FEATURES Archives

Track & measure WBL for student success

Posted on March 11, 2024May 30, 2024 by 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.

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

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.

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.

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.

Motivate Students & Influence Success With Research

Posted on March 11, 2024May 30, 2024 by acte

Upon entering college, students often report feelings of uncertainty about which major to choose. Research suggests that access to career information supplemented with career development would assist students in transitioning to higher education or the workforce (Bradley, 2010). Career development activities can foster the growth of clearer, more intentional career goals — motivating students and ultimately in influencing success. All students may benefit from access to career development intended to provide support and tools for making confident academic and career decisions.

Background

This action research study was conducted on the campus of a community college in the rural southeastern United States. With a population of about 2,300 students, the average student age is 25. One-third (33%) of students attend full time, while 67% attend part time. The student population consists of 76% white students and 24% students of color. First-year community college students currently enrolled at the site participated in the study, and their participation was voluntary.

Methodology

The study utilized an action research methodology, which is cyclical in nature. Initially, student perceptions of existing career development at the research site were assessed through individual student interviews. Following this assessment, it was determined a seminar model would be appropriate to potentially increase student engagement in career development. A series of seminars on various career development topics was created and co-facilitated by student peers. The goal was to cultivate student connections and to ensure participants received timely, accurate communication. Data was collected from the seminars through surveys and individual interviews.

Procedures

The seminars were marketed across campus via digital flyers and email and text reminders. Participants registered for at least one seminar via Google Forms and were given the option to attend in person or virtually. Each student who attended a seminar received a gift card for their participation. During the seminars, participants completed both a pre-seminar survey and a post-seminar survey via a QR code or the direct link posted in the chat. Seventeen survey responses were collected from participants during the seminars.

The registration form asked each student if they had an interest in participating in a separate, individual interview for the opportunity to receive an additional gift card. Following the seminar, interested students received an email with more information and to schedule a date and time. Prior to their interviews, participants received an email to complete a digital consent form. Ten students were individually interviewed.

Analysis

Individual interviews were recorded and transcribed using Otter.ai. All data, including interview transcripts, survey responses, analytical memos and field notes, were input into NVivo — qualitative data analysis software — and subsequently organized by what most resonated with the researcher. An Excel spreadsheet further organized data into categories.

All interview participants were asked about how to improve career counseling services at the college. And many spoke to students’ limited knowledge of services. “I would like to see career counseling services being promoted more toward the beginning of the admissions process.”

Participants also mentioned a lack of adequate access to the seminars. Tiffany suggested offering “an option in the evening for people who are working.” Another mentioned sharing more “about resources in the community.” We, as career and technical education (CTE) professionals, can improve career development services for all students.

Results

Flexible service delivery

Students are more likely to engage in career development activities when they are presented with flexible service delivery. In recent years, higher education institutions have revised their implementation of not only instruction but support as well. Utilization of technology has become necessary to create flexible programming for student support services (Toquero, 2020). Therefore, seminars may be offered in a virtual format, and participants may be given the option to view seminar recordings later.

Informational campus culture

Students are more likely to engage in career development activities when they are well-informed of services available to them. Adequate and concise information on student support services should be shared, specifically in student success courses. The extant literature indicates that how students receive information on student support services is critically important, and student success courses are the primary avenue for sharing information with first-year students (Acevedo-Gil >amp; Zerquera, 2016; Hatch, 2017; Hatch et al., 2018).

Positive campus relationships

Students are more likely to engage in career development activities when they have positive campus relationships. This is a key component in students feeling a sense of belonging. Many student participants shared that the feeling of being known and valued was important. They also reported being aware that faculty mentor and assist students in areas beyond academics. Thoughtful instruction and mentoring are critical to positive relationships between students and faculty (Parnes et al., 2020).

Discussion

This work can be shared and reproduced across college campuses, increasing its impact.
Higher education professionals would benefit from infusing campus culture with a more career-minded focus.
Student information sources, like the institution’s website, should provide details on career development services available to students.
Virtual formats are not only possible but often ideal. When an in-person format is the better option, this work is easily adaptable. It could potentially be beneficial to have an increased emphasis on intergroup relations.
With flexibility, career development can be conducted more widely with new and returning students.
A strong partnership with the college’s coordinator for student success courses can help promote career development services for first-year students. Consider the additional benefits of partnering with interdisciplinary colleagues to increase students’ career knowledge and skill development.

