Category: FEATURES

The health care student doesn’t want to be a nurse after all. And the business student chose their CTE pathway because they love learning for learning’s sake. The truth is always more complex than it seems. A student’s enrollment decision is rarely a definitive statement about their long-term career path.

This makes student-centered work-based learning essential. Educators can give students the freedom to confirm, refine or completely redirect their interests. Student-centered WBL provides real-world engagement opportunities with industry professionals, offering unique insights into workplace culture, roles and expectations.

A report from the ECMC Group (2023) revealed that only 13% of Gen Z students feel prepared to choose their path right after high school, and 48% want more guidance on career paths available to them after graduation. These findings underscore a critical gap: Students are seeking direction and preparation, but traditional program-driven approaches may not be meeting their individual exploration needs.

A developmental framework

Effective student-centered WBL follows a developmental continuum that recognizes students’ varying levels of career awareness and readiness.

• • Career awareness introduces students to careers and pathways through activities like guest speakers, career fairs and worksite tours. These experiences help students explore a variety of careers and determine potential interests.

• • Career exploration moves students into one-on-one or smaller group settings with industry professionals through informational interviews, job shadows, mock interviews and skills workshops. These deeper engagements allow students to continue exploring career interests while building both technical and durable skills.

• • Career preparation provides immersive industry-based experiences through internships, health science clinicals, mentored industry projects and apprenticeships. These longer experiences give students opportunities to do work of value for companies while building substantial skills and powerful professional connections.

The beauty of this continuum lies in its flexibility. Students don’t move through it in a linear fashion, and the variety of activity types ensures that different learning styles and career interests can be accommodated.

Outcomes-driven WBL

Since 2023, NAF has utilized an outcomes-driven approach to work-based learning with a student-centered focus on goal setting, aspirations, transferable work skills and meaningful professional relationships. This approach produces students who are more confident and better prepared to navigate life after high school.

1. Start with student voice and choice.

Begin each school year with career interest inventories but use them as conversation starters rather than definitive answers. Encourage students to explore careers online through free platforms like Leap Nation, Futurescape and EvolveMe to help them discover options that align with their goals, interests and abilities. Have students map out their existing networks to identify who they might know or who might know someone in a potential career of interest.

2. Expand WBL activities beyond traditional approaches.

Move beyond standard guest speakers to create engaging skills workshops that focus on cross-cutting industry activities like project management, human-centered design and data analysis. Transform worksite tours by incorporating micro job shadows with various departments. Don’t overlook the power of family-connected WBL; encourage students to conduct informational interviews or career chats with family members and friends. Many students don’t know what their family members actually do at work, and these conversations provide insights into various career options while helping them see people as multi-dimensional professionals.

3. Create choice-driven project opportunities.

Develop partner engagement projects that allow students to choose areas of focus that align with their career interests rather than their program enrollment. These projects should build teamwork skills while exposing students to different career functions and industry sectors. Organizations like District C can help your students learn how to work together in a “teamship” while also helping to coordinate projects with your local business community.

If you’re looking for a ready-to-use option, KnoPro offers free, authentic project-based work-based learning capital Challenges in partnership with employers across the country. Students can select challenges that spark their interests, collaborate to develop solutions, and compete for recognition and prizes. It’s a simple way to give every student access to meaningful, career-connected experiences without needing to design projects from scratch.

4. Measure impact through student reflection.

Implement regular surveys and reflection activities that capture how WBL experiences are supporting your students. NAF uses a comprehensive WBL tracker to monitor student participation and perceptions across their network. But educators can adapt this approach by administering simple surveys. Ask students to reflect on how each WBL activity impacted their career thinking, skill development, and professional network growth.

5. Empower students as WBL co-creators.

Allow students the opportunity to become active participants in planning their own WBL experiences. Teach them how to research potential mentors, prepare thoughtful questions for informational interviews and follow up professionally with industry contacts.

