Come on in. Let’s gather again in the birthplace of jazz. ACTE’s hottest event of the year offers content, networking and instrumental experiences designed to inspire growth. Together, we’ll advance the field of career and technical education (CTE) for all learners.
ACTE’s CareerTech VISION 2021 happens in person, in New Orleans, Louisiana, and in a fully immersive virtual environment, on Dec. 1–4.
In-person attendees will experience four memorable days of dynamic professional growth and networking. Invest in yourself ! ACTE’s CareerTech VISION is the must-attend event for every career and technical educator. With a little rhythm (if we can find it), educational leaders come together to share fresh insights on delivering high-quality CTE programs of study.
The in-person experience includes:
Inspirational keynote presentations focused on cultivating your leadership skills
Live product demonstrations >amp; exhibitor workshops at the CareerTech Expo*
More than 200 concurrent sessions* covering the most important issues in secondary and postsecondary CTE. Topics expected will include inclusion, access, equity and diversity; culturally responsive CTE environments and classrooms; strategies for thriving in virtual, hybrid and in-person settings; ideas for supporting new teachers; and specific CTE content areas represented by ACTE divisions
Note:
On-site sessions and the CareerTech Expo are available only to in-person attendees.
We wish everyone could be with us in New Orleans this year, but we understand there are limits and restrictions — on building capacity and on our personal comfort zones, too. Virtual attendees at VISION will enjoy:
Curated content and online sessions
Tips and tools to support CTE in a post-pandemic world
The virtual awards gala!
Find Techniques writers at VISION!
A selection of articles published in Techniques in September 2021 were inspired by educational programming expected to feature at ACTE’s CareerTech VISION. For a sneak preview, read:
It’s likely you’ve taught a student who identifies as lesbian, gay, bisexual, transgender or queer (LGBTQ+). Such youth with caring adults in their lives are less likely to self-harm and more likely to thrive in CTE. Anna Hall, a family and consumer sciences educator, offers best practices for creating more inclusive learning environments.
Respond to anti-LGBTQ+ language
According to a recent national school climate survey conducted by GLSEN (2020) almost all LGBTQ+ students surveyed (98.8%) reported hearing the term “gay” used in a negative or derogatory way while at school. Other research studies (Aragon, et al., 2014) indicate that students are hearing anti-LGBTQ+ language from teachers. This is
unacceptable.
I encourage you to address anti-LGBTQ+ language whenever you hear it. Start each academic term with a discussion on classroom community standards. Set expectations for student behavior, and let them know that microaggressions (such as, “That’s so gay!”) can lead others to feel they are unsafe in their learning environment.
Setting this precedent helps LGBTQ+ students feel safe and lets them know that you are an ally to them, whether or not you know their identities.
Learn the terms.
LGBTQ+ identities encompass both sexual orientation and gender. There are many different identities within the LGBTQ+ community, not all of which are expressed in the acronym. GLSEN, a national organization working to end discrimination and harassment of LGBTQ+ individuals, offers many great resources for inclusive professional development. The Safe Space Kit, for example, includes definitions for many terms you may not be familiar with. I highly suggest checking out this resource!
Select terms to know (from GLSEN Safe Space Kit):
Ally: A member of the majority or dominant group who works to end oppression by recognizing their own privilege and supporting or advocating for the oppressed population
Cisgender: A person whose gender identity and expression align with the gender
assigned at birth
Gender expression: The multiple ways (e.g., behaviors, dress) in which a person may
choose to communicate gender to oneself and/or to others
Gender identity: How an individual identifies in terms of their gender. Identities may include male, female, androgynous, transgender, genderqueer and many others.
Gender nonconforming: A person who has a gender identity and/or gender expression that does not conform to the gender assigned at birth. People who identify
as “gender nonconforming” may or may not also identify as transgender.
Queer: An umbrella term used to describe sexual orientation, gender identity or gender expression that does not conform to dominant societal norms. While it is used as a neutral, or even a positive term among many LGBTQ+ people today, historically “queer” was used as a derogatory term.
Normalize pronouns.
We would never ask a student with disabilities to disclose their individualized education plan to the entire class on the first day of school. Offer this same courtesy to transgender, nonbinary, and gender non-conforming students in regard to pronouns.
For inclusivity, ask for students’ pronouns as part of a get to know you survey. And ask if their identified pronouns can be used among classmates. While you’re at it… introducing yourself with your own pronouns will signify a safe space.
“Hi, I’m Mrs. Hall, and I use she/her pronouns.”
Create a classroom culture that values respecting one another’s pronouns. Doing so will foster an inclusive environment for any student who may have been misgendered. When adults respect students’ correct pronouns, those students are less likely to attempt suicide than those who do not experience the same re.spect. Using correct names and pronouns is suicide prevention.
Add your own pronouns to your social media profiles and introduce your pronouns along with your name when you meet someone new at a conference or in an interview. Normalizing pronouns is a good practice in all facets of our lives. It takes very little effort to make this change that will help make our society more inclusive of transgender and gender-non-conforming individuals.
Use inclusive language.
Students pick up on the language we use in every.day conversations and lessons. Utilizing inclusive language helps students to feel a sense of belong.ing, and they are better able to see themselves as members of the class. For example:
The common phrase “ladies and gentlemen” excludes all students who do not identify in either of these categories. Instead, switch your practice to use of an inclusive term such as “students,” “scholars,” “professionals,” or “future [add career path here].”