Laura Walker-Andrews, Ed.D., is an assistant professor and program coordinator in
department of Business and Organizational Leadership at Brevard College.

Lead with evidence to support instruction

Posted on March 11, 2024May 30, 2024 by acte

Instructional leadership in career and technical education (CTE) 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.

CTE teachers bring a wealth of experience into the classroom, having taken many different approaches to professional teacher preparation. Likewise, students have varying backgrounds, understandings and motivations for taking CTE courses.

“How can we develop instructional leadership strategy in a way that will positively affect student learning?” 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 (City et al., 2009). These three themes may provide evidence-based direction for CTE leaders. This article illuminates how to promote the instructional core by making clear connections to how students learn best.

Apply strategies of effective student learning.

The cognitive sciences help explain the conditions needed to create optimal environments according to how students learn best (National Academies of Sciences, Engineering, and Medicine, 2018; National Research Council, 2000). Three key components are critical in changing how we view instructional leadership.

Learner

The most effective lessons are not just informational. They are experiences that deeply embed concepts, evoking questions and curiosity and fostering a sense of lifelong learning.

Knowledge

In knowledge-centered classrooms, students should know how ideas connect and scaffold. Clear standards are set for what students should learn, and industry establishes fundamental theoretical and practical knowledge.

Assessment

Assessment-centered classrooms prioritize high learning standards and provide frequent feedback. Feedback comes in various forms, helping students self-monitor their progress at every stage. It is an ongoing dialogue, a constant navigation toward improved understanding.

Develop high-quality instructional materials.

We must ensure that we use instructional approaches derived from cognitive science research.

Design clear, coherent units of instruction.

Understanding by Design (UbD) procedures can help educational leaders identify lesson and unit learning outcomes related to science, engineering, technology and mathematics (STEM). UbD emphasizes that units should focus on goals that specify what students should do with their learning in the long run (Wiggins >amp; McTighe, 2005). Using UbD, we can create more coherent instructional units.

Activate student thinking.

Opportunities to apply CTE skills and knowledge in real-life circumstances can help situate learning. Asking about their ideas and experiences can help focus students’ attention and creates a “need-to-know” situation for learning (McTighe >amp; Willis, 2019). For example, leaders can use problem- and needs-based scenarios to spur student thinking before tackling projects and teaching procedures.

Promote crosscutting concepts.

This can help take rote learning activities to a deeper conceptual level. For example, CTE teachers should explicitly teach procedures and safety, but students may also benefit from thinking about patterns (a crosscutting concept) that exist when using different equipment. They gain more sophisticated knowledge when they think about cause-and-effect relationships (a crosscutting concept) between the actions they perform and the implications. And they develop deep conceptual understanding when they think about scale, proportion and quantities (a crosscutting concept) (NGSS Lead States, 2013).

Encourage visible thinking.

Providing ample and ongoing opportunities to think about their learning can help students become more independent problem-solvers (National Research Council, 2000). Leaders can promote specific strategies with teachers to share with their students. Consider the following examples.

Accurate self-assessments: “How well did I perform?” “What was most difficult?”
Reflections on learning: “What was most interesting or surprising about this (topic or project)?” “What strategies worked well for me during this learning experience?”
Goal setting: “What will I try next time to improve?”

Infuse literacy in CTE practices.

Make connections between CTE and other areas explicit. The reading associated with CTE offers some of the most complex technical information students will encounter. And thus students may develop advanced reading skills.

These key instructional design elements place students at the center of learning. They must be incorporated regularly in our classrooms, in our professional learning communities, and in our schools and districts. If we build these ideas into our instructional leadership strategies, we can expect to profoundly impact student motivation, learning and achievement by building teachers’ collective efficacy (Hattie, 2023).

Pat Brown, Ph.D., is the executive director of STEM and CTE for the Fort Zumwalt School District in St. Charles, Missouri. He has a range of K–12 and postsecondary teaching experience. Known for his scholarship on instructional approaches that place students at the center of learning, Brown makes frequent presentations at international, regional and state conferences. He is the author of Instructional Sequence Matters, a best-selling book series from the National Science Teaching Association.

Recruit diverse students in apprenticeship programs

Posted on March 1, 2024April 22, 2024 by acte

To address the opportunity gap affecting learners and the workforce, stakeholders should seek to develop quality apprenticeship programs nationwide. This quantitative study compares the Federal Office of Administration Apprenticeship model to the State Apprenticeship Agency model in recruiting and retaining diverse students into apprenticeships.