6. Prepare industry partners for meaningful engagement.

Provide resources and templates to help industry partners understand how to engage effectively with students. Share preparation materials with industry partners before student visits that outline learning objectives. Suggest meaningful tasks students can complete, and provide conversation starters. Resources like those available at NAF or experience.work offer templates and guidance for creating profession-based learning experiences that go beyond traditional job shadows or guest speaking.

The shift to student-centered WBL requires educators to challenge their assumptions about student interests and career goals. Creating systems that capture student voice, provide choice in learning experiences, and measure impact through student feedback — rather than participation numbers alone — becomes essential for student success.

As we prepare students for careers in an increasingly complex and rapidly changing economy, our WBL programs must evolve to match this complexity. By personalizing work-based learning experiences, we honor student individuality, expand career horizons, and build the durable skills and professional networks that will serve students throughout their careers.

Brooke Rice, Ed.D., is vice president of curriculum and learning at NAF.

Read more in Techniques.

Financial literacy is essential to postsecondary and career success. Yet many high school students, particularly in rural communities, graduate without a foundational understanding of money management. Recognizing this critical gap, the Eastern South Dakota Perkins Consortium set out to bring high-quality financial education directly to students who needed it most.

This vision became reality thanks to the support of the Wells Fargo Financial Literacy Initiative and the strategic collaboration with the Southeast Technical College Foundation, led by Associate Vice President Stephen Williamson. With his guidance and the generous backing of Wells Fargo, the consortium launched a comprehensive financial literacy program — reaching 36 rural school districts. The initiative featured Ryan Decker, Ph.D., the founding director of the Center for Financial Literacy at South Central College and a certified financial planner, who delivered engaging and accessible sessions, both in person and virtually, on budgeting, credit, debt, investing and more.

Together, this partnership empowered 380 students with practical skills and long-term financial insight, demonstrating the impact of targeted, collaborative approaches in career and technical education.

Identifying the need

The journey began with a question. How can we better prepare students for the financial realities of adulthood, especially in rural schools where access to specialized instruction can be limited?

Across South Dakota, educators and administrators recognized a persistent gap in financial literacy among high school students. Many lack basic knowledge about budgeting, credit, debt, and long-term planning, knowledge that would directly affect their success. South Dakota requires that most high schools offer a personal finance course. But the course is not a graduation requirement. We find many students opt not to take the course in order to satisfy other graduation requirements. To address this need, South Dakota followed five steps.

1. Establishing the vision: Financial literacy emerged as a top priority through conversations with district leaders and student assessment data. The goal: provide relevant, engaging and actionable financial education aligned with real-world applications.
2. Securing a strategic partnership: The Wells Fargo Financial Literacy Initiative became the financial catalyst that made the program possible.
3. Recruiting trusted experts: Ryan Decker’s combination of academic credibility and real-world financial planning experience ensured the sessions were both informative and relatable.
4. Designing for flexibility and access: Recognizing the logistical challenges of rural schools, the program was designed to be delivered both in person and via Zoom to ensure maximum accessibility without requiring travel or additional staffing.
5. Tailoring content to student needs: We chose topics based on student feedback and included budgeting and credit and debt, student loans, investing, and taxes. The focus was always on real-life readiness with a lens toward issues important to South Dakota residents.

Implementation

Seventeen high schools across 36 rural districts participated in this initiative. We reached 380 students through a flexible and practical approach to financial education. Sessions ran from October 2023 through May 2024. Each school selected topics tailored to the needs of their student body, with a primary focus on budgeting, credit and preparation for postsecondary life. The hybrid delivery model ensured that even small or remote schools could benefit from high-quality instruction.

Furthermore, Decker’s engaging style and relatable approach made complex financial concepts accessible to students. His sessions were highly interactive, gamified and grounded in real-life application. Educators and students alike shared positive feedback for increasing both understanding and interest in financial literacy topics.

