Category: FEATURES

“Our students are being hired for their technical skills and they’re being fired for their lack of soft skills.”

Over a decade ago, these words introduced me to the world of career and technical education (CTE). They were spoken by my future dean during an interview for the teaching position I still hold today. When hired, I would be teaching general education courses in written and oral communication, two areas that industry partners had stressed needed attention. It would be crucial that coursework cultivate transferable knowledge and broadly integrative skills, not just because those are central to the mission of general education, but because graduates’ professional success so depended on it.

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“Soft skills” have been rebranded several times since that interview, and rightfully so. We now refer to them more as what they are. ACTE calls them employability skills because they hold market value across industries. Others may call them career readiness skills, 21st century skills, transferable skills or simply human skills. In my state at the moment, we’re favoring the term “durable skills.”

The name changes, but the list stays the same:

• • Communication

• • Collaboration

• • Critical thinking and problem solving

• • Creativity

• • Adaptability

• • Fortitude

• • Leadership

• • Strong ethics

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Writing is a durable skill.

As a writing teacher, I spend a lot of time thinking and talking about writing. It’s much more than an output-oriented task. Writing is thinking. It’s a process that forces us to expand on our thoughts, to distill our ideas, to challenge their validity, to identify how they fit in patterns, to analyze how they are informed by context. Writing provides endless opportunity to sharpen our judgment, cultivate creativity, and deepen our understanding of ourselves and the world around us. It’s an active, iterative process. It is trying work too.

Writing is not unique in this way among creative tasks, either. Drawing, as a tool for the draftsperson or the designer, is a way of thinking as much as it is the evidence of thinking (Carr, 2014). And the song of the decade is written a chord at a time. Technical coursework requires and bolsters these skills as well. But in the expressive disciplines, the ability to iterate without costly consequence fosters creative and critical habits that are central to durable skills.

Honoring my mission to service durable skills, then, has meant focusing less on creative products and more on creative processes. But the processes we have historically employed to lead us to creative outputs were upset in November of 2022, with OpenAI’s release of ChatGPT. Seemingly overnight, generative artificial intelligence (AI) technologies were mainstream, with the promise to reshape how humans create.

Artificial intelligence changes everything.

Understandably, there is enthusiasm for generative AI across economic sectors because it promises to reduce or eliminate the friction typically associated with creative tasks and in turn boost productivity (Noy & Zhang, 2023). But as educators, our concern must be much broader than our students’ productivity. We must think about the impact on the student as a whole person, and to the extent that we care about durable skills, we should question what is happening when our students use generative AI.

First, we should dispense with the notion that generative AI is just another tool. It is a tool, indeed, but the emphasis on “just” seems to dismiss any critique of how the tool is used — or how the tool uses us. My Bissell vacuum cleaner is just a tool that helps me clean my carpet. My Roomba is a robot that does it for me. The difference is not irrelevant.

“What role should generative AI play in my classroom?”

The answer has to account for the risk of skill erosion. It has to be informed by the reality that platforms like ChatGPT and Midjourney do not have a pedagogical underpinning. They are designed to identify and complete patterns in a manner that creates the most desirable product for the user with the least amount of friction.

That is not to say that AI can’t be leveraged with care. In fact, there is a growing body of evidence that AI holds tremendous promise. Generative AI can be trained to act as a virtual discussion moderator, a Socratic tutor or a learning companion (Ruiz-Rojas et al., 2024). That is, it can be prompted in such a way as to be imbued with a pedagogical purpose.

So, there are certainly benefits. Some ways of interacting with generative AI may erode durable skills, and other ways can solicit cognitive work and develop durable skills. Thus, it becomes necessary to guide the nature of our students’ AI use to safeguard their development.

Brilliant minds are working to train AI platforms with a strong pedagogical stance, with guardrails that protect students, not merely from inappropriate content or harmful bias, but from automation-induced complacency. That, I suspect, is the future. Until those platforms are sufficiently refined, we as teachers must act as the guiding force.

