Category: FEATURES

“A framework for global social justice in CTE” appears in its entirety in Techniques’ November/December 2021 print issue.

Social justice has become a focus for educators and educational systems around the world. The Center for Global Education at Asia Society has partnered with ACTE to address equity issues for all students in career development and preparation.

We developed a framework to assist educators in reflecting on their students and educational environments. Take a moment to consider your students:

• What cultural experiences do your students bring to your program?
• How well do your students overcome obstacles and find support when they need it?
• What employment experiences do your students bring?
• What opportunities have students already had in your specific career field?

The Global Social Justice Education Framework provides a model to help educators ensure that career and technical education (CTE) programs are designed to value all students and to prepare them for success in our interconnected world.

Global social justice education challenges all educators to utilize global competence as a framework to recognize systems of injustice, and to work to create equitable learning environments for all participants.

CTE educators hold a unique position to help students develop an appreciation for the intersections of work, social justice and the common good. Let’s explore the Global Social Justice Education Framework further, and then we’ll review some resources to help educators.

Global competence and social justice

Global competence is the knowledge, skills, and dispositions to understand and act creatively on issues of global significance. Critical thinking, curiosity and problem-solving skills must be applied to understand the world in its full complexity. It’s important that students understand how local issues affect broader global forces.

Social justice examines how inequality and oppression are constructed in every level of societal organization. At the individual level, this is reflected in attitudes and behaviors; at the institutional level, through policies and practices; and at the societal level, through messages of what is deemed “correct.” Each level interacts with and reinforces the others.

If we explore the social construction and histories of our laws, policies and practices to recognize that what has “always been done” may not always be right, then we can act to change systems that advantage some and disadvantage others.

In CTE, global social justice means:

• Engaging all students in respectful, collaborative experiences that teach learners to value the perspectives of others, including looking to international sources for possible solutions to challenges.
• Creating a program culture and selecting curricular materials that integrate global content and reflect students’ backgrounds and life experiences.
• Providing equal opportunities for participation in internationalized CTE programs, learning activities and work-based learning.

Global social justice education

Global social justice education is driven by reflective practitioners who ally with students to challenge systems of injustice and to inspire hope. There are four dimensions of global social justice education that provide insight into thinking about student experiences and learning processes, followed by a five-stage improvement process to enhance learning.

The resulting equitable learning environment incorporates the curriculum, culture, and norms of the program and its related career field. Curriculum — interconnected across technical, academic and employability skills — explicitly addresses the development of global competence. Program guidelines are equitable; they support each student. Together, the learning community agrees to reflect the expectations of business and industry. Further, access to quality career counseling and advising is provided to achieve success in the selected program of study.

Dimensions of global social justice

1. Effective engagement: Engage the entire learning community! Students benefit when given the chance to engage in complex, inquiry-based projects and work-based learning. These opportunities support skill development, inspire appreciation of multiple perspectives and empower students to act.
2. Diverse instructor experiences Work hard to hire and retain diverse staff with
   up-to-date knowledge and skills. Additionally, all instructors should recognize their positions of power
   in the classroom environment and work to foster effective, inclusive, cross-cultural interactions.
3. Active reflection:Faculty reflect on instructional practices through the sharing of instructor and student work. Together, instructors and students evaluate personal awareness and biases to plan learning processes that create positive change.
4. Authentic student experience: Strive to operate the program in a manner free from bias. And work hard to align coursework with standards. Students will graduate with applicable work-based learning experiences, ready for careers in the interconnected global economy, and prepared to work with people from diverse backgrounds.

Resources

The Center for Global Education at Asia Society offers the Global CTE Toolkit, filled with free resources. Teacher or administrator, secondary or postsecondary — find tools for you!

Educators who would like to become more familiar with their students’ diverse backgrounds will find assignments and conversation questions. These build on each other to foster a greater understanding of students’ perspectives. Further, educators who seek to design curriculum, instruction and assessment for teaching global competence will find Asia Society’s Global Leadership Performance Outcomes and more. And, for administrators, the ACTE Quality CTE Program of Study Framework offers significant guidance for program development. Additionally, postsecondary administrators will find a guide with tools for leading staff through online professional development modules, resources and example syllabi to begin internationalizing the CTE curriculum.