Inclusive language signals to others that you are welcoming and safe I encourage you to start practicing this in all facets of your life. We can also use inclusive language when we talk with students about their personal lives.
Don’t assume that all students have a mom and a dad. Instead, use the term “guardian” or “adult” when referring to the person you hope to see at an up.coming conference or open house.
Don’t assume a student’s date to prom is a member of the opposite sex. Instead, use gender-neutral language when asking any follow up questions. If a student shows you a picture of their prom outfit, you might ask, “Will your date wear a coordinating color?”
Display your poster.
ACTE created a downloadable safe space poster for CTE educators to hang in offices, classrooms, hallways or gathering spaces. Safe space posters have gained popularity, especially in the higher education setting. They present a great way to let others know you are an ally to LGBTQ+ youth, colleagues or other visitors. Let the world (or at least those who spend time in your classroom or office) know that you are accepting and affirming of the LGBTQ+ community!
Anna Hall is a family and consumer sciences educator with a background in college administration. She also advises FCCLA and the Gender Sexuality Alliance at her school. Hall is committed to helping make schools safe and equitable for all students. She is working toward a Doctorate in Education and is interested in researching the LGBTQ+ student experience in CTE programs and how to best support this student population. In her free time, Hall enjoys spending time with her family, baking, knitting and quilting.
Another school year has begun and we’re kicking off another year of Techniques. ACTE’s flagship publication for career and technical education (CTE) professionals intends to publish four print and four digital issues in 2021–22. Prominent themes found in Techniques this year will include:
Best practices for teacher recruitment and retention
Advancement of high-quality CTE in historically under-resourced communities
New skill development in a post-COVID-19 landscape
Equitable facility and equipment design
Innovative approaches to career exploration via work-based learning
ACTE demonstrates a VISION of inclusion in CTE.
Learners are too often excluded from valuable opportunities due to factors outside their control (e.g., race, sex, sexual orientation, gender identity, socioeconomic status, disability, language spoken). As career and technical educators, preparing students for an evolving work.force, it is imperative that we develop high-quality programs of study for all.
“It’s very likely you have taught a student who identifies as a member of the lesbian, gay, bisexual, transgender, queer (LGBTQ+) community,” wrote Anna Hall, a family and consumer sciences educator with a background in college administration.
“Current research shows that students who identify as LGBTQ+ are more likely to experience bullying, miss school, and have lower grades than peers (Aragon, et. al., 2014). As LGBTQ+ students live and learn in all school districts across the United States, all schools need to develop strategies for creating more inclusive learning environments.”
Further, there is an urgent need to provide high-quality professional development and support for new CTE faculty transitioning from industry. “They play an integral part in preparing our future workforce,” wrote Paige Brooks-Jeffiers, executive director of professional development and innovation at Kentucky Community and Technical College System.
This issue features a selection of articles inspired by high-quality educational programming expected at ACTE’s CareerTech VISION 2021.
Join us in the birthplace of jazz — New Orleans, Louisiana — on Dec. 1–4. If you can’t make it in person, we’ll miss you greatly! But we’ve designed an immersive virtual experience for off-site attendees to share knowledge and cultivate new connections. And, oh! The Excellence Awards Gala will stream live on Nov. 30. It’s open to all ACTE members! So, keep an eye on your email (and read ACTE News) for more details as they become available.
We hope you find value in the pages of Techniques. And in the many resources developed by ACTE for the advancement of high-quality career and technical education. We hope to see you on site in New Orleans, or online, for CTE’s premier event of the year.
Industry experts spend years or even decades perfecting their trade. However, they may have little or no experience as a faculty member. Without support in the transition from business and industry to academia, new faculty may lack the foundation and skills needed to be effective in the classroom.
Providing comprehensive, individualized training and guidance to new faculty increases preparedness.
High-quality professional development ensures new faculty acquire vital knowledge. Application of strategies leads to engaged, successful students who are ready for the workforce.
Kentucky Community and Technical College System (KCTCS) is comprised of 16 colleges with more than 70 campuses serving approximately 100,000 credit and 45,000 workforce students annually. Our colleges hire many career and technical education (CTE) faculty/instructors directly from industry. As they play an integral part in preparing our future workforce, KCTCS colleges strive to hire, support, and retain top faculty and instructors.
After the 2019 Perkins needs assessment, multiple schools identified the need for a high-quality new faculty professional development program, especial.ly for industry experts transitioning into CTE teaching roles. Recognizing the systemwide opportunity, the Office for Professional Development and Innovation (OPDI) developed a robust framework to build a foundational teaching and learning program.
Faculty Institute on Teaching, or FIT
The KCTCS Faculty Institute on Teaching (FIT) provides a structured professional development program that prepares and supports CTE faculty and instructors with teaching and learning strategies for our college students. As executive director of OPDI, I developed and presented the program concept to a statewide team of 27 experienced faculty and staff from KCTCS colleges. They confirmed the need and supported the idea enthusiastically. What’s more, they agreed to help design the program for implementation in fall 2020 based on the framework presented.
During June 2020, the development team met virtually and created a delivery model that focused on the foundations needed for teaching. The program combines existing tools and resources with evidence-based methodologies and individualized guidance, practice, and support for new CTE faculty.