Overwhelmingly, white men participate in apprenticeships at a far higher rate than any other group. This suggests that intentional efforts must be made to promote apprenticeship opportunities to all students beginning in K–12, but the question district and state education and industry leaders are asking is, “How?”

Show me someone who looks like me.

One of the most significant barriers to success is simply lack of exposure. Children are influenced by their immediate networks. And, historically, when children learn about careers, they see men in police, fire, construction, manufacturing and automotive careers. Where as women assume roles as nurses, teachers, bakers and office administrators. To break down gender-based misconceptions of who should do what, educators apprentice need to show students people who look like them in various occupations.

Seek out a diverse group of guest speakers from industry. Invite women engineers and male nursing faculty to participate. Being intentional in recruitment is a strong first step. To improve representation among women and students of color in apprenticeship programs, educators and industry leaders nationwide must collaborate and share best practices.

Collaboration is key.

As in all things, when we work alone, we will never achieve as much success as when we share promising practices through intentional collaboration. It has been my personal experience as a career and technical educator and administrator for more than 20 years that when industry and educators are given the opportunity to combine their efforts to develop strategic solutions, significant problems are solved.

When state and district education and industry leaders come together to consider solutions for the opportunity gap, they should ask themselves the following questions:

How are we providing students, as early as third grade, with opportunities to explore careers from all career clusters? What can we do better to showcase a diverse workforce?
How do we encourage all students to explore careers based on their aptitudes, not their genders?
What can we do to remove barriers in school and in the workplace?
How do we create a supportive, nurturing environment that makes it possible for all students to learn and achieve success?

Further, education stakeholders contend with the public image of apprenticeships as less desirable than college. This often makes recruiting difficult. And many employers have discovered that they need to begin their recruitment in ninth grade. Starting early provides opportunities for students and their caregivers to learn more and dispel any fears.

Diverse students succeed in apprenticeship.

CVS Health has developed robust and effective recruitment processes. When connecting with preapprentices, they provide detailed career information from the onset and continue to provide targeted support in the form of mock interview opportunities. Further, all enrollment decisions are made jointly with staff and their educational partners. The results re-emphasize the power of collaboration. CVS Health boasts a workforce made up of 80% female employees. Nearly half (49%) are Black and 22% are Hispanic or Latinx employees.

In Wisconsin, Joshua Johnson, the state apprenticeship director, said that he and his team go out into the community to promote apprenticeship opportunities. He explained that by working with the city youth programs and hosting community events and inviting people who “look like them,” they can achieve success with their recruitment efforts.

In conclusion, persist.

Work must continue to increase funding and access to apprenticeships. When leaders collaborate to share knowledge gleaned from experience, we move a little closer to equity. Create awareness campaigns that begin early and spotlight a wide range of careers in critical industries. These efforts will result in the continued growth of new opportunities. And they will improve existing apprenticeship programs that seek to better serve diverse groups of learners.

Joy Rich, Ed.D., lives in middle Tennessee and has worked in career and technical education for over 20 years. She received her doctorate in educational leadership from the University of the Cumberlands. Rich began her career as a high school marketing teacher and has served as a CTE consultant for the Tennessee Department of Education and as the director of experiential learning for the Tennessee Board of Regents. Currently, she is the assistant vice president of workforce development at Motlow State Community College.

Read Techniques in April 2022 to learn more.

test-Neurodiversity and CTE 2

Posted on February 22, 2024April 22, 2024 by acte

More than two million manufacturing positions may go unfilled by 2028. In order to close this gap, we must ensure that all students have the opportunity to learn about career pathways.

r
One important session at ACTE’s CareerTech VISION 2023 — Neurodiversity and CTE: Meet Your Future Workforce — will feature a panel discussion on how to include autistic students in your career and technical education (CTE) programs.r
r
The Mitsubishi Electric America Foundation (MEAF) has worked toward disability inclusion since 1991 with a mission to help young people with disabilities maximize their potential and participation in society with a focus on empowerment through increased employment. MEAF works toward this mission by investing its grant dollars in youth preparation and employer education. The foundation connects the talent of neurodivergent youth with opportunities that lead to successful careers in fields like manufacturing and technology.r

Meet the Neurodiversity and CTE session panel

Aspiritech is a Chicagoland nonprofit that was founded in 2008. They work to empower neurodivergent individuals to fulfill their potential through meaningful employment combined with social opportunity. Aspiritech provides training and employment in quality assurance (QA) and software testing pathways.