Final thoughts

Our graduates will create precision-engineered parts for advanced manufacturing, sustainable construction projects, efficient electrical systems, and custom welding solutions. They will develop life-enhancing treatment plans and digital designs that solve real-world problems. And they’ll likely have generative AI at their disposal. We can ensure that CTE trains them to engage with it in a way that preserves and amplifies their uniquely human qualities — so that they will be hired for their technical skills and promoted for their human skills.

Matt Wilson is a clinical associate professor in the College of Technology at Idaho State University.

Read Techniques to learn more.

As we navigate this transformative era, the impact on future careers is profound. Traditional job roles are evolving, and new professions are emerging at an unprecedented pace. The Fourth Industrial Revolution (4IR) demands a workforce equipped with adaptability, advanced technical skills and a strong foundation in continuous learning. The accelerated integration of technology into all aspects of life and work requires individuals to be proficient in digital literacy, data analysis and complex problem-solving.

Supporting occupational identity development involves creating environments that encourage self-exploration, ideational behavior and goal setting. Educators must cultivate ideational behavior, which involves creative thinking, innovation and the ability to generate unique ideas. By encouraging growth in these areas early in the educational journey, we can better prepare students for the dynamic and competitive landscape of future careers.

What is occupational identity?

Occupational identity refers to internalizing career goals, values, and beliefs, enabling students to define their professional pathways with clarity and confidence. Faulk (2023) hypothesized that because of the rate of technological growth and change, workers in the 4IR may have to redefine their occupational identities multiple times.

In this context, having a well-developed occupational identity can give students a sense of direction and purpose. It empowers them to make informed career choices, aligning their strengths and interests with emerging opportunities. Moreover, students with a clear sense of their professional identity are more likely to engage in dedicated career planning and development activities, such as internships, networking and skill-building.

The significance of ideational behavior

Ideational behavior, characterized by generating ideas and creative thinking, is crucial in students’ personal and professional development. This cognitive process involves exploring new concepts, imagining possibilities and solving problems. Emerging adults who actively participate in ideational behaviors, such as brainstorming, problem solving and creative projects, tend to have clearer and more defined career aspirations (Faulk)

Moreover, ideational behavior is associated with increased adaptability and resilience, traits particularly valuable in today’s dynamic workforce. These findings underscore the importance of integrating ideational activities into educational curricula. Lubart et al. (2013) noted that creativity can be taught. Thus, occupational identity achievement could be incorporated within career and technical education curricula (Faulk). By fostering environments that encourage creativity and innovation, educators can support the development of robust occupational identities in students.

Cultivate ideational behavior.

• • Integrate project-based learning. PBL encourages collaboration, critical thinking and the innovative application of knowledge.

• • Promote interdisciplinary learning. Design activities and projects that integrate multiple subjects, helping students make connections between different areas of study.

• • Provide opportunities for creative expression. Incorporate arts, music and other creative outlets into CTE curricula.

• • Use technology and digital tools. Leverage technology to create interactive and engaging learning experiences.

• • Create a safe space for experimentation. Inspire a classroom culture wherein students feel secure to take risks and learn from failure.

• • Encourage collaboration and teamwork. Facilitate group work and collaborative projects that require students to brainstorm, share ideas and work together toward common goals.

Support occupational identity development.

Strong occupational identity development is necessary for postsecondary students to thrive at work. Educators can play a pivotal role in helping students shape and solidify their professional identities.

• • Integrate career exploration into CTE curricula. Embed career exploration activities within academic courses to help them connect academic knowledge and the real world.

• • Promote experiential learning opportunities. Encourage participation in internships, cooperative learning programs and service-learning projects.

• • Facilitate mentorship programs. Mentors can provide guidance, share experiences and offer valuable insights into various career pathways, aiding students in forming their occupational identities.

• • Design research projects and innovation challenges. These activities encourage creative problem-solving and the generation of new ideas, helping students identify their strengths and career aspirations.

• • Offer career development workshops. Topics may include resume building, job search strategies, networking and interview preparation.