FIT is a multipronged, yearlong, competency-based program designed to provide the foundational principles, skills, structure, and mechanics needed for a successful and effective course, whether it be in-person, hybrid or online. The Institute consists of four main parts:
Knowledge and understanding through consistent curriculum
Application and implementation assessment
A digital badge reward system
A mentor program to provide support
Utilizing backward design strategies, the development team established competencies new faculty need to be relevant and effective for student success. These were broken down into five topics, or modules:
Fundamentals
Planning
Methods and Strategies
Assessment
Management
Embedded in each of the topics were two additional topics:
Technology
Diversity, Equity and Inclusion
Curriculum
With competencies set, we needed to find reliable, vetted content to support the curriculum. Due to limited resources, we could not develop and continually maintain the content ourselves. We needed a sustain.able, long-term solution that met the goals of FIT. We wanted a solution that would also allow us to expand the program to additional tracks in the future. What we found exceeded our expectations.
We discovered CTE Learn, created by ACTE and MaxKnowledge. CTE Learn offers a “comprehensive professional development solution.” Further investigation revealed that this learning management system housed more than 150 courses (now having grown to 170+) built by faculty for faculty. Additionally, the content is vetted, updated and available at a reasonable yearly rate for users.
We found that this collection met (and surpassed) our needs and decided to adopt CTE Learn as the curriculum. The team selected six courses to meet established competencies of the five FIT modules. As an additional advantage, participants have access to the entire repository for the year. This provides additional opportunities to customize their learning and experience.
Application >amp; assessment
FIT design requires ensuring new faculty can effectively apply the concepts and skills being learned with proficiency. Modeling good instructional design standards, developers created competency-based assessments and provided rubrics, sample work, and templates to support successful application of strategies.
Three experienced KCTCS faculty assess participants against a detailed rubric. Assessors work collaboratively to provide feedback to help participants reach the proficiency level on all module competencies. This allows a safe space to ensure understanding and verify appropriate usage in the classroom. Participants receive feedback and support and revise as necessary until they achieve proficiency.
Once participants successfully finish a CTE Learn course, they then implement their learning into their own courses. And this completes the module. Each FIT modules consists of the CTE Learn course plus the assessment and implementation of learned skills.
Digital badges
Digital badges identify success throughout the Institute. In general, digital badges recognize an achievement or skill through review and verification. FIT, however, wanted to do more than award individual module badges. We also wanted participants to be able to track their progress through the program, at any given point. At the end of their term in FIT, an overall badge would be awarded representing completion of the program.
We chose the digital badging platform Badgr, which gave us this option with its pathways feature. Our goal was to use this feature to design the pathway with all modules and checkpoints in the program. Upon successful completion of each step, the badge on the path would light up. Badgr Pro’s pathways feature can be designed with externally verified badg.es, allowing users to earn badges from other verified badge issuers. This offered big benefits for KCTCS because it eliminates duplication of effort while saving time and money.
We circled back to MaxKnowledge to see if the CTE Learn courses offered badges. If they did, we could utilize their badges on our pathway, thereby saving our own resources. Although CTE Learn did not currently offer badges, they were simply waiting for a push from the education field.
MaxKnowledge got to work adding digital badging to all courses in the repository! They expedited their efforts and completed their badges in time for our pilot cohort in September 2020.
Mentorship
Next, we focused on the fourth part of FIT. Each participant was assigned a mentor from their KCTCS college. The mentor provided guidance and support throughout the program. Mentors also answered questions and helped acclimate new faculty to the other faculty, the faculty culture and the campus culture.
We launched the Faculty Institute on Teaching in fall 2020.
One participant stated, “Being able to take my industry insight and experience and lay it out in an orderly fashion for the students has been super awesome. Instead of just trying to dump every.thing I know onto them, I’ve been learning how to strategize and categorize my content.”
We asked participants about improving the program, and we received great ideas to consider. Many of them were about time. Participants discussed not having enough time to complete the program. This was understandable, especially during COVID-19. But they still wanted to complete the program! They even asked us to extend it to allow them more time. This kind of feedback let us know we were on the right track.
By the end of May 2021, a handful of participants had completed the entire program. Several more are working to.ward that goal. In total, more than 200 badges have been awarded to FIT participants so far. The pilot cohort continues to work through modules; they have until December to complete the program.
Looking ahead
During June 2021, a team collaborated to improve FIT based on feedback provided by the pilot cohort. After reviewing and analyzing the course for continuity, we identified several improvements.
We streamlined the program to remove redundancy and promote consistency. All competencies, badges and the frame.work were kept intact. However, the fifth module, Classroom Management, was incorporated as an underlying competency (along with Technology and Diversity, Equity and Inclusion) of the remaining four modules. To alleviate time concerns, we established a suggested timeline of completion, allowing two months to complete each module.
KCTCS considers FIT a success. The nominal cost for a year of learning, growth and support — not to mention the networking — is well worth continuing the program for new faculty.
Paige Brooks-Jeffiers is the executive director of professional development and innovation at KCTCS. She has more than 19 years of experience working with faculty and staff in higher education. Her career began in distance learning where she trained and supported faculty transitioning to an online format, including teaching strategies and technology. Currently, she runs the Office for Professional Development and Innovation and develops, implements, and facilitates innovative PD events to increase student success through faculty and staff support and engagement.
Meet Brian Law, career and technical education (CTE) director and school counselor in Brooks County, Georgia. Having previously served on the board of directors as president-elect and Region II vice president, Law’s term as president of ACTE began in July 2021.
To say hello and welcome, Techniques conducted an interview with ACTE President Brian Law.
What is your job title and what do you do?
I work half the time as CTE director for Brooks County Schools and half the time as school counselor for Brooks County High School in Quitman, Georgia. I am fortunate to serve both CTE teachers and students, and I tell everyone that I have the best of both worlds.