Blue Star Recyclers is an award-winning social enterprise based in Colorado. Since 2009, they have created permanent and competitive jobs, directly and indirectly, for more than 100 adults with disabilities. And they’ve recycled more than 30 million pounds of electronics.

Teaching the Autism Community Trades (TACT) was founded in 2016 by parents who wanted to create more opportunities for their son and other children like him. The mission of TACT is to encourage and empower a full spectrum of individuals through education and employment in the skilled trades.

The Uniquely Abled Project (UAP) began its efforts in 2013 and has since launched the Uniquely Abled Academy. The UAP trains, places and supports employees and their employers in the manufacturing industry.

Meet the Moderator

r
Tara MP Havlicek serves as program manager for the Mitsubishi Electric America Foundation. With over 15 years of experience in corporate philanthropy, her focus lies on national grantmaking and corporate employees volunteer programs. She also serves as an advisor with the National Disability Mentoring Coalition.

test-Neurodiversity and CTE

Posted on February 21, 2024April 22, 2024 by acte

More than two million manufacturing positions may go unfilled by 2028. In order to close this gap, we must ensure that all students have the opportunity to learn about career pathways.

One important session at ACTE’s CareerTech VISION 2023 — Neurodiversity and CTE: Meet Your Future Workforce — will feature a panel discussion on how to include autistic students in your career and technical education (CTE) programs.

The Mitsubishi Electric America Foundation (MEAF) has worked toward disability inclusion since 1991 with a mission to help young people with disabilities maximize their potential and participation in society with a focus on empowerment through increased employment. MEAF works toward this mission by investing its grant dollars in youth preparation and employer education. The foundation connects the talent of neurodivergent youth with opportunities that lead to successful careers in fields like manufacturing and technology.

Meet the Neurodiversity and CTE session panel

Aspiritech is a Chicagoland nonprofit that was founded in 2008. They work to empower neurodivergent individuals to fulfill their potential through meaningful employment combined with social opportunity. Aspiritech provides training and employment in quality assurance (QA) and software testing pathways.
Blue Star Recyclers is an award-winning social enterprise based in Colorado. Since 2009, they have created permanent and competitive jobs, directly and indirectly, for more than 100 adults with disabilities. And they’ve recycled more than 30 million pounds of electronics.
Teaching the Autism Community Trades (TACT) was founded in 2016 by parents who wanted to create more opportunities for their son and other children like him. The mission of TACT is to encourage and empower a full spectrum of individuals through education and employment in the skilled trades.
The Uniquely Abled Project (UAP) began its efforts in 2013 and has since launched the Uniquely Abled Academy. The UAP trains, places and supports employees and their employers in the manufacturing industry.

Meet the Moderator

Tara MP Havlicek serves as program manager for the Mitsubishi Electric America Foundation. With over 15 years of experience in corporate philanthropy, her focus lies on national grantmaking and corporate employees volunteer programs. She also serves as an advisor with the National Disability Mentoring Coalition.

Celebrate the great CTE teachers in your school

Posted on February 5, 2024May 30, 2024 by acte

NOCTI values great teaching. As such, each year, the organization honors dedicated career and technical education (CTE) teachers with the Carl J. Schaefer Memorial Award. The late Carl J. Schaefer, Ph.D., was a founding board member of NOCTI and a strong believer in high-quality CTE.

“I am certain he had no idea of the impact his legacy would have,” wrote John Foster, retired president and CEO of NOCTI, for Techniques in 2014. “Schaefer focused on helping his students succeed and engaged others in recognizing the importance of CTE.” Now, for Techniques in 2024, Foster has interviewed four past recipients of the Schaefer award. And our hope is that their stories will be an inspiration to others.

Great CTE teachers engage >amp; challenge students.

Brian Peffley is a pastry chef instructor at Lebanon County Career and Technical Center in Pennsylvania. With more than 25 years of experience in CTE, and 10+ years in the hospitality industry prior to teaching, he arrived for our interview with a “spice rack” of stories. He explained that he frequently shares these spices with his learners to emphasize key points in a lesson. It makes the lesson come alive for the learners.

