years as a high school family and consumer sciences teacher and district CTE director. She is currently an assistant professor and program director of family and consumer sciences education at New Mexico State University.

Kelley C. Coffeen, Ph.D., is a writer and a marketing professional with experience in foundation development in higher education. She is currently an associate professor in fashion and design at New Mexico State University.

Read more in Techniques.

In today’s rapidly changing educational landscape, the best teachers are no longer confined by four walls. They are innovators and visionaries who redefine how learning connects to life. Few embody that philosophy better than Chef Phil Cropper, director of the culinary and pastry arts programs at Worcester Technical High School in Maryland and the creator of The Pines Cafe, an award-winning, student-run, teaching cafe located within a TidalHealth medical facility.

“The world of education is changing,” said Cropper. “If we want to prepare students for the future, we must think beyond textbooks and classrooms. We have to connect learning to purpose, people and place.”

From classroom to cafe

The Pines Cafe operates as a hybrid concept, offering a blend of Panera’s comfort and Harry & David’s market sophistication. Its shelves overflow with nearly 90 student-crafted products: freshly roasted and blended coffees; jams, jellies, and relishes; pickled vegetables, spice blends, dressings, and marinades; and locally made artisan gifts.

The cafe also sells imported specialty foods, cookbooks, wooden bowls, juicers, and honey and cheeses from Maryland farms. Customers can sip espresso, enjoy pastries or grab one of over 200 take-home meals prepared weekly in the school’s commercial kitchen. Food items are delivered in a refrigerated van that was purchased with cafe profits.

“Our cafe showcases every program of study under one roof,” Cropper explained. “Marketing students handle branding. Carpentry built our displays. Engineering students design the laser-engraved products, and culinary students craft the food. It’s the ultimate example of transdisciplinary, hands-on learning.”

A partnership that heals and teaches

When TidalHealth agreed to house The Pines Cafe inside its health care complex, what resulted was more than a business partnership. It was a community alliance. Hospital staff, patients and visitors enjoy fresh, nutritious meals prepared and served by students. In return, learners gain exposure to health care and hospitality pathways and the professional expectations of real-world service environments.

“The partnership with TidalHealth is transformative,” Cropper said. “It’s not a simulation. Our students are serving real people every day. They see empathy, teamwork and professionalism in action. It’s the perfect blend of education and community impact.”

This collaboration also supports Maryland’s Blueprint for the Future, which mandates that all students become “college and career ready” by grade 11 and complete a capstone experience by grade 12. The cafe meets that benchmark while integrating the Maryland Youth Apprenticeship and Department of Labor’s HOST Year Option, where seniors transition into paid, full-time apprenticeship work.

The business of learning

Behind the counter, The Pines Cafe functions as both a classroom and a company. Students earn real paychecks through registered apprenticeships, and two full-time adult mentors oversee operations. A “grow-your-own” graduate now works year-round as a full-time culinary assistant.

Revenue from the cafe funds student wages, mentor salaries and program reinvestment. The school’s commercial kitchen also acts as a commissary, allowing the culinary program to serve as both production hub and instructional laboratory.

“Every transaction is a learning opportunity,” Cropper said. “Students handle costing, production, marketing and service — everything that makes a business run. They see firsthand how effort and quality translate to value.”

Together, The Pines Cafe, the Marlin Marketplace school store, and the school’s banquet ballroom generated over $500,000 in revenue in their first full school year.

Cultivating more than crops

Behind the school sits a 21-bed community garden and bee apiary, which were made possible through grants and donations. The garden’s construction was led by Worcester Tech’s carpentry program, with horticulture, agriculture, and environmental science students contributing to design and planting.

It’s more than a garden; it’s a schoolwide learning ecosystem. Culinary students use the harvest in cafe meals, marketing and business students develop product branding, and digital design students create packaging. Faculty and staff across departments volunteer to maintain the garden, making it a truly transdisciplinary effort that unites the entire campus in sustainability and shared purpose.