What was your education experience like? What did you study?
From an early age, I knew I wanted to be a school counselor. When I entered college, in Georgia, you had to teach for three years prior to being a school counselor. I majored in secondary social studies education and gained middle school, early childhood, interrelated special education certifications.
I taught three years of language arts and speech and drama at the middle school level. Then, I obtained my master’s in school counseling and an educational specialist in instructional technology with a certification in educational leadership. After that, I served as school counselor for elementary, middle alternative and high school.
My training in administration led me to work as a district director for CTE. I attribute my CTE business classes in high school and FBLA, the career and technical student organization, for my success in college and career. These courses made me a well-rounded and prepared student. I still use those skills every day.
In your opinion, what presents the most significant barrier to equity in education in 2021?
Many schools in lower income and/or rural communities face the issue of recruiting and retaining high-quality teachers. I believe relationships and instruction are the two most important factors in a quality CTE programs.
What do you hope to achieve as president of ACTE?
We are in the beginning phases of reassessing the strategic plan. I served on the board as Region II VP when the plan was revised and implemented. I am excited to go through this process again.
Overall, I want to reach out and advocate, recruit new members and renew the spirit for CTE. Teachers need the best resources to provide high-quality instruction. Students deserve the most well-trained teachers and innovative programs. Our business and industry partners depend on us to provide skilled workers for the workforce. ACTE is the driving force to help make this happen!
How has your experience in leadership at ACTE informed >amp; enhanced the work you do to provide high-quality CTE for all students?
Serving on the board of directors has given me the opportunity to learn more about organizational leadership. I have met and networked with passionate CTE educators from all five regions and 10 divisions in the association. These talks with colleagues further encourage me and renew my spirit to find innovative ways to promote CTE at the local, state and national levels. I have learned so much more, by serving on the board, than I would have ever known. Now, it is my job to share knowledge and resources with others.
What advice would you offer someone who wants to become more involved in ACTE leadership opportunities?
Tap into the resources. ACTE offers many opportunities. Vice presidents in regions and divisions are always looking for people to serve on committees that represent their geographical area or career area. Get involved with the fellowship program. It presents an excellent way to build knowledge and leadership for CTE.
ACTE is always striving with different initiatives to build leadership. Ask a board member or staff for more information. Further, being nominated and winning a region or state award helps to identify future leaders. Nominate a colleague or yourself for the awards program.
Is there anything else you would like to share?
I have only been involved in ACTE for the last 10 years of my 28-year career. And I tell everyone it was the hidden secret. I had just completed my service as president of the American School Counselor Association when my CTE director asked me to attend a state CTE conference. They were providing membership level registration for school counselors to get them more involved with CTE. I had attended so many conferences that I needed a break. But I agreed to go if several others from my school district would attend.
When I attended I discovered a whole new world. There were many resources and networking opportunities that I wish I had known about. I was hooked on ACTE! The state executive director encouraged me to run for ACTE division vice president; I did not make the ballot. So, later, I ran for the region VP. And, to my surprise, I won!
After serving, I found this rewarding to my career and growth as a leader. I decided to run for president. As members of ACTE, don’t let your association be that hidden secret. Reach out to your colleagues and help them find the world I found. Thank you for allowing me to serve you and know that I appreciate what you do every day in your schools — for the children.
Congratulations! Teachers and administrators, you made it through another school year. A hard year. As the COVID-19 pandemic wreaked havoc on schools and communities, ACTE’s Techniques strived to remain consistent. Even as we underwent big changes ourselves.
Techniques diversified its content offerings with a new site launch.
Previously publishing eight print issues a year, Techniques refocused its content strategy to reach the target audience better, more effectively. We launched a dynamic new digital site, on which Techniques released four fully digital issues in 2020–21, alongside four exceptional print issues. Change, while disruptive, brings about growth.
Educators, nonprofit staff and stakeholders, and citizens of a global community, hear these words. To persist and thrive in seasons of disruption:
Meet your audience where they are.
Techniques found career and technical education (CTE) professionals in virtual meeting spaces, outdoor classrooms, simulated labs, and back in school with masks and social distancing.
Look out for the magazine in September.
LeAnn Wilson wrote: “The show must go on!” Planning for ACTE’s CareerTech VISION was well underway by the time this issue arrived in mailboxes. And readers enjoyed a first look at the immersive networking and professional development expected to take place.
Techniques in September also introduced our new IAED in CTE column. Snehal Bhakta (Clark County School District) wrote about an innovative program to increase enrollment of diverse students in STEM pathways.
Jill Nerio and Larry Batson (both of Tulsa Tech) shared important resources for leveraging technology to ensure accessibility for all students. “Accessible content is better content for everyone.”
Get cooking with Canvas! Melissa Ellegood and Christie Nicholson (both of Yuma Union High School District) did, and they’re sharing the ingredients. Check out their recent webinar and read the article too.
Doug Major wrote: “There has never been a more exciting — and challenging — time to be part of career and technical education. We have the opportunity to work together to reimagine CTE in a post-pandemic world.”
Techniques’ November/December print issue showcased the many ways in which CTE educators empower future generations of the workforce.
Dave Boardman (Mid-Maine Technical Center) and Elis Estrada (PBS NewsHour) help young people find a voice in public media.
Five women leaders reframe negative beliefs associated with women in CTE as they write about embracing aptitudes like vulnerability and virtue as strength.
Read Techniques online in January.