Best practices & lessons learned

This initiative revealed several powerful takeaways for other CTE leaders looking to replicate the model. First, leading with flexibility proved essential. By allowing schools to choose the topics and delivery formats that best fit their students’ needs, the program built trust and boosted participation. Collaboration with the right partners also made a significant impact. Financial support from Wells Fargo, operational guidance from the Southeast Tech Foundation, and expert, student-centered instruction created a highly effective and sustainable learning experience. The program was further strengthened by its responsiveness to student feedback, ensuring sessions remained relevant and impactful.

Equally important was the emphasis on practical and relevant content. Session topics covered everyday financial decisions students will face after high school. Like budgeting on a starter salary, managing college costs and understanding car loans.

Finally, the initiative was intentionally designed with replication in mind. By identifying a strong instructional partner, accepting hybrid delivery methods, flexible funding and focusing on topics that connect with students’ real-life experiences.

Looking ahead

Encouraged by the program’s success, the consortium is already planning for the future. Several districts are exploring ways to integrate financial literacy into their annual curriculum, including the possibility of a math credit. Additional content areas in development include workplace literacy and entrepreneurship. The foundation of these activities is rooted in honoring the Tri-Valley Regional Occupational Program’s partnerships. They play a critical role in supporting access and delivery.

The long-term vision is bold and transformative: to embed financial literacy as a fundamental life skill that equipped all students to make confident, informed financial decisions well beyond graduation.

A call to action for CTE leaders

Empower students with the knowledge and tools to make sound financial decisions. This does more than advance their education. It can shape their futures. The Wells Fargo Financial Literacy Initiative, driven by the Eastern South Dakota Perkins Consortium, the Southeast Technical College Foundation, and Ryan Decker, demonstrates that when partners align, flexibility and purpose align, education becomes not only transformative but lasting.

If you’re a CTE leader considering how to impact students beyond the classroom, look no further. You can bring financial literacy and real opportunities to every corner of your state.

Sara Vande Kamp, M.B.A., Ed.D, is an educator, member and vice president of the Eastern South Dakota Perkins Consortium. Her involvement in education is further enriched by her roles as a parent and a newly elected (2025) member of the Harrisburg School Board.

Read more in Techniques.

A significant concern with AI in education is its potential to compromise academic integrity. But the solution isn’t to ban AI. It’s to ensure educators have a voice in how it’s designed for classroom use.

Here’s what happened.

In doing their due diligence, following up on a potential academic integrity issue, a postsecondary faculty member and an administrator set out to replicate the suspected use of AI. Earlier that week, a student had submitted a Java midterm exam that raised suspicion. The assignment had explicitly stated that the use of AI or any external tools to create the code was strictly forbidden. Rather than speculating, they went straight to the suspected source.

The instructor and administrator told ChatGPT that they were working on an exam and asked ChatGPT to create a simple, entry-level Java program that would address the topics covered in class. ChatGPT provided a clean, fully functional solution without hesitation. From there, the users asked the AI to make the code less perfect so that it would not raise suspicion.

ChatGPT complied, offering a version with minor inefficiencies and beginner-style logic, calling it “B-grade” code. This version was intentionally designed to avoid optimization, making it appear less like an AI-generated product.

Then they escalated the request further by pasting in the actual instructions for a Java midterm exam, which included an explicit statement that AI or any external help was strictly forbidden.

Despite this clear warning, ChatGPT proceeded to write complete Java code, fulfilling all the requirements of the assignment. It adjusted the output formatting and even added common beginner errors. In that moment, we realized that AI was not acting like a neutral tool. It was acting like an accomplice or even as an enabler.

A call to action

This experience revealed a significant gap, not just in how students utilize AI, but also in how AI responds to them. AI is not increasing the frequency of cheating (Spector, 2023), but rather serves as another tool for students who perceive it as a shortcut to learning material and completing assignments. Educators must manage AI ethically and responsibly using a tool that, as it stands, lacks a moral compass. This article is not a call to ban AI. It is a call to refine it.