“We’ve built an ecosystem of learning,” Cropper said. “Students grow basil that becomes salad dressings, kale that’s used in our take-home meals, and honey that sweetens our pastries. It’s farm-to-table meets classroom-to-career.”

Student voices from the cafe

The greatest testament to the program’s success comes from its apprentices themselves. Their reflections mirror the science of learning principle that knowledge deepens when it’s applied in authentic, meaningful contexts.

“I started with Chef Cropper two years ago in Intro to Culinary,” recalled Nick Zlotorzynski, a culinary graduate and Maryland’s ProStart Student of the Year. “I helped design the cafe concept and became a registered apprentice my senior year; I made money, learned real skills and grew out of my shyness. It changed my life.”

William Meehan, another cafe apprentice, added: “Working at The Pines Cafe taught me how to manage customers, deadlines and responsibility. When a guest thanks you for something you made, you realize this isn’t just class — it’s your career beginning.”

The power of leadership

Beyond the cafe, students are active members of SkillsUSA. Cropper, who serves on the Maryland SkillsUSA board of directors, emphasized that technical excellence must pair with leadership and character. “Our students don’t just learn to cook,” he said. “They learn to lead.”

Each year, Worcester Tech students compete in SkillsUSA Culinary Arts, Commercial Baking, and Restaurant Service, as well as ProStart Invitational events. These experiences build resilience, adaptability and confidence.

“Winning medals is great,” Cropper smiled as he said this. “But the real reward is watching students realize they belong in this industry.”

Evolving education for a new era

In an era where education must keep pace with innovation, adaptability is essential. “We can’t teach tomorrow’s students with yesterday’s methods,” said Cropper. “Education must be relevant, purposeful and connected to the world outside our doors.”

At Worcester Tech, that mindset powers every initiative — from hydroponic greens in the classroom to honey jars on café shelves. Each reflects 21st century learning built on collaboration, creativity and community connection. By merging academic rigor, industry standards and human connection, Chef Phil Cropper and his students have created something extraordinary: a model that nourishes both skill and spirit.

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Chef Phil Cropper is the lead instructor of culinary and pastry arts at Worcester Technical High, Worcester County Public Schools, Maryland. He was named the national ProStart Educator of the Year and as a finalist for Maryland Teacher of the Year.

Read more in Techniques.

The strongest career and technical education programs begin with a curricular vision and a practical roadmap for CTE facilities optimization.

Districts often face barriers such as limited space, recruiting and retaining teachers, and the logistics of coordinating real-world learning. By focusing on facilities first, education leaders can leverage existing assets and design spaces that attract students and industry partners. This intentional approach rarely requires new construction; it often begins with a fresh look at what’s already available.

An empty room can become a multipurpose hub. When districts want to expand their CTE footprint but can’t afford new construction, I advise them to start by looking inward. Many strong CTE programs thrive in underused or unconventional spaces. What follows is a simple roadmap for creating flexible, cost-effective CTE facilities, informed by schools that have turned limitations into opportunities.

1. Reimagine underutilized spaces.

CTE leaders get incredibly creative when it comes to finding a home for their programs. Repurposed spaces I’ve seen include:

• Unused classrooms or portables: These environments can be repurposed into makerspaces, robotics labs or multi-use areas for multiple programs.
• Rooms located near kitchens: These often-underutilized spaces can serve as a great starting point for adding culinary arts or hospitality pathways.
• Closets and school stores: Smaller areas can be repurposed for marketing and business programs.

2. Prioritize flexible design.

Flexibility is a must in any CTE space, as rapid workforce advancements can cause programs to quickly become outdated. When constructing and designing learning environments, consider “a continuum of Fs — fixed, flexible and fluid” (Scott-Webber, 2018) — in order to build with both present and future programs in mind.