His favorite technique in the classroom involves showing and then doing. Another leverages “pre-knowledge.” For example, prior to making bread in class, Peffley uses technology to deliver “pre-knowledge.” He assigns learners to watch a series of introductory videos that he has created and posted online. Then they practice each step with him. During this time, he also encourages students to use their cell phones to refer back to the recordings.

Pastry arts is a combination of repetition and style development. Peffley’s teaching strategy allows for both, and he said this helps learners to retain important information. He keeps students engaged, challenged and productive using this method. A fond memory involves one of his learners who recently won Gold at SkillsUSA. He recalled watching that student’s competence and confidence grow.

Great CTE teachers emphasize real-world skills.

Nichole Shearer is a cosmetology instructor at Greene County Career and Technology Center in Pennsylvania with more than 10 years of CTE experience and 15+ years in salon management. Also, prior to teaching, she worked with the state board of cosmetology to license cosmetologists. Shearer believes in the power of bringing her real-world experiences to the classroom to underscore her content.

When asked about her fondest memory in the CTE classroom, she explained that there are many, and it is hard to focus on just one. Each year brings something new. “You just know when you’ve changed a life for the better,” she said. She shared a story about a recent graduate who entered her three-year program a year late. This learner struggled with the content and didn’t have the funds to purchase a mandatory tool kit for class, but she never gave up. Ultimately, this learner received a scholarship to finish her instruction and pay for her tool kit, and she was recognized at graduation for her stellar achievement. “It’s experiences like this that make it great to come to work every day.”

Shearer’s advice to new CTE teachers was simply this: “It gets better.” Everyone says the first three years as a CTE teacher are the hardest. She continued, “Don’t get overwhelmed by the plans that don’t work the way that they were supposed to. Keep going! The rewards are worth it!”

Great CTE teachers make connections >amp; ask for help.

Allison Barry is an instructor of design and visual communications at Minuteman High School in Massachusetts, where she has worked since 2015. Prior to entering the field of teaching, she worked as a graphic designer for 13 years. Barry said she always enjoyed the technical side of graphic design and figuring out how to solve layout and printing problems, but she knew she wanted to use her skills for something else. Then after bumping into a former employer who had told her that she was a “natural teacher,” and who had just transitioned into the classroom themselves, she took the leap!

Barry believes in learning a skill, implementing it immediately and providing ongoing opportunities to use and build upon that skill. And while her field is both technical and creative, the creative parts can sometimes fall by the wayside. So, to emphasize creativity, she incorporates 15-minute drawing sessions into her classes. Or she asks students to read an article, then discuss with their peers. She feels it is important, especially with freshmen, to keep them engaged with a variety of activities.

She advises new CTE teachers to find safe (trusted) people that you can talk to in your early years. Ask questions like, “How do I keep students busy for six hours?” “We just had a fire drill. How do I get them back on topic?” “The lesson I just gave was not effective. How do I fix it?”

Great CTE teachers develop high-quality learning experiences.

Charles Mann teaches agriculture and welding technology at Carson High School in Nevada. He has 10 years of teaching experience, during which he has taught agricultural science, veterinary science, floriculture and more. He is also a national facilitator for the National Association of Agricultural Educators.

Mann grew up in a ranching community and wanted to ensure that others had the opportunity to find a trade they love. Now, during his career as a CTE educator, he has observed his learners move into careers using plasma cutting for their craft. And he has seen others go on to use their welding skills building trailers. Wherever his former students end up, he feels he has helped set them up for success. Mann said he often gets cards or compliments thanking him for pushing them to be their best selves. Those relationships are really special!

His fondest memory involves watching learners grow and challenge themselves as they become more proficient. He advises new CTE teachers to join an organization that best fits them as individuals and helps them to grow professionally. “Teaching is a great way to learn,” he said. “Build community with the people around you to share ideas, successes and failures.”

Root student learning in the real world

Posted on January 8, 2024May 30, 2024 by acte

As educators seek to expand the reach of CTE, preparing a diverse body of students for a changing workforce, personalized learning initiatives are on the rise. Adriana Plach, continuous improvement coordinator for the Pewaukee School District in Wisconsin, said one of the biggest changes she’s seen as a result of personalized learning is that students now come to high school with a more specific idea of what career they’d like to pursue.

“Before, a student might say, ‘I’m considering a career in health care; I think I want to be a doctor,’” Plach said. “And now I have students that are saying, ‘I would like to be a cardiothoracic surgeon.’”