The Longview Foundation also created a self-reflection tool to assist institutions and CTE programs as you consider internationalization efforts in these areas:

• Institutional commitment
• CTE program commitment
• Program leadership, structure and staffing
• Faculty policy and practices
• Curriculum, co-curriculum and learning outcomes
• Collaboration and partnerships

Through the completion of assignments and training modules, students will become more aware of global skills, apply them to their communities and career fields, and create personalized plans of action.

Michelle Conrad is an associate professor in CTE in the School of Professional Education
>amp; Leadership at the University of Central Missouri.

Larae Watkins is assistant professor in CTE in the School of Professional Education >amp; Leadership at the University of Central Missouri.

Heather Singmaster is director of CTE and the Global Cities Education Network at the Center for Global Education at Asia Society.

Read the full article in Techniques in print in November/December 2021.

Established 70+ years ago in north Alabama, Calhoun Community College serves more than 10,000 students. The college offers 49 associate degree options, as well as 52 certificate programs. The college’s Machine Tool Technology program continues to gain in popularity with career and technical education (CTE) stakeholders as the region needs to fill high-paying jobs in its manufacturing sector.

Filling a need for machine tool technologists

Tad Montgomery is the lead instructor for the program. “We have developed the program,” he said, “to the point where there are more than 100 young men and women in the day and night programs working toward their associate degrees and various certificates of proficiency.

“Of great importance to our Machine Tool Technology program has been the efforts and collaboration of our advisory board. This board, made up of local manufacturing business leaders, shares their expertise with us in the development of high-quality manufacturing curriculum along guidelines established by the Nation- al Institute of Metalworking Skills (NIMS),” continued Montgomery. “They know what they need in the way of skilled employees. And they help guide us in establishing the CAD/CAM and CNC machining operations in our classroom and lab that will result in good jobs for our graduates.”

Calhoun Community College’s Machine Tool Technology program provides students with the knowledge and experience to satisfy the manufacturing industry’s need for three-axis skills. But, Montgomery realized, the aerospace and medical device manufacturers in North Alabama and surrounding areas needed employees who could handle common five-axis work.

Advancing operations in Alabama with Project MFG

“An early solution,” said Montgomery, “was to get involved with Project MFG,” a collaborative endeavor among industry, academic and defense partners in the United States working to equip the next generation of skilled trades workers. Participants in Project MFG includes the Alabama Community College System, as well as such manufacturing industry leaders as machine tool builder Haas and CAD/CAM software developer Mastercam.

Project MFG hosts a series of competitions highlighting the technology and skills needed to succeed in today’s advanced manufacturing workplace.

“We picked several students from our Machine Tool Technology program,” he continued. “And we came in after hours to teach beyond our standard curriculum regarding multi-axis CAD/CAM and CNC machining operations. We did pretty well in the competitions, taking first- and second-place awards, and realized where manufacturing was heading and what we needed to teach to compete in the job market.”

In order to transfer higher-level skills to more manufacturing students, Calhoun Community College formed the Alliance for Machining Professionals (AMP) in 2020. The college established partnerships with local companies:

• Brown Precision, Inc.
• ATI
• Dynetics Technical Solutions
• In’Tech Medical SAS
• M>amp;J Precision Machining and Fabrication

Working closely with industry and education partners, Montgomery established a curriculum and co-op work program that provides an opportunity for students to achieve success in manufacturing.

“Because of the difficulty in understanding complex programming and machining,” said Montgomery, “we established strict application requirements for students considering our AMP program.

1. “They must be at least 18 years old by June 1 of the application.
2. “We look for candidates who have participated in STEM coursework, such as STEM BEST (Businesses Engaging Students and Teachers), Project Lead the Way, or robotics.
3. “We also look at their ACT and other test scores, and they must be eligible to take Math 100 and English 101 at our college. ”

Students must also sign a commitment that holds them to high standards. They are allowed only three excused absences for the school year, and only two late arrivals to class. Students wear work shirts for class. And they dress in business casual attire for such functions as Haas Demo Days, advisory board meetings and recruiting sessions.

“We expect professional behavior from our students,” said Montgomery.

“On the days they are here, they must clock in on arrival. They clock out and in for lunch, and then they clock out at the end of the day. We keep everything very business-like. For those days working at our partner businesses, they earn a salary and that makes our AMP program very attractive to serious students.”