• Fixed: These are built-in necessities, like cabinetry, work benches or ventilation hoods.
• Flexible: Multipurpose furniture, such as lightweight tables and chairs, allows for both static and dynamic classroom layouts.
• Fluid: Easily movable furniture and technology can ensure quick room turnover to support various learning modes, from group collaboration to specialized equipment use.

3. Create authentic environments.

When designing CTE facilities, education leaders should aim for an authentic, professional feel that mirrors modern workplaces.

• Furnishings: Move beyond traditional desks with specialized equipment and a mix of seating styles. This can help give students a sense of being in a professional setting.
• Aesthetic immersion: Even low-cost changes like adding graphics and wall art that reflect the industry can make students feel excited about being in the program.
• Real-world reflection: Hazleton Area School District turned a former TV studio and a leased mall space into flexible areas for CTE and more, showing how even the unlikeliest spaces can inspire students to see themselves in future careers.

Facilities may attract students, but partnerships keep programs relevant by filling resource gaps and providing access to equipment and expertise that many schools otherwise couldn’t afford. And CTE programs become more sustainable and authentic.

4. Issue an open call to the community.

The first step is getting people to the table. Consider hosting an open career forum at the school. Use social media, make phone calls and reach out to community contacts like the local chamber of commerce. Invite everyone, including small and mid-sized businesses, “mom and pops” and major employers.

Then make it a listening session. Ask questions: “What are your needs? What shortages are you seeing?” This approach is powerful because it gives a voice to smaller businesses that are often overlooked and fosters unexpected collaboration among industry leaders.

5. Keep industry partners involved.

Value partner feedback through the entire process, especially when planning renovations or purchasing equipment for CTE facilities. Industry professionals are the experts on top tools, how they work and how they should be maintained. Partners should be consulted on everything from high-tech tools to specialized storage needs. For example: In a CTE setting, storage must be specialized (e.g., strong enough for heavy tools, sized for specific kits), accessible, and lockable for safety and security.

When districts invest in flexible learning spaces and strong industry partnerships, they expand real opportunities for students. Effective CTE programs engage learners and build career-ready skills and connect classroom instruction to real-world experience. With thoughtful planning and authentic collaboration, schools can turn challenges into possibilities and help students step confidently into the future.

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Sue Ann Highland, Ph.D., is the lead national education strategist at School Specialty and the author of “Reimagining Learning Spaces: Designing Educational Environments for a New Generation.” With over 30 years of experience in schools and districts across the country, she has served as a teacher, consultant, director of curriculum and instruction, principal, federal programs director, and CTE director. A specialist in school improvement and turnaround efforts, she is also an industrial/organizational psychologist, passionate about aligning people, processes and learning environments for student success.

Read more in Techniques.

Student success requires more than strong curriculum and skilled instruction. For many learners, particularly those navigating mental health challenges, success hinges on emotional safety and connection. One powerful and underutilized tool in creating that connection is dog therapy.

At SouthernTech, we piloted a dog therapy program aimed at supporting students struggling with anxiety, depression, trauma and feelings of isolation. This initiative proved to be more than a feel-good story; it became a bridge to deeper engagement, resilience and retention for students who often feel unseen.

Why dog therapy matters

CTE programs are hands-on, workforce-focused and fast-paced. For students dealing with external stressors such as housing insecurity, family instability or untreated mental health conditions, these programs can feel overwhelming. The truth is, 40% of U.S. high school students have reported persistent feelings of sadness or hopelessness (Centers for Disease Control and Prevention, 2023).

Dog therapy has been shown to “reduce cortisol levels, increase oxytocin, lower blood pressure, and increase social engagement and emotional regulation” (Arsovski, 2024). For students who have grown to distrust adults or educational systems, dogs can be the first safe relationship they encounter at school.

Creating buy-in

Not all staff members believed in the idea, and the board of directors had many questions. But ultimately… What began as our resource officer having a service dog turned into SouthernTech needing a full-time therapy dog of its own. We wanted to take a different approach to student support.