Insight: a new framework for modern education

In the Pewaukee School District, Plach supports Insight, a mentorship program that roots student learning experiences in real-world contexts. Through partnerships with businesses and professional mentorships with members of the community, students build proficiency with hands-on, authentic learning experiences. Students also earn credits that satisfy high school graduation requirements. But perhaps the most effective and memorable part of the program, Plach said, is the professional mentorship component.

The Insight mentorship program includes students in nine courses:

Elements of Health and Medicine
Serving Others
World Translations
Business Innovations
Global Business
Journalism and Media
Technology Support Internship
Aviation
Engineering Innovations

Students pair up with professional mentors who work in their career fields of interest. They correspond regularly. And students are encouraged to ask questions: What does a typical day look like? How do you network in your field? What education do you need? How did you know the career was a good fit? What don’t you like about the job?

“A student will either validate that this career is a good fit for them, and they start to develop a professional network in the field while they’re in high school,” said Plach. “Or, equally valuable, we’ve had students hit the brakes. They may come out of the mentoring experience recognizing that a certain career isn’t what they thought it was, giving them time to pivot.” Through this process, the students learn to advocate for themselves.

The power of a professional mentorship program

Pewaukee School District has witnessed the powerful impact mentorship can have on students, educators, families and community members. One student found an internship through her mentor. And that internship led to a second internship, which launched her career. Teachers also benefit from support from industry partners. And mentors reported renewed passion in their careers, an improved ability to connect with younger employees, and increased opportunities to recruit future colleagues.

Want to build a mentorship program? Download the handout!

[pdf-embedder url=”https://www.acteonline.org/wp-content/uploads/2024/01/Mentorship-Handout_-Techniques-January-2024.pdf” title=”Mentorship Handout_ Techniques January 2024″]

Laura Bengs is a freelance writer and a frequent contributor in Techniques.

Focus on equity & support student success

Posted on January 8, 2024May 30, 2024 by acte

Equity in education was a major focus of ACTE’s Postsecondary CTE Summit 2023. “Increasing access to postsecondary education can lead to economic mobility,” said Earl Frederick, department head of cuisine management at Clark College. “With access and affordability, individuals from all backgrounds have a fair chance to improve their economic prospects. This, in turn, can reduce income inequality. I also took away that a more equitable postsecondary education system can contribute to a more diverse and skilled workforce.”

In September 2023, ACTE hosted its Postsecondary CTE Summit in Denver, Colorado. Educators Earl Frederick and Brian Rick — both of whom participated as fellows in the NextLevel Postsecondary CTE Leadership Program — attended the Summit. And they both feel strongly about its impact on postsecondary career and technical education (CTE).

“The Postsecondary CTE Summit is a great event for those who are in the postsecondary education field or work with the postsecondary sector,” wrote Brian Rick, a CTE Project Team instructor at Northern Illinois University “Many in the postsecondary sector have felt like professional development is primarily geared toward K–12. When ACTE launched this national conference in 2022, it was meant to provide a space to support the wide variety of work in the Postsecondary, Adult and Career Education (PACE) Division.”

Postsecondary CTE leaders are dedicated to student success.

The event began with preconference sessions, including a visit to Emily Griffith Technical College and a workshop about creating engaging instruction for all. “It is always great to see what other programs are doing,” commented Rick. Attendees’ visit to Emily Griffith Technical College started with a warm welcome from Vice President of Education Linda Van Doren, followed by a student-led tour through the Cosmetology and Barbering programs. Both areas featured fully immersive, hands-on learning environments that are also open to the public.

“The students seemed very happy to have seasoned industry professionals as their instructors. And they expressed the importance of this when applying for jobs after graduation,” wrote Frederick. “The Culinary program tour featured a state-of-the-art professional kitchen, which the students used to prepare and stage a three-course meal for our party,”

“The antipasto, with a perfectly poached egg, was very elegant and tasty. A hearty portion of lasagna was flavored with a zesty marinara sauce and a house-made pesto that balanced the richness. Dessert was a chocolate torte that had a deep, rich flavor and was surprisingly light. But the best part of the whole meal was watching how attentive the students were and how much pride they took in what they were doing.