• • Encourage reflection. Reflective practices enable students to evaluate their experiences, identify career values and set meaningful goals.

• • Cultivate interdisciplinary collaboration. Exposure to diverse perspectives and collaborative environments can help students broaden their professional outlook and discover unique career pathways.

By implementing these strategies, educators can effectively support occupational identity develop­ment, empowering students to make knowledgeable career decisions and adapt to the challenges of the 4IR work­force. A holistic approach ensures that students are academically prepared and possess a strong sense of their profession­al identities and goals.

Carrington Faulk, Ph.D., is a researcher who focuses on topics related to creativity, occupational identity, emerging adulthood and the Fourth Industrial Revolution. He has conducted an extensive study on ideational behavior and its impact on the occupational identity.

Read Techniques to learn more.

The most impactful professional development (PD) days are the days when teachers lead sessions for each other. They advocate for their own personal and professional needs, and they choose how to spend their time. These days leave us feeling renewed and inspired.

The morning is dedicated to teachers hosting sessions on topics they are passionate about, mirroring the impact of student choice in creating meaningful learning experiences. The options are vast as teachers take charge of their learning. Then, in the afternoon, teachers will work on what suits their needs best at that time. This may include collaborating on a cross-curricular project, writing lesson plans for the next unit or grading.

Giving teachers control over their professional development can restore motivation, passion and joy. Consider how this model can translate into the classroom. How can students showcase their work to others? How can we hold students accountable for their time and allow them to advocate for what they want?

Present to an audience.

Create space for students to showcase their work, to someone not their teacher. This could include other teachers, professionals in the industry, other students, community members or their families. When students engage in authentic learning experiences and present to a wider audience, they learn that their work is relevant and worthy. This is similar to the effect of teachers presenting for each other. Students gain confidence, and they develop a stronger sense of community.

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Questions to consider about community engagement:

• Who would benefit from learning more about the project?
• What do you want students to learn or practice (demonstration of technical skills, presentation, public speaking)?
• What audience could provide meaningful feedback to students?

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Presenting to a broader audience helps students build confidence and pas- sion in their work. They become actively involved in the learning process and take pride in their achievements, which creates joy for the teacher.

Advocate with and for students.

Teach students how to share their passions with an audience and how to make a difference. This will lead to greater responsibility and improved leadership skills.

When teachers were given the opportunity to discuss hot topics on professional development days and to demonstrate how meaningful independent learning could be, it decreased burnout, negative energy and feelings of isolation. Recreating this in the classroom could be transformational.

When students are given the autonomy to work together for a common goal, they want to help others. Brainstorming sessions allow students to identify issues they are passionate about and create projects to solve those issues. The teacher’s role is to guide students as they con- duct research, create action plans and design projects.

Together, the students participate in large- and small-group discussions, collaborate on project goals, examine sides of issues, and develop their own opinions. All of this work is intended to help students design better projects. Teachers can also partner with local organizations related to their field to inspire projects and advocacy work.

Incorporate student choice.

Teens crave autonomy. They want a say in what they do and how they do it. Why deny them choice? It costs us little, increases buy-in, and re- sults in much more exciting student work to grade!

“Years ago, I taught a student who wanted to incorporate wrestling into almost every writing piece assigned. At first, I resisted. I wasn’t interested in wrestling, and I thought he had to learn to follow my guidelines,” said Samantha Shane, a CTE teacher in New Jersey. “But then I thought about Stephen King, who writes again and again about good versus evil. And Malcolm Gladwell about sociologic phenomena.”

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Questions to consider about student choice:

• What are your students passionate about?
• What audience and format are best for the project?
• Who are the relevant community members you could ask for support?

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“When I allowed him to start using his chosen area of expertise, his writing skills took off,” Shane continued, on the topic of student choice. “He turned in a nail-biting narrative account of an underdog succeeding at a wrestling match, a detailed informational article on perfecting moves that help smaller wrestlers over- take larger ones, and an argumentative essay explaining why arm wrestling should be an Olympic sport.”