Students began visiting the dog when they felt overwhelmed. Instructors noticed a significant cultural shift in their classrooms and reported fewer emotional breakdowns. Even more powerful was the way our therapy dog served as a social equalizer, breaking down barriers between students of different backgrounds and helping our educators connect with the most disconnected learners.

We created a QR code that was added to students’ badges that allowed them to gain access to counseling and the dog. This turned out to be a huge success for students and instructors. Students benefitted from compassionate and trauma-informed care, and instructors received extra support for student needs. The next year was an even bigger success as staff started opening the badges for different needs.

All of this brought a new culture to SouthernTech and garnered the support of everyone for the initiative. One administrator, who had not been supportive of the initiative, stated, “No school should ever be without a dog!”

Implementing dog therapy in your CTE program

You don’t need a large budget to start. Here’s how you can replicate our success in your community.

1. Partner with local therapy dog organizations. Contact an accredited organization like Alliance of Therapy Dogs. Many are eager to serve schools and already carry insurance and credentials.
2. Create a calm, safe environment. Designate a quiet space for interactions. Keep sessions short and ensure students opt in voluntarily.
3. Train staff on trauma-informed approaches. Therapy dogs are most effective when paired with educators (e.g., counselors) who recognize signs of emotional dysregulation and understand how to support healing.
4. Collect data thoughtfully. Track attendance, referrals and student feedback to measure impact. Qualitative data, like student comments or counselor observations, can be just as valuable as numbers.
5. Center equity. Ensure that the program is not just benefiting high-achieving or already engaged learners; everyone can benefit from therapy dogs.

A culture of belonging

While a therapy dog can spark engagement, it’s the culture that sustains it. In our case, the dog was the door, but the relationships that formed on the other side were the real intervention.

CTE educators are uniquely positioned to implement creative, student-centered support. Our students are preparing for high-demand careers in high-pressure industries. Building their emotional resilience is not an extra; it’s essential workforce preparation. By integrating animal-assisted therapy into CTE environments, we’re not just supporting students who show up every day. We’re reaching out to those who have almost given up and showing them that they belong here, too.

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Kristal McGathern is a program director at SouthernTech in Ardmore, Oklahoma.

Career and technical education programs are designed to open doors to high-demand, high-wage careers. And when students with disabilities gain access, the benefits are profound. Students with disabilities who participate in CTE are more likely to graduate on time (Carruthers et al., 2022). And to earn industry-recognized credentials that expand their career options (Dougherty et al., 2018). They are also more likely to secure full-time employment after high school than their peers with disabilities who don’t participate in CTE (Lee et al., 2016).

Despite these powerful benefits, however, barriers remain for many students who want to access CTE opportunities. Federal mandates and advances in educational technology have helped, but many classrooms, labs and work-based learning programs are still inaccessible. Not because educators lack commitment, but because they often lack the tools, training and resources needed to serve a wide range of learners.

CAST, the nonprofit behind the Universal Design for Learning framework, is working to change that. With funding from the Mitsubishi Electric America Foundation and in partnership with ACTE, CAST is leading the creation of the CTE Accessibility Hub. This is a freely available online resource designed to provide CTE educators with tools to make their programs more inclusive. By equipping educators with the knowledge and resources they need, the Hub can help ensure that students of all abilities can fully participate in CTE and reap its life-changing benefits.

A shared commitment to inclusion

For MEAF, this project is part of a broader, decades-long commitment to supporting youth with disabilities. Since its founding 35 years ago, the foundation has focused on empowering young people with the skills, opportunities and confidence to thrive.

“From the very beginning, our foundation was focused on empowering youth with disabilities,” said Tara Havlicek, program manager at MEAF. “This work — equipping teachers, preparing employers and supporting students — is so important.”

While awareness of accessibility has grown, resources remain scarce. “Only about 5% of all foundation dollars nationwide support people with disabilities,” Havlicek explained. “That’s why projects like this Hub are so exciting. We can make real change by giving educators the tools and training they need.”