AMP students become immersed in manual machining their first semester. This helps give them a feel for cutting metals in a variety of hands-on milling and turning operations. The second semester concentrates on CNC turning, with CNC milling in the third semester, while teaching students the basics of Mastercam, downloading designs they completed in SolidWorks, and programming toolpaths.

During the fourth and fifth semesters, they use the Mastercam curriculum and materials for advanced CNC milling and turning. “Mastercam is extremely user friendly,” said Montgomery. “A real advantage, considering the complexity of multi-axis work. It’s also the industry standard. So it’s of benefit to teach the students the programming software they’ll probably be using in the workforce.”

At the end of the fifth semester, students earn an associate degree in advanced manufacturing. During the sixth semester, AMP students explore Mastercam five-axis programming and Haas five-axis machining operations in depth. They then earn a certificate proclaiming their skills in five-axis advanced manufacturing.

Building a promotable workforce

“This is our inaugural year for the AMP program,” said Montgomery. “We had hoped to have about a dozen students sponsored by local industry. But, because of the COVID-19 outbreak in the country, only eight could be afforded co-op positions. We’ve been able to go full speed ahead with the program, however, with everyone wearing masks and maintaining social distancing. This hasn’t been a problem because we have many available Mastercam seats in our lab, and many CNC machines. All students are well separated.”

Calhoun Community College supports 24 Mastercam workstations in their CAD/ CAM lab. For project work, students program and machine things they can take with them and use, such as:

• Parallels
• 1-2-3 blocks
• Vice stops
• Screw jack sets
• Collets and speed wrenches
• C-clamps
• Drill gauges
• Trailer balls
• Machinist hammers with a storage compartment in the handle to accommodate a variety of tips

Further, the department has grinding and heat-treating capabilities for projects in steel.

“It’s important to note,” added Montgomery, “that we spend about an hour each day integrating employability skills, such as problem solving and lean manufacturing processes, into the AMP program. This adds to CTE students’ value as promotable employees among their co-op sponsors.

“Although this is just our first year of AMP, our advisory board has expressed pleasure at the results so far. They look forward to having their workforces enriched by the quality of our graduates heading their way.”

Barry Van Name is an editorial associate with Lynn Gorman Communications. They specialize in industrial technology topics including manufacturing skills education and training.

Learn more about Mastercam.

“It is essential that high school career and technical education (CTE) programs align and develop partnerships with stakeholders in postsecondary CTE” (Source)

This article seeks to inform the reader about the relationship between a Careers in Education program and the Educator Preparation programs at a nearby liberal arts college. Central to the partnership’s success, stakeholders collaborate to:

• Develop and revise high-quality CTE curriculum
• Engage and support students in high school, and as they transition to higher education

Several of the programs’ graduates now teach in local schools. The impact of this partnership on education in the community is significant and can be heard through their voices.

Context

Keene High School (KHS) serves approximately 1,400 students from the city of Keene, New Hampshire, and several surrounding towns. The affiliated Cheshire Career Center serves three high schools throughout the region and comprises 19 programs. The Careers in Education course — originally called Child Care, then Early Childhood Education — is one of the original programs offered from when the center was built in the mid 1970s. In 2013, the state competencies shifted to a broader curriculum encompassing all aspects of education. Thus, the name changed to Careers in Education. This course provides students with the opportunity to explore education related careers while in high school.

Keene State College (KSC) offers educator preparation programs in Early Childhood, Elementary, Secondary, Music and Physical Education. The CTE and undergraduate programs, alike, demonstrate a strong commitment to providing clinical experiences in stimulating learning environments with highly skilled cooperating professionals. When engaged in both programs, students conduct observations, plan and implement lessons, and learn best practices for at least six years before beginning their careers.

“Programs and initiatives that blend CTE with rigorous academic coursework are providing students with increasingly advanced sets of precollege learning experiences.” (Source)

Collaboration for shared success

Faculty from the Early Childhood and Elementary Education programs serve on the program advisory board for the Careers in Education program. The board meets formally twice each academic year and communicates on a regular basis. Made up of educators with a variety of experiences and abilities, the board serves to advise, assist, support and advocate. Recently, they have supported the Careers in Education program in many ways.