Conclusion

When students can choose, they become more engaged. They feel empowered to choose topics they care about, and many students have emerged as experts. They have applied new skills to areas they felt confident in, allowing new stars to shine.

While we can’t (and don’t need to) make every task a choice, the benefits of adding at least one alternative can be remarkable. Think about when you are offered a choice of which PD to attend, what to wear at your job or how to format lesson plans. Don’t you feel just a bit more respected and willing to participate? Students are no different. Give students agency and treat them as knowledgeable writers with ideas worthy of sharing.

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Berit Gordon supports teachers and teacher leaders in districts across the U.S. and Canada, conducting school-embedded professional development and presenting keynote talks and workshops at education conferences.

Samantha Shane is a career and technical education teacher in New Jersey, helping high school students explore the field of education through authentic learning.

Read Techniques to learn more.

Imagine walking into a classroom as a new career and technical education (CTE) teacher. You have a lesson plan that you’ve worked on meticulously for weeks, chock-full of the insider knowledge and hard-won experiences that you know will open doors for your students.

You are ready to set your charges on the path to success. To make a difference! This is why you’ve changed gears and become a CTE teacher.

And then, before long, class gets derailed. It could be related to anything, really: a fight in the cafeteria, today’s track meet, teenage romantic angst or plain old hormones. What you need — in addition to that amazing lesson plan — is a classroom and behavioral management strategy.

Implement clear expectations and collective norms.

Behavior management in the classroom involves establishing clear expectations and developing norms. This is crucial both for the smooth operation of your class and for the academic, personal, and professional development of your students. But you’ll notice I used the word “norm” and not “rules.” Rules are top-down expectations that usually come from a teacher or administrator(s) and that imply your students may face punishment for non-compliance.

Norms, on the other hand, are commitments that your students make in order to create a positive experience in the classroom or lab environment. Work with your students collaboratively to create your community norms and set standards. This work can lead your students to “buy in” and give them a reason to invest in their learning. It’s an important aspect of building relationships with students.

Develop skills that go beyond the classroom.

Effective classroom management extends beyond the classroom walls. Because in addition to industry-specific knowledge, CTE educators also model, teach and reinforce employability skills. Your students will use these vital skills in all aspects of their professional and personal lives.

As a result, when setting standards and norms for your learning environment, it’s important to consider what is appropriate or not in a variety of settings. What behavior management means in the classroom might be different than in the lab, and certainly will be different in a work-based learning environment.

• Time management
• Empathy
• Communication
• Collaboration
• Decision-making

Build relationships with families.

It is important for teachers and school administrators to build relationships with students’ families. They can give you insights into students’ interests and needs, and they behavior and drives and can be your partners in behavior management.

• Be proactive in communicating with family members. Don’t wait until there’s an issue to reach out. When families are involved from the very start, receiving consistent and informative communications, they are better prepared to offer suggestions and support.

• Make sure they understand that you are their partner in this effort. Education is a team sport, and it takes a lot of people working together to ensure that our students get the education they need and deserve.

Identify signs of distress.

All teachers, including CTE instructors, need to be equipped in identifying signs of distress in students. So, they may provide appropriate assistance during times of crisis.

Signs of distress can manifest in various ways, including sudden changes in behavior, declining academic performance, withdrawal from social interactions, and physical symptoms such as fatigue or frequent illness. Teachers must remain vigilant and be empathetic, creating a classroom environment wherein students feel safe to express their struggles.

Helping during times of crisis requires a thorough understanding of legal and ethical obligations. Teachers must navigate mandatory reporting laws, which might require them to report any suspected abuse or neglect to the appropriate authorities. This process involves understanding district protocols and maintaining clear communication with school administrators and families. Additionally, teachers should be aware of resources available within the school, such as counselors or social workers, who can offer specialized support to students in distress.

Create an inclusive environment for all.

Creating an inclusive learning environment is essential for fostering student engagement and success. To achieve this, establish a classroom culture that values diversity and promotes mutual respect. One effective technique goes back to the norms we discussed earlier and establishing routines that promote positive interactions and discourage any form of discrimination or bullying.