Brian Noller (Northland Career Center) helped kicked off Techniques’ 25th anniversary celebration. In his article, he reflected on how ACTE and Techniques offered integral support for his professional development in CTE. “Techniques and ACTE provide members like me with meaningful and relevant articles that ignite effective instruction and school improvement.”
Such encouraging words from Noller led us to look back at Techniques over time. An article published in 2012 wants educators to learn and grow from failure. “When students learn to accept failure, classroom management may improve,” wrote Jamey McIntosh, product marketing manager at Realityworks, Inc. “Students and CTE educators, alike, enjoy the opportunity to focus on learning.”
Look out for the magazine in February.
“High-quality CTE programs must innovate and inspire to engage students.”
This message resonated through Techniques in February 2021. Themes explored innovative approaches to equitable learning, offering lessons for successful integration of academic, CTE and community-based programming.
The new Dover High School in Dover, New Hampshire, is designed to be a community building. This feature written by Tina Stanislaski (HMFH Architects) tells a modern learning story of innovation in CTE.
Rasha ElSaheli-Elhage (Chicago State University) challenges educators to consider a mindset shift. Discover valuable tips for approaching online teaching with confidence to meet the needs of students with IEPs.
Read Techniques online in March.
CTE educators make learning fun! Nicole Graves and Patrick Hales (both of South Dakota State University) offer recommendations for gamifying the family and consumer sciences classroom. For Techniques in March, they wrote: “Games motivate students, helping them learn course content while also developing critical relationship skills.”
CTE theatre programs build confidence, self-awareness and empathy. Read Felicia Latoya Brown’s article, which appeared in the March digital issue of Techniques. And discover how this emerging pathway at Trenton Central High School adapted in response to the needs of its students. “Though the school was not able to produce a musical, CTE theatre developed an online production by June of 2020.
“They did another in October of 2020 and an audio-only radio play in December 2020. We produced more theatrical works within the pandemic than we had before it.”
Look out for the magazine in April.
As a global economy expands further, consider your role and responsibility to improve representation in education. The April 2021 issue of Techniques featured articles from educators and CTE stakeholders designed to inspire reflection as well as action. We must confront vast systemic inequities to design more equitable learning opportunities
The Center for Global Education at Asia Society encourages readers to build deeper connections to diversity. Their research proves that a diverse workforce is more productive and happier overall.
Elina Martinez Medina (Denver Public Schools) shares a personal connection to CTE and English language learning. Her article emphasizes the need for rigorous, content-based instruction to be scaffolded to support all learners. “Shared strategies and intentional instruction are critical for English language and career development.”
Read Techniques online in May.
The future has arrived. Students of today have begun to envision a world where hospitals will grow new organs for patients using their own cells. The May 2021 digital issue of Techniques cast a spotlight on health sciences education.
“CTE classrooms offer an ideal structure to introduce students to career opportunities in biofabrication,” wrote Amanda Bastoni, educational research scientist at CAST. “CTE students learn career skills like lab safety and time management. And they engage in hands-on, problem-based learning related to the workplace. Plus, biofabrication is multidisciplinary with a variety of career opportunities.”
Additionally, Constance Haan (Billings Career Center) emphasizes the importance of embedding quality improvement and patient safety (QIPS) lessons in health science courses. Deepen students’ learning. While QIPS tools improve patient care and outcomes, they can also “apply to personal and professional goals.”
Many innovative tools exist to help students, parents and teachers navigate career exploration and development activities. The savvy use of educational technology presents significant benefits:
Improving the learning environment
Increasing access to high-quality career and technical education (CTE) programs of study
“Regardless, access and equity challenges persist” in CTE.
The fifth Student Career Development publication from ACTE and Xello suggests that CTE educators begin with the Quality CTE Program of Study Framework. The framework’s Access and Equity and Student Career Development elements offers guidance on equitable delivery of high-quality CTE.
Access and equity
Career guidance must be “offered to all potential and current program of study participants in a manner that is free from bias, inclusive and nondiscriminatory.”
Student career development
This element reinforces the notion that “each CTE student in the program of study [should have] a personalized, multi-year education and career plan.” This plan should reflect exploration activities and inform course selection.
Other components of the Framework address eliminating barriers to access and practicing effective communication of student data. These criteria may help CTE professionals evaluate technology to gauge accessibility for learners as well as to ensure equitable delivery. Consider the following questions to ask about potential ed tech:
Is the content free from bias?
Does it support each student in the classroom through a structured and individualized career plan?
Are individual student interests taken into consideration and addressed?
A success story
Several years ago, Saint Paul Public Schools, in Saint Paul, Minnesota, launched an initiative to focus on college and career readiness. They set a goal to help every student plan for and reach their dreams, with an adult to “walk alongside them.” This new, more inclusive approach to student career development required additional technology support to meet an expanded scope of work.
DeWitt wrote, “The online portfolio took they selected can house work samples. It also includes self-reflective work in a way that is meaningful to the student and allows them to express who they are — not only through interest surveys or writing samples but through art or a recorded demonstration of skills.
“Saint Paul Public Schools issued iPads to every student. They also provided internet hot spots to families during the COVID-19 pandemic when students were learning remotely. The technology they use includes accessibility features and Spanish translation for English learners.
“Saint Paul Public Schools says that centralization of the college and career readiness plan and their technology throughout the district has ensured a more equitable Environment,” continued DeWitt, “where all schools and programs have equal access to programming and support.”
Considering adoption of educational technology? Get started.