• Suggesting new instructional equipment or material
• Assisting with safety protocols
• Helping to align curriculum with higher education and industry standards
• Promoting the program throughout the greater community

After examining the content in the first-year courses at Keene State — along with past practices in the secondary CTE program — instructors designed new experiences for student learners. One of these new experiences broadened students’ clinical time within the education field. The changes meant students would spend more time observing in local elementary and middle school classrooms. Careers in Education program faculty also scaffolded the content carefully to ensure the CTE students met competencies. Additionally, they designed their lessons in a similar format across programs, so the students would know what to expect when advancing to higher education.

Students visit KSC during their junior and senior years to explore the campus community and learn about education programs. A visit to the Child Development Center on campus allows students to experience an environment like their own preschool classrooms. Through this experience, students begin to see the opportunities available to them in their own community. And they gain a stronger understanding of higher education.

“Colleges and universities must learn to meet students’ needs and demands while they are still in high school and help them transition into college and the workforce” (Source)

Impact on the students and community

Graduates who choose to further their education at Keene State College arrive with a solid understanding of best practices. They often transition seamlessly into experiences in higher education. Confidence in writing and implementing lesson plans comes naturally since students had similar experiences in high school.  This allows them to make rich connections during college classes.

One graduate remarked:

“The most valuable part of my time at KHS and KSC wasn’t the time I spent in a high school classroom or college lecture hall; it was the time I was in real classrooms with experienced educators — learning on my feet how to be a teacher. I saw the heart, soul and long hours these educators put into their jobs as teachers and how it made the learning come alive for their students. These are not skills that can be learned in a textbook or discussed anecdotally. Real-life, hands-on experience is the best way to learn how to teach.”

Benefits of collaboration beyond the walls of the classroom

Often, local administrators reach out to faculty in the programs seeking former students to fill vacancies in their schools. And many of the shared graduates decide to become educators in the community in which they were prepared. One former student said her decision to stay local was an easy one.

“I wanted to be able to help children appreciate where they’re from and celebrate what makes our local area special. I believe it is important for students to feel connected and grounded in order to feel safe and learn. One way this can be accomplished is to be proud of where they live and take part in their local communities.”

The programs, in partnership, align curriculum and learning opportunities to provide students with rich learning experiences. Seeing the graduates then carry their learning into classrooms throughout the community is rewarding. That makes our continued collaborative efforts worthwhile.

Kimberly J. Bohannon, Ed.D., is an associate professor at Keene State College. She is the coordinator of the Elementary Education program and teaches throughout the program with a passion for elementary methods courses and student teaching. Her research interests include P–12 partnerships and faculty-student relationships.

Jennifer C. Antosiewicz has served as the Careers in Education teacher at Keene High School, Cheshire Career Center for 21 years as well as maintaining a highly qualified lab school which follows the NAEYC program requirements.

Xello is pleased to support ACTE and CTE practitioners through the development of publication briefs and resources to delve deeper on topics within Read Taking Business to School: West-MEC and Palo Verde Generating Station to learn more and uncover elements of business–education partnership success.

“Innovation survives only when people believe in their own ideas.” –Levo League

A surviving idea solves problems with creativity. A great idea is one that survives over time. After many years of legislation focused on the value of technical skills, the 1960s saw the passage of The Vocational Education Act of 1963, which helped create a multitude of initiatives.

The act established a system of secondary schools focused on technical skill delivery. And, although this legislation and many that followed contributed to the growth of career and technical education (CTE), each law relied on action taken by the states. Factors such as geographic location and financial as well as human resources make it challenging to maintain consistency in national program growth and quality.

As CTE grew in secondary schools across the nation, questions were raised about how to  determine the efficacy of technical instruction. It was during those years that the National Occupational Competency Testing Institute (NOCTI) was established to ensure that teachers fully understand their craft. But this article does not focus on NOCTI’s role in the evolution of CTE. Instead, we want to talk about the innovations of one state.

Pennsylvania utilizes NOCTI’s services as part of an ongoing, innovative approach to quality CTE teacher preparation.

The real strength of any CTE program comes from a quality curriculum delivered in a real-world environment by a teacher with occupational expertise and significant work experience. And we know that many CTE teachers transition into the classroom from industry. How can career and technical education program administrators help recruit new teachers from industry and provide support as they navigate the transition?

Alternative certification programs assist in this career transition and provide individuals with licensure. However, providing a certification does not a program make. High-quality CTE program administrators must also establish a pathway to continued instructional improvement and support teacher growth and success. The commonwealth of Pennsylvania dedicated resources to maintaining a pipeline for CTE teacher preparation that stands the test of time.