Seek to actively engage all students in the learning process, making sure that each student’s voice is heard and respected. This can be achieved through collaborative activities that encourage teamwork and peer support. Teachers may also create an inclusive atmosphere simply by showing genuine interest in their students’ lives, both inside and outside the classroom.

Ultimately, effective teaching is about communication and relationship-building. For society to flourish, teachers, their students, and family and broader community members all must serve each other. This means being responsive to their needs, providing clear communication and adapting to changing circumstances.

Kristina Guy is a campus counselor for Western Maricopa Education Center’s (West-MEC) Northwest Campus. She started her educational career as an English teacher in 2003 and her counseling career in 2012. She has a master’s degree in school counseling and a second master’s degree in educational leadership. Guy believes that in order to truly advocate for students we must engage and build relationships with all parties. She is the 2024 ACTE Counseling and Career Development Professional of the Year.

Learn more from the author at ACTE’s CareerTech VISION 2024, Dec. 4–7, in San Antonio, Texas.

It was inevitable that reality would catch up with science fiction. In the wake of the COVID-19 pandemic, during which educators (and everyone) experienced disruption and had to alter their goals and expectations, some are skeptical about embracing new technologies. However, artificial intelligence (AI) can offer tremendous benefits for career and technical education (CTE). Let’s dig into it.

First, how do we know that the AI we’re using is trustworthy? We evaluate it. Dependable AI systems are “valid and reliable, safe, secure and resilient, accountable and transparent, explainable and interpretable, privacy-enhanced, and fair with harmful bias managed” (National Institute of Standards and Technology, 2023).

Enter the modern age of artificial intelligence.

There are three different types of AI currently recognized:

1. 1. Artificial Narrow Intelligence (ANI): Focuses on completing tasks and helping when asked. Examples include image or pattern recognition tools, spell check, remote assistants like Siri, and even ChatGPT. ANI cannot apply reason or solve problems.

1. 1. Artificial General Intelligence (AGI): Extends machine learning into the realm of machine intelligence — wherein machines “truly understand human emotions, beliefs, and thought processes rather than just imitating them” (Klingler, 2024).

1. 1. Sentient Intelligence: Still the work of fiction. Sentience indicates awareness of the physiological self and an ability to experience sensations, not merely compute them (Li & Etchemendy, 2024).

AI can help educators develop high-quality curricula. I have been traveling around Texas for the past few years training CTE teachers to use artificial intelligence to help formulate written curricula. At first glance, this might seem dangerous. However, we must look at our current situation and circumstances. As CTE programs face significant staffing challenges, more educators are entering the classroom without traditional teacher training. And it is this that makes AI ideal for use in a CTE classroom.

Non-CTE educators are more likely to have participated in a teacher preparation program in college or before entering the classroom. On the other hand, CTE teachers are typically industry professionals that come into the classroom to teach. CTE teachers are experts in their fields, but they often need coaching related to classroom management, student engagement, pedagogy, and curriculum development. This is where AI comes in.

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TIP: Consider using AI tools to suggest new strategies, conversation starters, or project ideas. This is brilliant because it creates starting points for further exploration and professional development. The instructor can vet the instructional quality of the suggestions provided while easily incorporating relevance and practical application for students.

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Individualize instruction.

The most successful teachers are ones that establish a strong foundational culture of respect and knowledge-sharing in their classrooms. Instruction that is engaging and effective must be tailored to each subject and course and to each group of learners.

AI tools can help new and experienced CTE educators organize curricular materials in a format that can be adapted to meet student needs. It uses the vast supply of information available on the internet to offer suggestions and provide support for educators who want to explore complex topics with their students, differentiate instruction, and develop high-quality, project-based learning assignments.

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TIP: Develop exercises and assessments meant to gauge students’ critical thinking and problem-solving skills (Cengage, 2023). This might include asking engineering students to ideate a construction project or asking culinary arts students to propose a solution for food insecurity in their communities.