Take a holistic approach. “Technology should enhance your student career development efforts; it can provide huge benefits but only if [used] as a tactical resource.”
Do your research. Think about your programmatic goals and how the tool you seek will best support equitable delivery of high-quality CTE for all learners. “Research several options, including pricing” and accessibility features.
Keep your own bias in mind. “Review the technology and your own career development resources to make sure they are free from unintended bias.”
Build technology into your instruction. “Technology should not be an add-on.”
Conduct professional development. “Technology is only worthwhile if the individuals using it understand its purpose, as well as the applicability.”
Leverage data about technology use. Choose technology that allows the user to collect, analyze and share data about how students access the product. “Develop a plan to share the analyses in a way that will support teachers, school counselors and other staff.”
What comes to mind when you think of a health care facility? Some may think about the patients they know inside those facilities, or past experiences as patients themselves. Others may think about doctors, nurses and other professionals who provide direct patient care.
Very few, though, think about the complex design of the building or the unique electrical, ventilation, medical gas, fire safety or plumbing systems. You may not consider the specialized paints, flooring, surfaces, ceiling tiles, doors, walls and lighting systems that protect the most vulnerable.
Present-day health care facilities consist of interconnected buildings, sometimes miles apart. Health care system administration is further complicated by regional weather or environmental risks (e.g., cold, heat, humidity, dryness, hurricanes, tornados, fires and earthquakes). When tasked to provide comfort and shelter for diverse patient populations, health care facilities maintenance personnel must be trained to meet high standards.
Few opportunities exist for facilities maintenance personnel to gain professional knowledge and skills. And, in some regions, individuals working in this profession receive lower salaries than the commercial tradespersons outside of these facilities. Human resource department salary surveys across the state of Kentucky’s hospitals in recent years confirm this trend. This combination makes it difficult to recruit and retain a younger workforce and leads to higher turnover.
A credential and a pathway
An academic and professional development training program in Kentucky seeks to bridge the gap for new and experienced facilities maintenance personnel. From Owensboro Community and Technical College (OCTC), the Healthcare Facilities Technician (HFT) certificate and, from Institute for Healthcare Facilities Engineering Advancement (IHFEA), the Certified Healthcare Facilities Technician (CHFT) certification are built around six foundational health care facilities competencies:
Medical gas
Electrical
Ventilation
Life safety
Infection prevention
Health care department features
These competencies integrate general building maintenance with a foundational understanding of the unique health care environment of health care. The competencies are supported by safety, compliance and regulation standards combined with direct operational application. They also address serious historical issues identified by accrediting and regulatory bodies.
HFT >amp; CHFT credentials integrate remote learning with applied work experience.
Remote learning deepens the experiential learning, while also addressing requirements to provide competency-based training. These credentials establish a common standard among health care facilities locally, regionally and nationally. Key to the design and delivery of the HFT >amp; CHFT pathway is providing equal access for remote and underserved personnel. With the ability to reach rural and underserved facilities, the programs provide a recruiting, internship and development pathway for local high school and community college students, as well as those transitioning from the military.
Nocti Business Solutions
Nocti Business Solutions (NBS), sister company to NOCTI, addresses industry needs. In collaboration with IHFEA, NBS/NOCTI led efforts to develop, test, validate and implement the CHFT credential. Alignment with a recognized personnel accrediting body like NBS/NOCTI affirmed the credibility of the new programming.
With a diverse portfolio of credential content development, NBS/NOCTI share pertinent success strategies and formulations. This translated well during the exam, pilot, blueprint and handbook steps.
NBS/NOCTI also brought to the table a sense of encouragement and excitement to be a part of the process. Together, the partners shared a genuine desire for success.
Interest in the HFT and CHFT continues to grow.
Approximately 200 individuals from around the country will take the CHFT in 2021. OCTC continues to accept applications for the HFT program. The pilot class began in spring of 2021 with more than 30 students. The Southern Association of Colleges and Schools (SACS) expects to approve the HFT program in the spring of 2022.
Several health care organizations are working with their leadership to incorporate both the HFT and CHFT into developmental pathways for existing and new facilities personnel.
CHFT launched in February 2020. And it’s easy to understand the direct impact COVID-19 had on the ability of health care to focus on much else. Personnel development and training budgets diminished as health care systems limited outpatient services. At the same time, the pandemic emphasized an even greater need for a pipeline of well-trained facilities personnel. Staffing was affected by illness, quarantines and early retirements.
For facilities maintenance personnel, remote competency-based education supports professional credentialing that meets the needs and training requirements of health care organizations. The education is provided free nationally through monthly webinars, where attendees engage in exercises and assessments with issued certificates. Those registered to take the CHFT (or are certified) access the training library at no additional charge.
These circumstances created a movement to adopt remote learning as a reasonable form of competency-based training. The model promises to advance recruitment, development and retention — particularly in rural or underserved communities. OCTC >amp; IHFEA look forward to moving past these COVID-restricted days with a standardized development pathway that prioritizes the individual and patients they serve.
Mike Canales is president of the Institute for Healthcare Facilities Engineering Advancement.
Anne Gielczyk is vice president of Nocti Business Solutions.