Innovative practices in CTE teacher education

A coordinated system of statewide universities

Three universities — known as professional development centers (PDC) — serve different regions of the state. PDC coordinators meet on a regular basis to ensure continuity and consistency across the Commonwealth, with instructional delivery governed by the Bureau of Career and Technical Education (BCTE) under the Pennsylvania Department of Education.

Objective evaluation of a teacher candidate’s work history and experience

This strategy verifies that prospective CTE teachers demonstrate knowledge in all aspects of a particular industry. This evaluation approach includes granting college credit for work experiences. These credits are then applied to permanent teaching credentials as part of an overall certification program.

Ongoing individualized program to develop pedagogical skills

Each teacher candidate receives professional development in the necessary pedagogical skills to deliver their content. This program includes several classroom visits from PDC instructional experts. A key component to new teacher success: These visits are integrated within the local CTE administrator’s teacher evaluation and improvement system.

Statewide expectations for technical skill levels

Pennsylvania state legislature mandates NOCTI credentialing. And BCTE sets the expectations of technical competence, determined by the requirements of each individual CTE program.

Focus on improving teaching and learning

Third-party data on individual competencies by program are used to guide development of statewide technical update workshops. This approach supports CTE teachers in keeping current with new materials, processes, equipment, procedures, and regulations.

Resources for administrators

In-person school improvement mentors

A network of career technical distinguished school leaders (CTDSLs) assist new CTE leadership with local issues using consistent state resources.

CTE Administrative Director certification

BCTE also collaborates with the PDCs to guide learners toward the CTE Administrative Director certification. Universities provide the required coursework and degrees leading to state certification.

Ongoing CTE administrator training

The Pennsylvania Association of Career and Technical Administrators (PACTA), formerly the Pennsylvania Association of Vocational Administrators (PAVA), has worked in partnership with BCTE for close to 40 years. The relationship became even stronger when a former Pennsylvania CTE director took the helm of what was then PAVA. An even stronger business relationship emerged when PACTA began contracting with BCTE, some 15 years ago, to deliver ongoing administrative coursework: Pennsylvania Inspired Leadership (PIL). Though focused on administration, this coursework offers consistency in practice for all programs. Topics include:

• Teambuilding and collaboration
• School-level data to action
• Equitable practices in education
• Cultivating conditions for success
• Leading schools in an e-learning environment

Few of these innovations indicate brand new ideas. Rather, the innovation is found integrated and systematized into the workflow between organizations. The focus on quality works because individuals see proof of the concept. And the proof of success lies in its sustainability.

Jackie Cullen is executive director of PACTA.

John Foster is president and CEO of NOCTI.

Signs and displays speak volumes about your classroom, school and community. They communicate important information, and they provide direction. Thoughtful use of sign and display solutions can help achieve important programmatic goals in career and technical education (CTE).  To engage students and facilitate inclusive learning environments, consider how signs can help.

Techniques recently spoke with Ryan Farris, president and chief operating officer of PostNet, who shared some tips.

What do you do at PostNet?

I oversee the sales, support and ongoing operations of the PostNet franchise network. I work with a highly talented headquarters team and a network of independently owned and operated PostNet franchises to provide printing, shipping, packaging and related services to local markets. 

Thanks for sharing! Next, let’s chat about your education. What did you study?

My education focused on financial skills, with a double major in finance and economics. This included plenty of accounting, which has been extremely useful in my professional career.  Later, I completed the entrepreneurship program through Rice University’s MBA school. 

How can sign and display solutions be used to engage students in hands-on learning?

Learning and memory retention is greatly enhanced when multiple senses are engaged. When educators leverage auditory and visual senses together, students are not only more engaged, but memory retention is also enhanced. Signs and displays work to complement instruction as well as hands-on learning opportunities.

Go further to add tactile components, like augmented reality, and students become more immersed than ever.

What are the most important factors to consider when choosing signage?

Consider the intended message, action, audience and visual area for your signage and display solutions. If your intent is to educate, think about how much space you have and how best to convey that message. Larger amounts of space may allow for text, visuals, audio and tactile options. Smaller spaces may lend themselves to more visuals or illustration models. Regardless, every surface offers an opportunity for signage.

How would a sign for a CTE program recruitment event differ from a sign used in a classroom or lab environment?