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Conclusion

AI can assist with all the elements of a strong curriculum. But creating meaning in knowledge is an inherently social act. It falls on the CTE teacher to vet the resources, as they are the subject matter expert, and to inspire students to learn the skills and knowledge to be successful.

J.J. Ayers, Ed.D., has more than 25 years of experience in education using technology to develop experiences. He is currently the CTE coordinator at Little Elm Independent School District in Texas. Ayers holds a Doctor of Education in curriculum and instruction, a Master of Education in secondary education, and a Bachelor of Arts in technical theater. He has presented at many industry conferences and will appear at ACTE’s CareerTech VISION 2024.

Learn more from the author at ACTE’s CareerTech VISION 2024, Dec. 4–7, in San Antonio, Texas.

Let’s linger in the summer sun a little longer. Techniques: Connecting Education and Careers has prepared the perfect poolside reading list. Our 2023–24 Year in Review features some of the most engaging content we’ve published in print and online since the fall of 2023. Each year, in Techniques, we celebrate the strength and successes of high-quality CTE, and we’ll continue to discuss the common challenges educators face.

Read Techniques: Year in Review, 2023–24

Build trust and relationships.

The core needs of students — physiological requirements, safety, love/belonging, and esteem — must be met before they can learn to their fullest potential. Teachers must also have their own core needs met before they can properly educate their students. Family members must have their needs met before they can support their children’s educational endeavors. And community members must have their needs met to fully support a school system. But what does it take to put it into practice in the context of our schools?

Building trusting and equitable relationships between administrators, teachers, staff, students, families, and the community is the first step in any successful plan to enact real change, bringing everyone together around common goals. READ MORE

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Focus on human skills.

Automation in a global economy is creating thousands of new jobs that require an entirely different type of worker. No longer is it enough to memorize facts, solve equations, and operate tools and equipment. Machines can do that far faster and with more accuracy than any mere mortal. Instead, employers need employees who can “use their knowledge and skills — by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions.”

We commonly refer to these as employability skills: work habits, attitudes, character traits, and competencies that are broadly applicable and transferable. These skills shape how employees work both on their own and with others. READ MORE

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Get outside.

Families, including youth, have rediscovered the outdoors as a place to enjoy leisure activities. And as a result of this boon to the outdoor recreation economy, there are more career opportunities. When most people think of the outdoor recreation economy, they think of frontline workers in familiar places: a ranger at a national park or a retail associate at their favorite gear store. But many might be surprised to learn that the outdoor recreation economy encompasses everything from private industry (manufacturing, retail, services) to the public sector (government agencies, tribal nations, community development) and nonprofit, advocacy, and trade groups.

The future of the outdoor recreation economy is dependent on making clear educational pathways available for students. Educators are starting to address this growing opportunity. READ MORE

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Reach new heights.

Brightly decorated balsa wood gliders soared through the air. Video cameras documented launches, flight paths and time aloft. Working in collaborative teams, student aeronautical engineers designed, constructed, tested and redesigned their vehicles to stay in the air the longest. Laura Doyle’s high school engineering students learned how gliders work. They discussed the forces of flight, and they used the prototype glider templates as a rough guide. Students must change the design in some way, so that the entire class isn’t making the same prototype. And they must justify their iterated designs through research.

These are the kinds of challenges that CTE educators seek out: real-world, standards-based, and engaging to spark learners’ creativity and innovation. Educators like Doyla search for constructivist experiences framed in problem-based scenarios. READ MORE

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Define excellence in CTE.

The modern workforce requires proficiency in technical skills as well as in empathy, resilience, communication and active listening. And the intentional integration of employability skills development within career and technical education programs is starting to bridge achievement gaps. Research has shown that emotional intelligence (EI), defined as “the ability to perceive, manage and regulate emotions,” can have a profound impact on a learner’s academic achievement. Thus, integrating emotional intelligence within CTE promises to cultivate meaningful relationships and a more dynamic, responsive and empathetic learning environment.