• Teacher Mode: AI should detect academic environments and pivot into a supportive, instructional stance. As ChatGPT suggested, this includes questions like, “Can you explain what you have tried so far?” and “Would you like to go through this step by step, so you understand the solution?”
• Policy-Aware Filters: If an assignment includes phrases like “AI use is strictly prohibited,” the system should immediately respond with, “This assignment explicitly prohibits AI use. I can help you review concepts but cannot provide a direct solution.”
• Discipline-Specific Scaffolding: AI should not treat a math equation, a Java assignment, and a history essay the same way. For coding tasks, it could prompt students to explain the logic. For essays, it could guide students through outlining and revision.

These solutions, if implemented, could transform AI from an unintentional accomplice into a responsible co-educator. The answer lies in raising the barrier to cheating, not in raising the alarm. Simply rephrasing the task or adding minor friction points, such as asking clarifying questions, could deter a would-be cheater.

Reclaiming the narrative

CTE educators have always stood at the intersection of hands-on learning and real-world application. Our field is no stranger to disruptive technologies, but we have never ceded our responsibility to guide, contextualize and teach. AI is not going away. However, if we do not take ownership of its role in our classrooms, it will be defined for us by students, by technologists, or worse, by its algorithmic eagerness to please. We propose that OpenAI and other developers collaborate with educators to co-design systems that uphold academic integrity while still letting students benefit from AI as a learning tool. This enhancement is a market opportunity, yes, but more importantly, it is a moral one.

Brandon Hensley, Ph.D., is the dean of CTE at McDowell Technical Community College.

Michelle E. Bartlett, Ph.D., is an assistant professor in community college leadership at Old Dominion University.

Bill Teale is a web designer and a member of the web technologies faculty at McDowell Technical Community College.

Jay Perry, M.F.A., is faculty senate president and a member of the graphic design faculty at McDowell Technical Community College.

Read more in Techniques.

CTE programs must integrate digital learning tools that expand access, deepen engagement and drive better outcomes.

The goal is to amplify traditional instruction — not replace it. When used strategically, technologies like interactive video, augmented and virtual reality, and mobile-friendly learning platforms create richer, more responsive learning environments. They reinforce critical academic and technical concepts, help students build confidence, and encourage them to explore career pathways that might otherwise remain out of reach.

The long-term success of CTE depends on how well we blend innovation with experience. We must rethink what’s possible in and beyond the classroom.

Prioritize engagement.

Digital tools that boost engagement do more than capture attention, they increase completion rates and credential attainment while preparing learners for the real world.

When students are interested in what they’re doing, they stick with it. When they feel capable, they try harder. And when they’re given tools that support active learning, they take ownership of their progress.

Students today are fluent in visual language. They live in a world of multimedia where they can readily stream interactive videos on Netflix, create user-generated content on Roblox, or build an entire world in Minecraft. And they expect that same personalized experience in their education. Whether it’s through collecting badges, earning experience points, completing challenges or leveling up through missions, the mechanics of game-based learning can turn abstract concepts into tangible goals.

The Autodesk AutoCAD software — which is also used by real-world construction professionals — allows students to engage in processes related to installing a piece of equipment or troubleshooting a system. Rather than simply watching, learners make decisions within an interactive video or solve scenario-based problems in a gamified environment. They are asked to choose next steps, identify mistakes and model solutions. They get instant feedback and can try again. This program also gives instructors valuable insight into where students may be struggling, creating a clearer path for targeted support.

Bring the industry into the classroom.

Not every school has access to a welding shop, heavy equipment or a full construction lab. It’s not realistic to stage a crane in the parking lot of every high school. But every student deserves exposure to what careers in those environments look like. That’s where augmented reality comes in.

For example, an AR app might show a scaffolding setup and prompt the student to identify what’s unsafe about it. Are the ladders properly secured? Is fall protection in place? These are tools of exposure, practice and confidence-building. They also offer a safe space for trial and error, giving students the freedom to fail, try again and improve without fear of real-world consequences.