Again, content, illustration and messaging! In a recruitment format, focus more on awareness and engagement. In a classroom setting, the goal is to educate and retain. When we focus on awareness, we think of eye-catching and attention-grabbing signage. In the classroom, signs will be more educational to support instruction and reinforce messaging.  The audience is more captive, and thus the content can be more detailed and provide richer content.

In what ways can educators improve inclusivity in their learning environments through signage?

Signage is a great way to project the goals, mission and the people (teachers and student body). Leveraging window and wall graphics with proper photography is a great way to highlight diversity and inclusion, showcase program details and learning environments, and convey the culture of the school.

Certainly, additional areas for consideration would include wayfinding updates: how to navigate the space. It’s important to update those dimensional or flat images to align with the culture and values of the school. That may mean displaying gender-neutral signage where appropriate.

Is there anything else you’d like to share?

Regardless of your intended purpose, visual communications are essential to all learning environments. There is no better or more cost-effective way to project the culture and value of a school than good signage — nor any better way to reinforce educational and learning messages. Visual communications are key to enhancing your students’ education and learning experience.

All educators learn various skills, techniques and practices that their predecessors crafted through experience and hard work.  I took everything I could from my teacher preparation program and a master’s program in learning and technology and tried my best to apply it in all my teaching endeavors.  Some amazing experiences as an entrepreneur also informed my teaching. This work, in my early 20s, included running a million-plus-dollar budget for a small business and pitching an artificial intelligence solution to solve a company’s global supply chain problems.

During my first few years as a teacher, I felt confident that I knew a lot about business and could share great information with students. But I wasn’t feeling the same excitement from students that I felt about entrepreneurship. I quickly realized the students needed more.

Enter project-based learning.

I learned more about project-based learning (PBL) — the concept of using projects and teamwork to drive learning — in the fall of 2019. By Fall 2020, my journey as a teacher shifted. I wanted to create a unique learning environment that my students would brag to their friends about. I adapted the content to fit my vision of what learning entrepreneurship could be. My students began collaborating with peers in other classes and designing advertising campaigns.

And I learned two things that exemplify what it means to be an entrepreneur:

Grit and resilience

Entrepreneurs change the world for the better. They find solutions to problems that can improve life for people everywhere. And they bring products and services to their communities. Entrepreneurship is perhaps one of the most difficult tasks an individual can undertake. No playbook to guarantee success, no boss to guide you through the steps, no marketing machine. Only you and your employees looking to you for guidance. Through this, entrepreneurs either develop grit and resilience, or they fail.

As I redesigned the entrepreneurship courses at California Virtual Academies, I wanted to simulate the real world in a controlled setting; where failure didn’t result in losing everything, and where success could be felt and embraced and replicated.

Creating this environment was easier said than done. I did a ton of research and looked around the industry to find examples of people talking about developing grit and resilience. But I fell short of what I was hoping to find. I looked to my own experiences in life and found inspiration.

In 2015, my first day of class with Dr. David Stevens at Azusa Pacific University is one I will never forget. Dr. Stevens talked about things like neuroscience, teamwork, and childhood trauma. And I related on a personal level. Also, on that day, for the first time ever, I heard the term “student-led classroom.”

Back in 2020, two things became clear:

1. Students need to learn entrepreneurship.
2. To do so properly, they need to lead the classes themselves.

The student-led classroom is exactly that: a classroom where students lead their learning experience. Students decide what to work on, when to work on it, how to work on it, who will do what and so forth.

In entrepreneurship education, students learn how to lead.

They learn to take personal responsibility, to be humble and to admit when they are wrong. Entrepreneurs challenge themselves to put a common goal ahead of one’s own personal aspirations. And, collaboratively, they learn the valuable skill of figuring out how to get the job done no matter what. That’s what we did for career and technical education students at California Virtual Academies.

Long lectures? Gone.

PowerPoint presentations? Extinct.

Tests? Decimated.

My new classroom had one purpose: to teach students what it will be like out in the real world.

What does a student-led classroom look like?

Students form teams of four to seven. And then, with limited instructor guidance, they start designing fundraising events and building small businesses. In 2020–21, my students developed bonds unlike any they had experienced in education before — even in an online learning environment. The students learned that they had to be accountable to each other, not to me. And when they had a problem, they figured it out.  My role as a teacher shifted drastically. I just sat back and listened. It’s their responsibility to coordinate and complete the projects on their own, and they developed the critical thinking skills to do it..