At ACTE’s CareerTech VISION 2023, IMAGO asked, “What innovative strategies is your district implementing?” The ensuing dialogue was promising, shedding light on how emotional intelligence is transforming the student experience. READ MORE

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Embrace research to effect change.

Instructional leadership must be transformational. Leaders are tasked with creating solutions based on problems, questions, and needs and developing processes that work for their schools, districts, and regions. Their role is multifaceted and complex. One end of a CTE leader’s work is anchored in developing the knowledge and skills of their teachers. And on the other end, the need to ensure students are prepared to enter the workforce.

Just as CTE teachers bring a wealth of experience into the classroom, students have varying backgrounds, understandings and motivations for taking CTE courses. Thus, in order have a positive effect on student learning experience, researchers have proposed that we must focus on three critical elements: changing views of learning, sharpening teachers’ instructional knowledge, and enhancing students’ knowledge and abilities related to academic and industry standards. READ MORE

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Tell stories that matter.

“When I started high school, I was a solid academic student; however, I lost my way. I began to struggle academically because I was too busy chasing girls, success in sports or popularity. Over time this approach left me feeling disconnected. I didn’t feel like I fit in anywhere. I became a loner,” wrote Donald “Diamond Don” Walker, of CAST. “Suddenly, I was going nowhere fast. Then I learned about a radio station course offered through my high school’s CTE program. I had always been interested in radio, so I signed up.

“Nothing was more exciting than going to my fifth hour CTE course every day. Creating elements for different radio programs. Creating assets and drops and stingers. Then, senior year, my friend and I got our first radio show! On Monday nights, 8:00–10:00 p.m., we played house music and mixes. We took live calls and gave shoutouts, and it was fantastic!” READ MORE

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Center community needs.

Educators in southwest Colorado go directly to Native American learners rather than requiring students to come to the community college campus, where they often face cultural and logistical barriers to access. Education leaders have cultivated strong relationships with the Ute Mountain Ute and Southern Ute tribes of the Ute Nation. And recognizing the flaws in the traditional educational model, they continue to emphasize that the challenges lie in the structures themselves.

Increasing opportunities for Ute students benefits not only them, but the surrounding communities as well. And the same can be true for rural communities across the nation. Innovative, community-centered education starts with asking questions and seeking to understand the unique needs of the people. READ MORE

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Lia Milgram is senior managing editor for ACTE.

Work-based learning (WBL) is a core feature of high-quality career and technical education (CTE). In fact, WBL is one of the 12 elements in the ACTE Quality CTE Program of Study Framework. And states, community colleges, school districts, high schools and others invest significant resources in WBL. In addition, Perkins V designated WBL as one of three new secondary-level CTE quality indicators for state accountability purposes.

Despite this enthusiasm for WBL as a valuable part of CTE, there is little evidence tying WBL to student outcomes. Recent years have seen an increasing amount of positive evidence for the impact of CTE on student outcomes (Brunner et al., 2021; Edmunds et al., 2022). But the lack of data on WBL participation prevents us from understanding its contribution. The absence of research is not due to want of interest. Rather, it can be attributed to the complex and varied nature of WBL experiences and the inherent difficulties in collecting systematic, high-quality data. Collecting accurate and complete data on the numbers and types of activities students experience, as well as the duration and intensity of the experiences, among other aspects, is surely challenging.

The Institute of Education Sciences, U.S. Department of Education, funded the CTE Research Network in 2018 to expand the evidence base for CTE, with a focus on research that can show the causal impact of CTE on student outcomes.

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This article presents research on promising practices and innovations in WBL data collection and use in six school districts. The six featured districts were selected based on the strength of their WBL data collection systems and procedures, as well as their representing a diverse set of approaches and settings. CTE Research Network participants conducted 24 interviews across the six districts, speaking with a variety of staff on topics such as:

• Platform design
• Data elements collected
• Staff involvement, training and buy-in
• Needed resources
• Use and sharing of data

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Data platforms and systems

Appoquinimink School District in Delaware uses The Agricultural Experience Tracker (AET for CTE) to centralize tracking of participation, hours and skill gains. The district had used the AET database for its Agriculture, Food, and Natural Resources pathways for many years and began to implement the system for all students in fall 2022.