A major transformation is taking place in America’s workplaces. The National Science Foundation calls it the Future of Work at the Human-Technology Frontier — a future that is driven by combinations of machine learning, artificial intelligence, the internet of things and robotics. Today’s students will need new sets of skills, knowledge and dispositions to succeed in workplaces where technologies partner with humans in the problem-solving process. The career and technical education (CTE) community gives students a head start in preparing for the future of work. But one key challenge involves predicting the multiple directions in which the workplace is heading and reconfiguring CTE to keep pace. In this article, we provide a glimpse of the changing world of work shared by industry specialists in high-tech fields, and we spotlight strategies the CTE community can use to prepare students to thrive in that world.
The shifting landscape
At Education Development Center (EDC), researchers and practitioners explore what it will take for our students to succeed in work at the human-technology frontier. To better understand the future of work and the intersection between humans and technology, we asked experts in high-tech firms, national defense, aeronautical engineering and space travel:
“What does work look like at the human-technology frontier and what skills, knowledge and dispositions do you look for in employees?”
Convergence of technologies and disciplines will bring about a predominance of dynamic, interdisciplinary teams, with members contributing deep content knowledge, technical skills and synthesis while people move fluidly in and out of projects.
Artificial intelligence (AI) and machine learning will enable machines to “understand” complexities more quickly than humans. AI will touch every aspect of our lives. At work, AI will become part of every major project.
Continuous streams of data between and among humans and machines will require skills in synthesis, analysis and interpretation of relationships among data sets. Data publicly available within minutes of capture will accelerate the pace of innovation and change.
Design and systems thinking will provide a common language and process for engineers and team members from other disciplines to define a problem and develop solutions.
As both humans and machines evolve, the boundaries will continue to blur. Machines will become partners with humans in the problem-solving process, not merely tools.
With the power of technology at our fingertips, “computational thinking” will predominate the workplace.
In addition to these characteristics, experts highlighted:
The importance of cybersecurity
Education and training emphasis on solving authentic real-world problems
An ongoing focus on lifelong learning and learning to learn
The importance of ethics in understanding unintended consequences
Strategies to prepare students for the human-technology frontier
Our EDC team interviewed CTE educators to identify actions taken to reshape education. What do they do to prepare students for the future of work? They shared strategies used to build students’ skills and dispositions in key areas described by the industry specialists:
Interdisciplinary teamwork
Design and systems thinking
Lifelong learning
Real-world problem solving
Many of the strategies build students’ skills in multiple areas simultaneously.
Interdisciplinary teamwork
At Florida’s Spruce Creek High School, the Academy of Information Technology and Robotics’ (AITR) project-based curriculum demands versatility, flexibility and collaboration. Partnering with Teledyne Marine, an underwater telecommunications manufacturer, teams of students develop improved manufacturing processes.
Teacher Janet Cunningham said, “This type of curriculum fosters teamwork and collaboration to build employability skills” while also meeting state standards.
Design and systems thinking
Elk Grove Unified School District (California) uses Ford NGL’s Community Connected Learning framework, developed in partnership with EDC, to teach students how to use design thinking, systems thinking and project management to unpack and solve local challenges.
“These skills are key,” said Sue Hubbard, a district program specialist. “Students have to practice empathy, do environmental scans, determine who stakeholders are, what the environmental impact is. They have to look at data and develop a potential solution that might address the problem. That’s how innovation happens.”
Lifelong learning
Grand Island Public Schools (Nebraska) takes an innovative approach to preparing their students for a lifetime of learning. Students in their freshman academy develop a learning plan for the next 10 years.
“Their learning doesn’t stop after they finish with us, or after a degree,” said Daniel Phillips, director of innovation for college and career readiness. “The plan they build is a living document.” As students progress through their education, “they can document and reflect on those experiences.”
Real-world problem solving
Several of the leaders we spoke with sustain strong collaborations with community and industry partners to provide students with opportunities. These partnerships also help educators stay current with the evolving skills, training and competencies that students need to succeed in the workplace.
Look ahead, and stay flexible.
While these strategies seem promising, the leaders we interviewed remain realistic about their ability to predict the future. “Students can learn skills and train for jobs,” said Hubbard, “but we don’t know what we don’t know. We have to stay flexible.”
Joyce Malyn-Smith, Ed.D., is a distinguished scholar at Education Development Center and is a national expert on STEM career development and workforce education. Email her.
Jessica Juliuson is an EDC senior training and technical assistance associate. She cultivates strategic partnerships among schools, communities, and industry to enhance outcomes for youth. Email her.
Sarah MacGillivray is a project associate at EDC. She specializes in providing technical assistance and communications support to a variety of projects on equity, workforce development and STEM. Email her.
This article originally appeared in Techniques‘January 2020 print issue. ACTE members can read archived print issues online.
Patient safety principles and quality improvement methodology have become increasingly vital to healthcare organizations everywhere. The Institute of Medicine brought the importance of healthcare quality and safety into the spotlight with its report, To Err is Human: Building a Safer Health System.
Accrediting organizations, payers (e.g., insurers, Medicare), and the public have all set high expectations for quality and safety in care delivery. In response, patient care organizations need knowledgeable staff applying quality and safety attitudes and methods on the frontlines of care. In other words, active engagement in quality and safety work is industry standard for all those working in healthcare.
Major leadership organizations — such as the Institute for Healthcare Improvement and World Health Organization (WHO, 2011) — have shared instructional curricular guides and resources in quality improvement and patient safety (QIPS). The Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education have selected components of QIPS curricula for undergraduate and graduate medical education accreditation requirements, and providers must meet QIPS requirements as part of maintenance of board certification and state licensure renewals.