The results were astounding. Students engaged 100% in their course projects during the 2020–21 school year. Students learned to accept each other’s differences. They embraced their diverse skills, and they leveraged each other’s strengths to solve a common goal. Students hired peers from other CTE pathways to help with things like marketing, advertising and website design, and they learned how to be effective leaders and communicators. But more importantly, students learned how to be good teammates who care about each other.

I believe a student-led classroom model offers the most effective way to teach our students grit and resilience. While entrepreneurship may be the easiest subject area to teach using the student-led model, I believe all CTE pathways can foster this kind of engagement and learning within the confines of their content.

Student-led classrooms teach grit and resilience.

After facilitating student-led classrooms for a couple semesters, I found Dr. Stevens again. Now he directs a graduate program, Master of Education in Neuroscience and Trauma, at Tabor College. We talked numerous times about student-led classrooms and neuroscience. Eventually, we recorded a podcast and put some ideas on paper. What I learned from him is that how I designed my courses aligns with what neuroscience tells us about learning:

• When students explore and interact on their own (with minimal adult coaching) they make discoveries that trigger dopamine in the brain. They tend to want more of this feeling, which provokes a risk-taking response — present without fear of making mistakes within a safe, supportive environment.
• Exploration creates a need within students to discover more and more. Student-led classrooms set up real-life situations in which youth to make mistakes and learn to then succeed on their own. This experience empowers them to take more and more intellectual risks, knowing that that the risks are necessary and worth the reward.

When students work as a team, they engage in such a way that group success becomes the goal. They find fulfillment in finding their place, and in seeing that they have distinct skills that add to the team’s success. So, I’ll encourage you to implement classroom environments that develop resilience and grit. Implement student-led classrooms because they are engaging and fun. And because they engage students in learning beyond the walls of the classroom.

Gregory Keele is the founder and CEO of Virtual Startup Academy. He was a classroom teacher for seven years and taught careers and entrepreneurship before launching his startup. In his spare time, he enjoys boating, wakeboarding, golf, playing with his golden retriever Amber, and being of service to his community.

Learn more from the writer in his recent webinar, Driving Student Ownership in the Classroom Through Entrepreneurship, Teamwork and Cross-curricular Collaboration, hosted as part of ACTE’s innovations series.

There’s a prevalent belief that all career and technical education (CTE) students intend to work exclusively in industry. But many students, if given the opportunity, will choose CTE teacher education.

“I came to West-MEC to define my path. And now, through dual enrollment, I will finish the Biomedical Science program well into my associate degree and with a pathway to a CTE teacher degree,” said Sophia Urrea Gonzales. “My dream has always been to become a teacher, and this is a great opportunity I can start to accomplish while in high school. Thank you!”

Postsecondary education needs to pioneer innovative, even radical, approaches to expand access and improve opportunities for every student. The traditional pathway for higher education has a student enter college upon graduation from high school.  The hope is that the student graduates with a bachelor’s degree. And they might acquire an associate degree along the way.

Consider, instead, pathways where there are multiple entry/exit points along the way. Stackable credentials maximize opportunities for students to shift seamlessly between the roles of learner and worker throughout their careers.

In 2009, the Arizona Board of Regents (ABOR) published a report identifying a shortage of opportunities for bachelor’s degrees in Arizona. The report identified that 69,000 new degrees would have to be produced in Arizona — just to reach the average of other states. As a result, ABOR reduced the required number of credits for a bachelor’s degree and increased transfer credit potential from two-year colleges.

Offer innovative approaches to workforce development.

Through 90/30 programs at Northern Arizona University (NAU), students can transfer up to 90 credit hours, including dual enrollment community college coursework, into a degree. Curriculum and programs were redesigned. This innovative approach lowers the minimum number of credit hours taken at NAU to 30 (or only 10 courses).

The Bachelor of Science in Education, Career and Technical Education (BSED CTE) degree program was created to help professionals advance in the technical areas of their careers and become equipped to teach others. The degree is intentionally flexible, with pathways available for those in industry or in education.

Students focus on an emphasis area in one of five clusters. Or they may choose more than one with the occupational emphasis.