A hub designed by educators

The CTE Accessibility Hub will be hosted on ACTE’s CTE Learn platform. Educators across the country will gain access to a curated collection of resources grounded in UDL practices.

The CTE Accessibility Hub will feature:

• Case studies: The Hub will showcase real-world examples of accessible CTE programs. Each case study will highlight an assistive technology device that educators can use in the classroom.
• Downloadable tools and discussion protocols: These resources will help administrators lead conversations on accessibility with their teams, allowing for the development of local solutions and the identification of possible gaps or areas where CTE educators could use more support or training.
• Universal Design for Learning: The Hub will include professional development resources aligned with the UDL framework, designed to build educator confidence and capacity in supporting a wide range of learners.

“CTE teachers want to serve every student well,” Havlicek said. “But many come from industry and haven’t had the same pedagogical training as educators in other programs. The Hub is about giving them the tools and resources to feel confident, prepared and ready to include everyone.”

Listening first, building better

CAST is starting by listening to educators. In the past year, CAST and ACTE, with support from the Mitsubishi Electric America Foundation, launched a national survey to better understand what educators need to make CTE accessible for students with disabilities. We have received hundreds of responses from instructors, administrators, and others who work at the secondary and postsecondary levels. And they have sent a clear message. CTE educators are eager to make their classrooms inclusive. In order to do so effectively, they need more tools, more time and more training.

Respondents identified access to assistive technologies, collaboration between CTE and special education staff, and targeted professional development as top priorities. Many also requested real-world examples of accessible CTE programs and adaptable templates that they can apply locally.

“This project is about making sure no one has to reinvent the wheel,” Havlicek explained. “If something amazing is happening in Ohio or Florida, how do we make sure that an educator in Utah can learn from it? That’s the beauty of the Hub — sharing best practices and making them accessible nationwide.”

Improving outcomes

A cornerstone of the Hub will be 10 in-depth case studies that profile schools, industry partners or programs successfully leveraging accessible technologies to improve outcomes for students with disabilities.

These stories will highlight both successes and challenges, from embedding assistive technologies in automotive pathways to using AI tools to prepare students for job interviews in robotics and manufacturing. Importantly, each case study will include downloadable resources so administrators and educators can turn ideas into action.

The CTE Accessibility Hub represents a collaborative vision between CAST, MEAF and ACTE: a future where accessibility is built into the fabric of every CTE program.

“Accessibility can’t be an afterthought,” said Skip Stahl, founder of CAST and team member on the Accessibility Hub project. “By embedding UDL principles into every resource we create, the Hub will ensure that students with disabilities have the same opportunities to thrive in high-demand careers as their peers. That benefits everyone.”

Havlicek pointed to the broader workforce implications: “People with disabilities are 25% of the population, but they’re too often excluded from career pathways. We know that when students with disabilities are given the training and opportunities, they often become some of the best employees that companies have. The Hub is about making sure those opportunities are open to everyone.”

Shaping a stronger workforce

The launch of the CTE Accessibility Hub comes at a critical time. A recent report (Hetrick et al., 2024) projected that the nation could face a deficit of 6 million workers by 2032 in health care, utilities and other CTE-related industries. Addressing this gap will require tapping into the potential of students who have historically been left out, explained Havlicek.

“We can’t afford to set low expectations,” she said. “If you give students the training and the opportunity, they’ll rise to the occasion. That’s what makes this project so exciting. We’re helping educators see what’s possible, and we’re building a workforce that includes everyone.”

The Hub will debut on ACTE’s CTE Learn platform in 2026, with resources and case studies rolling out in phases. All materials will be free and available nationwide, making it easier than ever for CTE programs where every learner belongs. These efforts represent a growing national movement to ensure every student has the opportunity to succeed in career-connected learning.

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Amanda Bastoni, Ed.D., is senior director of workforce and higher education implementation at CAST.

Read more in Techniques.