Reclaim classroom time.

Digital tools also offer an opportunity to rethink how classroom time is used. The concept of a flipped classroom — where students review instructional content at home and use class time for application — gained traction years ago and remains relevant today. This model allows students to absorb foundational knowledge before class through videos, animations or guided simulations. When they arrive in the classroom, they’re ready to engage in hands-on work, peer collaboration or deeper problem solving with their teacher’s support.

Doing that key pre-work also encourages active participation. Teachers can open with simple reflection questions like “What do you already know? What do you want to know?” or facilitate small group discussions to reinforce concepts, challenge preconceptions and spark curiosity.

Practice freely and without penalty.

Digital learning tools support repetition and repetition, allowing us to meet more students where they are. If a student struggles to understand how to wire a circuit, for example, they can return to a simulation after class hours, on their own device, and practice until they get it right. No need to wait for shop time or classroom access. No fear of judgment from peers. Just quiet, consistent practice at their own pace.

This flexibility is critical for building confidence and keeping learners from falling behind. It’s also a powerful tool for teachers, as the right platforms allow them to track progress and identify students who may need more support. In this way, digital tools act not just as enrichment opportunities, but also as safety nets to ensure every learner has a path to success.

Facilitate sharing and connection.

Digital tools also open doors for student-led storytelling and community engagement. We should welcome the use of platforms that allow students to save simulations, take screenshots of completed projects or track their performance over time. That data can be used to create portfolios, showcase learning and demonstrate growth in a modern-era science fair environment.

In the classroom, students can share their work with their peers. Outside the classroom, select projects can be shared publicly to raise awareness about the real-world impact of CTE.

Conclusion

Many CTE programs are already using digital learning to reinforce hands-on instruction — but there’s still room to grow. The next evolution will bring tools that reflect the technologies students will encounter in real-world careers. Think drones and AI to teach surveying basics, 3D modeling software like SketchUp or Revit to help students visualize how buildings come together, or mixed reality simulations that prepare students for complex or hazardous tasks before they step onto the job.

It’s important to note that the goal isn’t to chase trends or tech for tech’s sake but to equip learners with relevant, hands-on experience that reflects the modern construction industry. When used thoughtfully, the right technology extends the impact of what great teachers are already doing.

The CTE classroom has always been a place where students learn how to perform tasks and think like professionals. Digital learning tools enhance experiential learning. They fill in the gaps where access is limited. They meet students where they are with the technology they already use. And they allow teachers to personalize instruction and maximize precious classroom time.

Most importantly, they show students what’s possible.

Jennifer Cantave is director of product development at the National Center for Construction Education and Research (NCCER).

Lisa Strite is chief learning officer at NCCER.

Read more in Techniques.

For Jennifer Breman, ACTE’s National Leadership Fellowship Program was “the most beneficial leadership training” she’s participated in — an experience that echoes throughout a growing community of CTE educators who’ve discovered the power of connection, collaboration and strategic thinking to amplify their impact. This year’s cohort of fellows represents the breadth and depth of CTE, and what unites them isn’t their specific pathway or geographic location, but their shared commitment to supporting student success.

The fellowship’s influence extends far beyond individual growth. These educators are breaking down silos between CTE areas, serving on school boards with informed perspectives, and approaching technology integration with both innovation and intentionality. They’re learning to leverage AI appropriately while maintaining a focus on essential professional skills, bringing 3D printing across multiple content areas, and using virtual welding technology to recruit students and manage costs.

Perhaps most significantly, they’re developing what Ricardo Pimentel described as a more “inclusive and curious” approach to leadership. That is one that asks, How could this idea be adapted for other pathways? He wrote, “I’ve had the chance to connect with passionate professionals from all areas of CTE, and it’s opened my eyes to how much stronger we are when we collaborate.”