Fundamental attitudes, behaviors and habits key to QIPS activities are best developed when woven throughout the curriculum. Notably, learning would be greatly facilitated by students entering professional training with foundational QIPS knowledge and skills. High school courses exploring health and medical careers provide an opportunity for embedding terminology, methodology and approaches to QIPS. In addition to improving patient care and outcomes, the QIPS tools can apply to personal and professional goals.
This article describes examples of such an endeavor employed at the high school level. Billings Career Center, in Billings, Montana, embedded QIPS lessons in biomedical science courses to deepen students’ learning about careers in healthcare and prepare them for their role in ensuring patient safety.
Methodology
Principles of QIPS have been embedded into academic (knowledge-based) and clinical (patient care-oriented) courses at Billings Career Center over the past five years.
Patient safety principles are incorporated into courses that build on patient cases and care, such as:
Principles of Biomedical Science
Introduction to the Operating Room
Fundamental activities include:
Proper patient identification using two patient identifiers,
Hand hygiene
Proper use of personal protective equipment
Approaches key to clear team communication, written and verbal form
Behaviors and ways to address populations and conditions with higher risk for error and harm
Consideration of medical errors begins with a writing assignment recalling experience with error or misunderstanding. The activity continues on to the Swiss cheese model for errors [Figure 1] and safety system design. Students learn basics of error recognition and reporting — see something, say something — including near misses, without harm. The National Patient Safety Foundation’s root cause analysis and action (RCAA) framework is used for learning from error with both non-medical and medical scenarios to identify system safety issues and actionable improvements.
Results
Students write about a personal experience with error, guided with questions about:
The action and reaction
Why the reaction seemed appropriate at the time
What happened next
The chain of events resulting in error or “bad” outcome
One particularly poignant submission by an 11th grader dealt with an episode recalled from when she was in elementary school. The incident made a deep impression on her, with insights gained from time and reflection.
The RCAA begins with review of a non-medical, aviation incident, where students identify contributing factors to the fatal crash using the Ishikawa (fishbone) diagram structure [Figure 2]. Students gain experience with objective analysis of actions taken and choices made, and they reflect on observable changes implemented from the lessons learned.
Students then apply what they’ve learned to published medical cases on three types of clinical scenarios:
Wrong patient, wrong procedure
Retained foreign body
Medication error
The analysis facilitates team and class discussions on factors contributing to errors and actions that can increase the opportunity to “get it right” and reduce error and harm.
Discussion
At what point students are ready for learning about quality improvement and patient safety? The question relates to timing in their respective curricula during which students are introduced into clinical experience with patient care. To that point, this author has spoken with numerous groups of high school juniors and seniors about their experience with health care and patient safety issues. A consistent finding is that while they don’t yet have patient care experience, they bring their own life experiences with health care systems, error and safety to the discussions.
Also consider teen mindset and attitudes about right and wrong. Lessons on errors need to address understanding versus judging, naming and blaming. As students develop their ability to understand other perspectives, small group discussions facilitate practice with this behavior.
Thirdly, for well-integrated patient safety lessons in the curriculum, students need to see relevance for the learning. Offering students an opportunity to select from topic or scenario options allows them to identify something meaningful to them.
Future opportunities
Three opportunities for further enhancements include:
More team scenarios to practice communication and interpersonal interactions and support
Increased focus on safety system design
Integration of more simulated activities — clinical and non-clinical — into experiential learning in patient safety.
In conclusion, high school is not too early for teaching foundational principles and skills for improving patient safety and learning from error. These are fundamental characteristics on which postsecondary and professional education can build.
Constance Haan, M.D., M.S., M.A., is a cardiothoracic surgeon teaching at the Billings Career Center, growing biomedical course offerings, including clinical-based simulation education in the health sciences. She has been a medical educator for over 35 years, served as senior associate dean for educational affairs for UFCOM-J, and was clinical learning environment review site visitor for the ACGME. Email her.
It’s likely you’ve taught a student who identifies as lesbian, gay, bisexual, transgender or queer (LGBTQ+). Such youth with caring adults in their lives are less likely to self-harm and more likely to thrive in CTE. Anna Hall, a family and consumer sciences educator, offers best practices for creating more inclusive learning environments.
Industry experts spend years or even decades perfecting their trade. However, they may have little or no experience as a faculty member. Without support in the transition from business and industry to academia, new faculty may lack the foundation and skills needed to be effective in the classroom.
Meet 
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Doug Major wrote: “There has never been a more exciting — and challenging — time to be part of career and technical education. We have the opportunity to work together to reimagine CTE in a post-pandemic world.”
“High-quality CTE programs must innovate and inspire to engage students.”
As a global economy expands further, consider your role and responsibility to improve representation in education. The April 2021 issue of Techniques featured articles from educators and CTE stakeholders designed to inspire reflection as well as action. We must confront vast systemic inequities to design more equitable learning opportunities
What comes to mind when you think of a health care facility? Some may think about the patients they know inside those facilities, or past experiences as patients themselves. Others may think about doctors, nurses and other professionals who provide direct patient care.
A major transformation is taking place in America’s workplaces. The National Science Foundation calls it the 
Patient safety principles and quality improvement methodology have become increasingly vital to healthcare organizations everywhere. The Institute of Medicine brought the importance of healthcare quality and safety into the spotlight with its report, 
Consideration of medical errors begins with a writing assignment recalling experience with error or misunderstanding. The activity continues on to the Swiss cheese model for errors [Figure 1] and safety system design. Students learn basics of error recognition and reporting — see something, say something — including near misses, without harm. The 