• Business and Marketing
• Education and Training
• Family and Consumer Sciences
• Health Careers
• Industrial and Emerging Technologies

In the 90/30 program, 75% of the degree credits may come from outside of NAU. So our program capitalizes on content knowledge gained from transferred credits and work experiences. Students can stack certificates at the community college level into an associate degree. Or they might transfer those certificates directly into our program. They can move in and out of higher education as needed for career growth. For students who focused on industry-based certifications, we also have a pathway.

Experience the adaptability of career and technical education.

The 90/30 program at NAU not only recognizes, but encourages, those who work in business and industry to bring those experiences back to school. NAU’s BSED CTE program offers experiential credit through two methods: NOCTI testing and verified job experience. Our program also recognizes the important training provided while serving in the armed forces. Through ACE credit, we transfer military experience directly into the emphasis of the degree.

Once at NAU, students take core classes in career and technical education. Leveraging the students’ occupational knowledge and skills, the CTE classes at NAU build from that foundation and add professional knowledge of teaching and learning. Course content includes teaching methods, curriculum development, learning styles, instructional technology, and education research.

Each student aligns class assignments with content areas. Students with welding backgrounds design curriculum and teach lessons related to welding, whereas students with nursing backgrounds focus on nursing. The degree program works with a student’s content knowledge, not against it.

Career and technical education encompasses teaching content that relates to a specific business/industry skill set rather than focusing on an academic area. Regardless of content area, all career and technical education fields share common elements. These include work-based learning, competency-based curriculum, integration of academics/applied academics, workplace readiness, and evaluation and assessment of skills.

Expand access to high-quality CTE.

After establishing our BSED CTE as a 90/30 program, we strengthened our partnerships with the 13 state community college districts. Arizona’s Arizona Transfer Model communicates a vision that “college degree pathways are accessible to all Arizonans.” Through Articulation Task Forces (ATFs), public community colleges, tribal colleges and public universities maintain an Arizona General Education Curriculum. Together, they work to establish course equivalencies, common core matrices and articulated degree pathways. NAU’s faculty participate in ATFs to ensure pathways are updated and promoted with community college partners.

But there was more to be done. Why should stackable credentials stop with a bachelor’s degree?  Thus, in 2014, NAU’s CTE programs launched an accelerated bachelor’s-to-master’s-degree pathway.  The 90/30 BSED CTE was combined with a 30-credit Master of Education (MED) in CTE degree. Students can  complete both degrees in as little as 18 months! The innovative accelerated model we created allows students to count up to 12 credits of coursework twice, toward each program.

We are eager to expand our model, reaching higher yet. We are building partnerships — with West-MEC, a career and technical education district (CTED) in Arizona, and Maricopa Community Colleges — that benefit both the students and the community. Innovative teacher education programs such as ours help fulfill workforce demands. Using the technical skills and industry certifications earned at West-MEC, dual enrollment students can work in their career field while attending college. And, often, employers support employees with tuition reimbursement as they pursue career-enhancing education.

Fourteen West-MEC programs articulate into associate degrees at Maricopa Community Colleges and into the BSED CTE degree at NAU.

• Automotive Technology
• Coding
• Culinary Principles
• Emergency Medical Technician
• Energy >amp; Industrial Technology
• Fire Science
• IT Security
• Law >amp; Public Safety
• Medium/Heavy Diesel
• Physical Therapy Technician
• Precision Machining
• Welding Technology
• Hairstyling
• Aesthetician

High school CTE students appreciate the opportunity, as one of West-MEC’s Culinary Principles students expressed. “I want to teach students and help them become all they are meant to become,” said Rozlynn Haag. “All throughout high school, I knew I wanted to teach. And culinary is the most important subject to me, the one I want to share with others. In culinary, I found the highlight of my high school career, where I am proud to make superb food. I definitely want to help others have the same experience.”

This innovative pathway will grow industry experts, CTE teachers and instructional leaders of tomorrow.

Nicole Hampton is ACTE’s 2021 Postsecondary Educator of the Year, faculty in the College of Education at Northern Arizona University and CTE area coordinator.

Speranta Klees is the postsecondary partnerships manager at West-MEC and the ACTEAZ 2015 CTE Counselor of the Year.

Meet the writers at ACTE’s CareerTech VISION 2021. They will present an in-person session — To the Workforce, and Beyond! Nonlinear Pathways for Postsecondary Attainment.