As leadership fellows and CTE educators return from ACTE events, like VISION and National Policy Seminar, to their districts and states, they carry with them new skills and knowledge and a deeper understanding of CTE’s impact. They are the advocates, the innovators and the bridge-builders — educators who can navigate complex policy landscapes while never losing sight of the students they serve.

Read the full interview with ACTE’s National Leadership fellows in print.

What’s one piece of technology your students are using now that wasn’t even on your radar three years ago? How did you learn to integrate that technology into your classroom?

• “AI was around a few years ago but it has grown and changed very rapidly. This creates challenges and opportunities for us in CTE,” said Randa Pirrong. “Teaching teachers and students how to use it appropriately and efficiently is a priority.”
• “Three years ago, I associated 3D printing mainly with engineering programs, and I never stretched to consider including them across numerous content areas,” commented Katie Kensinger. “Now, our engineering programs work with health sciences, fashion, culinary, industrial technology, and other content areas to design and print pieces in alignment with relevant curricula. It’s been an incredible way to boost creativity, problem solving, and technical skills in a hands-on, highly engaging way.”
• “Although the SWIVL camera has been around for some time, its recent updates have made it an invaluable tool in my Careers in Education program,” said Sarah Grossi. “The SWIVL is a smart video recording system that tracks a presenter’s movement and captures both audio and video. For me, SWIVL allows me to efficiently observe my students’ lessons since I can’t be in multiple classrooms at once.”
• “Robotics technology was on my radar, but it did not feel attainable cost-wise,” offered Emily Yoshikawa Ruesch. “I first saw them after taking students on field trips to companies, but it’s been great feeling like we’re bridging education and industry.”

“Artificial intelligence has been useful to me as a performance evaluator and administrator,” shared Jen Newendyke.

• “I wouldn’t necessarily mention a piece of technology, but more so the programs that have become available to students to learn more about working in the health care field,” wrote Rachel Popham. “Being able to provide my students ‘real-world’ experience using simulators is great!”
• “Many CTE programs are engaging in cross-disciplinary technology implementation. For instance, at my institution, the animation program has partnered with health professions programs to utilize motion capture systems,” said Carla S. Arciniega Henrici. “Being able to collaborate in such manner opens broader opportunities for students to explore employment in diverse fields.”
• “Canva for Education has reshaped student engagement in my programs. A few years ago, it wasn’t even on my radar,” said Arnaz Dolivala. “Now, students use it to design professional portfolios, marketing materials, lesson visuals and interactive presentations. I learned to integrate Canva by diving into small projects and collaborating with colleagues across content areas.”
• “Virtual welders! Technology has come a long way, and utilizing technology has greatly benefited the CTE programs in our district,” said Anna Alday. “Multiple companies have produced realistic, virtual welding technology that has benefited recruitment and our beginning welding courses. From an administrative standpoint, it has also been beneficial in cutting down costs on expensive supplies and consumables.”

Read more in Techniques.

The narrative around career and technical education is changing, and the NextLevel Postsecondary CTE Fellowship alumni are leading that transformation. They come from Louisiana’s rural communities and Oregon’s innovation hubs, California’s diverse campuses and North Carolina’s manufacturing centers. These education leaders are challenging outdated perceptions and building dynamic pathways that connect students to meaningful careers.

This year’s featured fellows represent a new generation of CTE advocates who understand that their work extends far beyond classroom instruction. They’re strategic thinkers who leverage data to showcase student success. Relationship builders who forge authentic industry partnerships. And visionary leaders who recognize that CTE isn’t just about filling jobs. It’s about restoring dignity, opening doors and empowering people to write new stories.

Matthew Nappier put it simply: “CTE is not a fallback; it’s a launchpad.” This sentiment echoes through every conversation with these fellows.

They have discovered that leadership is less about having all the answers and more about being open to learning more. Their students have been their greatest teachers. And as you’ll hear from them in their own words, these fellows aren’t just responding to change. They’re shaping it. One student, one program, one partnership at a time.