Collier County School District in Florida implemented a WBL data collection system through its NAF career academies. The NAF WBL Participation Tracker and Reflection Form allow teachers and other staff to monitor and reflect on overall types and intensity of WBL participation, including student reflections.

Fresno Unified School District in California tracks WBL participants through its TitanWBL system, which was custom-built for the district and launched during the 2022–23 academic year to track and report on a wide range of WBL activities.

Lowndes County Schools in Georgia developed a digital system of free or low-cost tools, primarily through Google tools, to manage all aspects of WBL. This includes applications, enrollment, placements, hours worked, wages and earned credentials.

Muskego-Norway School District in Wisconsin developed its WBL data collection system using Qualtrics, an online survey and analysis platform that is managed by the WBL coordinator.

Poudre School District R-1 in Colorado introduced the Xello online platform in 2020 to track student interests and WBL activities. The district also uses Xello to house students’ career interests related to their individualized learning plans.

Featured practices

The profiled districts track many different data elements on students’ participation in WBL. They categorize the type of WBL experience in which the student engages across the continuum. Districts also document, for example, the dates and hours that students participate, the associated career cluster, the employer and their company, and other elements.

One key practice is preserving a longitudinal record of student experiences over time. The districts capture individual student-level information about WBL participation over time. This helps to build a profile of student experiences as they evolve through high school. Districts also may register students’ career interests to align opportunities to those interests and track how they may change.

When talking about student outcomes from WBL, practitioners often discuss the high value of employability skills. WBL experiences are designed to develop these skills, and they are a promising place to look at short-term outcomes for research purposes. These skills, however, have been difficult to measure and document in a systematic way.

Staff resources

All six districts employ at least one full-time WBL coordinator. Their primary role involves developing and implementing the WBL programs. But these staff members allocate some of their time to data-related tasks. These include learning how to use the technology; training teachers, students or employers; generating reports from data systems; and checking data entered by students or other users.

Quality assurance

Districts vary in the ways they approach monitoring data quality. On the entry side, some districts place greater restrictions on who may enter data. In other districts, multiple users enter data to reduce burden on any one group and collect many viewpoints. In both approaches, districts had formal or informal systems in place to monitor quality.

Using the data

Staff use their WBL data to plan, communicate the value of WBL, recruit industry partners, improve programs, and monitor progress toward goals for access and equity. Interviewees described tracking WBL participation data to uncover inequities in WBL participation and strengthen inclusive recruitment and support practices. Staff also reported using participation data to advocate for resources and engagement. This included requests for certain types of WBL experiences with employer partners. Districts reported using the data from their systems with CTE program advisory boards and local workforce boards to ensure the right employers are matched with students with interest in certain careers.

Conclusion

The profiled districts do important work to drive innovation in WBL data collection systems. These districts demonstrate that it is possible to collect a wide variety of student-level WBL data that capture the detail and progression of student experiences. Others can draw from the examples shared here as they develop their own systems. A fuller data infrastructure will be a boon to researchers.

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This article is excerpted from a forthcoming report by the CTE Research Network. The Network is led by the American Institutes for Research (AIR) and supported by the Institute of Education Sciences (IES), U.S. Department of Education, through grant R305N180005 to AIR. The opinions expressed are those of the authors and do not represent views of IES or the U.S. Department of Education.

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Katherine Hughes, Ph.D., is a principal researcher with the AIR, and she directs the CTE Research Network.

Bryan C. Hutchins, Ph.D., is a senior research specialist at the SERVE Center at the University of North Carolina at Greensboro.

Katherine A. Shields, Ph.D., is a research scientist at Education Development Center in Boston, Massachusetts.

Kelly Reese, MPP, is a senior researcher at American Institutes for Research, based outside of Chicago, Illinois.

Edward C. Fletcher Jr., Ph.D., is a distinguished professor of education and human ecology at The Ohio State University.

Read more in Techniques: Research and Practice.