Weathering the storm

The fellows shared thoughtful strategies for maintaining program alignment amid major change.

1. “Maintain active and intentional advisory councils. These aren’t just once-a-year meetings to rubber-stamp curriculum. We build real partnerships with local employers, regional workforce boards and sector specialists to ensure that our programs stay responsive and future ready.

   “When our regional manufacturing partners expressed a need for short-term, entry-level training, our workforce, adult education, and CTE teams came together to respond with agility and purpose.” -Matthew Nappier

2. “We have made infrastructure and facility investments, updated our curriculum, provided real-world experiences and industry partnerships, and offered faculty support and professional development. By doing these things, we demonstrate a proactive approach to keeping our programs relevant and aligned with industry standards.” -Tami Hill
3. “Engage with industry partners through conferences, roundtables and direct collaboration. These interactions provide valuable insights into emerging trends, evolving workforce needs, and future directions, allowing us to adapt our programs proactively and ensure they remain relevant and impactful.” -Ferdinand “Ferdie” Santos
4. “Leverage employer input to shape faculty professional development priorities. This can help ensure instructors stay current with the tools and practices being used in the field.

   “Employers are looking for more than just technical know-how; they want graduates who bring strong transferable skills to the table. By incorporating industry input into our program improvement cycle as a regular, structured part of our process, not just an annual check-in, we remain agile and responsive to the rapid pace of change in today’s workforce.” -Marc Davis

5. “We hold formal meetings with industry partners twice a year to share program updates and gather group feedback, but just as important are the informal, ongoing conversations we have with individual employers throughout the year. These relationships help us stay attuned to shifts in technology, emerging skills and challenges.” -Juan Fernando Pineda

Read more in Techniques.

What drives an award-winning educator through their toughest days? We asked ACTE’s 2025 Excellence Award winners — who were honored at ACTE’s CareerTech VISION 2024 — to share the songs that fuel their passion, the student moments that keep them inspired, and how ACTE has supported their success in career and technical education. From power ballads to personal breakthroughs, these outstanding educators know the power of the right soundtrack.

“My students have shown me the power of resilience and curiosity in learning,” shared Nickolas Lebo, ACTE’s Teacher of the Year. “Their ability to embrace new challenges with a growth mindset has inspired me to stay adaptable and open to evolving teaching methods.”

Attend the Awards Gala at VISION 2025, Dec. 9, and join in the celebration! Together we’ll crown a new crop of CTE professionals transforming workforce education.

A quarter for your thoughts

Here’s what our award winners are listening to. Send us your own workday theme songs for a chance to see them featured on a playlist at ACTE’s CareerTech VISION.

• “One Moment in Time” by Whitney Houston
• “High School Never Ends” by Bowling for Soup
• “Eye of the Tiger” by Survivor
• “Don’t Stop Believin’” by Journey
• “Ain’t No Mountain High Enough” by Marvin Gaye and Tammi Terrell
• “Unstoppable” by Sia
• “Takin’ Care of Business” by Bachman–Turner Overdrive

An honor well deserved

Do you know an outstanding educator who is worthy of recognition? If you’ve ever considered nominating a colleague for an ACTE award, we hope you do! How you represent a candidate’s accomplishments is critical in making the best impression on our judges. Here are some tips for making the most out of your nomination.

1. Does your nomination address the criteria for the award? Looking at the rubric will give you an idea of what areas are most important.
2. Are you being descriptive enough with your candidate’s achievements? How did the nominee contribute to the goal, and what were the end results? Include measurable outcomes or milestones where possible.
3. What makes this candidate unique from others in the profession? Provide concrete examples.
4. Can you sum up in one sentence why the nominee deserves recognition? Keep your writing focused and make every word count.
5. Is it easy for the reader to follow your train of thought? Identify how every point addresses the criteria for the award. Explain achievements in plain language. Judges may not be familiar with activities that are specific to your content area or program.

Read more in Techniques.

I will never forget the moment I stood at the front of a classroom in a federal prison, teaching a commercial driving class — even though I had never even sat behind the wheel of a tractor-trailer. What I brought to the room wasn’t driving experience but lived experience. I understood that the barriers these students faced had little to do with their ability to operate a tractor-trailer and more to do with limited education, spotty employment histories, legal barriers to occupational licensing, and a tangled web of collateral consequences.

More than 600,000 individuals are released from U.S. prisons each year (Sawyer, 2022), and these returning citizens face daunting reentry challenges. The Prison Policy Initiative has reported that among a study group “of more than 50,000 people released from federal prisons in 2010, a staggering 33% found no employment at all over four years post-release, and at any given time, no more than 40% of the cohort was employed. People who did find jobs struggled, too … landing jobs that didn’t offer security or upward mobility” (Wang & Bertram, 2022).

As someone who has been personally justice-impacted and now leads two national organizations focused on education and reentry — the Petey Greene Program and the Puttkammer Center for Educational Justice — I’ve come to believe that career and technical education isn’t just a program. It’s a promise. A promise that education can set us free, that redemption is real, and that skills matter more than stigma.

Can they pass the written exam?

One of the biggest challenges that justice-impacted students face is passing the written exam. Thanks to my two incredible co-instructors who both had real-world trucking experience, we guided our students through the mechanics of driving and supported them in building necessary literacy and math skills.

Why CTE matters behind bars

Career and technical education offers a direct response to these challenges. By providing hands-on training in high-demand fields like welding, culinary arts, construction, information technology and more. CTE empowers individuals with marketable skills and fosters a sense of dignity, purpose and self-worth. It gives people a future to believe in — and the tools to build it.

Evidence backs this up. A landmark study published by the RAND Corporation found that incarcerated individuals who participate in educational programs are 43% less likely to return to prison (Davis et al., 2013).

Despite proven results, CTE programs in correctional settings continue to face systemic hurdles. Such as limited funding, outdated equipment and a lack of qualified instructors. The COVID-19 pandemic only intensified these problems.

Still, hope is on the rise. In 2023, Jobs for the Future launched its Postsecondary Education in Prison CTE Accelerator Network. This was designed “to help institutions that are expanding access to credit-bearing CTE courses to people who are incarcerated” (Murphy et al., 2023). This group of 17 schools and training providers are rebuilding lives and changing futures.

Programs that work

At the Petey Greene Program, we pair academic tutoring with vocational instruction across more than a dozen states. Trained volunteers from top-tier universities help learners develop the literacy and math skills necessary for CTE success. In one Penn.sylvania correctional facility, our collaboration with a carpentry certification class boosted technical exam pass rates by 23%. For many of our students, the presence of a Petey Greene tutor is more than academic — it’s relational. We provide mentorship, build trust and restore human connection.

The Hoosier Initiative for Re-Entry (HIRE) in Indiana offers a compelling model. It integrates technical training with job placement, working closely with employers to interview participants before they’re released. Within 90 days post-release, over 80% of HIRE participants are employed, which acts as a powerful buffer against recidivism.

Challenges along the road ahead

Security policies, funding shortages and employer stigma continue to impede progress. But major policy shifts are opening new doors. We’re also seeing the growth of integrated education and training models that combine CTE, adult education and career readiness training tailored for the correctional setting. This is where real innovation lives.

As someone who served time, returned home, and has dedicated his life to working with individuals who have been affected by the justice system, I know that CTE is about more than skills. It’s about transformation.

To my fellow educators, policymakers and community leaders: Let’s make CTE accessible to the nearly two million people behind bars today — 95% of whom will come home.

We don’t just teach skills; we restore hope. We rebuild lives.

Jeffrey Abramowitz, J.D., is the chief executive officer of the Petey Greene Program and the Puttkammer Center for Educa.tional Justice. His journey through the justice system fuels his life’s mission: ensuring education and employment are accessible to every justice-impacted individual.

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