The next day began with a compelling keynote speaker: Joe Garcia, chancellor of the Colorado Community College System. He elaborated on the structure of the system in Colorado as an extension of K–12 education. And he discussed the equity and diversity challenges that face his state. This led into a panel discussion on how to support special populations students. Panelists discussed racial and economic barriers and how they have helped students through these issues. Later, concurrent sessions tackled the achievement gap, data and using technology to support postsecondary CTE leaders. And a workshop-style session conducted in small groups encouraged participants to reflect on what they had learned about equity in education so far.

ACTE’s events are tailor-made to support educators in their institutions.

Another panel discussion featured a group of diverse education leaders who discussed the role of data collection. Data can expose disparities in access to high-quality career and technical education. “This information is crucial when advocating for equity in education,” said Frederick.

“For me, coming from a rural area, the panel on how to recruit and retain faculty and staff was a really helpful discussion,” said Rick. “I am learning how to think outside the box to develop a diverse talent pipeline, which in turn helps all students feel represented and accepted. And that can increase student learning.”

Topics of interest

Creating inclusive pathways for apprenticeships
Implementing culturally responsive teaching
Increasing access to improve success
Supporting new CTE teachers
Empowering nontraditional students in CTE programs
Exploring the future of postsecondary CTE

Are you a member of ACTE’s PACE Division at the national and state levels? If your state doesn’t already have a PACE Division, please reach out to ACTE for more on how to start one. Then make plans to attend the Postsecondary CTE Summit 2024, Sept. 18–20, in Chicago, Illinois.

Support student success & faculty retention

Posted on November 13, 2023May 30, 2024 by acte

Research tells us that when students are engaged at school, they are 2.5 times more likely to excel and 4.5 times more likely to express hope for the future. But many students aren’t engaged. And teacher retention is an even bigger concern after the pandemic. To address these challenges, CTE should consider the benefits of interdisciplinary teaching and learning.

Consider, for example, the students who excel in fine arts or manufacturing but are disengaged in their other subjects. They elect into specific courses based on their interests, but struggle to engage with content that falls outside of those interests. Meanwhile, teachers are struggling to connect with students, not because of a lack of desire but due to limitations in their capacity and network of resources for support.

Interdisciplinary teaching and learning can increase student engagement.

Interdisciplinary teaching and learning connects student aptitudes and interests to sequenced and integrated programs of study that feature meaningful instruction through the lens of relevant career clusters. Small learning communities are structured around these career clusters through course offerings that include CTE, core academics and electives. In this unified approach, student aptitudes and interests provide insight to schools and districts as they build viable options for improving and strengthening student learning and outcomes. Consider, once again, the students who are engaged and excel in fine arts or manufacturing courses. In a small learning community, where they are given the opportunity to engage across disciplines, these students may thrive.

For example

English language arts assignments become less daunting and more relatable when they are connected to the content that inspires students. They can relate to writing a résumé or a technical report.
Social studies content becomes more meaningful when it helps manufacturing students understand development of industrial technologies throughout history. They begin to make connections between historical content and current and future developments.
Geometry concepts become less overwhelming when they are presented through the lens of architecture and construction. Suddenly, Pythagorean theorem makes more sense when students realize they need to apply mathematical concepts to design and build foundations that are both solid and plumb.
Science instruction on sound waves becomes relatable when taught through the lens of acoustical engineering. Plus, students will also realize the cross-disciplinary application as they begin to understand that sine and cosine can be used to translate the longitudinal sound waves that they hear into a transverse wave format they can “see” mathematically.

Interdisciplinary teaching and learning environments can help ensure greater access to resources and support for all students.

Small learning communities can promote education retention.

Small learning communities can also have a positive impact on teacher retention. This happens by integrating routine collaboration and enhancing connection through networks of support for teachers. Interdisciplinary teams converge to address holistic student education, aligning vertically and horizontally.

Vertical alignment: The English department plans together.

Horizontal alignment: All ninth grade educators plan together.

By shifting from either-or to both-and, schools and districts are better able to support teachers through collaboration and to meet student needs through diverse approaches. And this allows teachers to feel more connected to colleagues as they become more equipped to approach problems with unique and comprehensive solutions.

Connection leads to meaningful engagement.

Consider convening a team that will lead efforts in conducting a districtwide analysis. This analysis should provide insight regarding areas of strength and areas of opportunity. Then consider how to implement a creative solution.

Identify how data findings have implications for or against a shift to interdisciplinary teaching and learning. And begin to strategize how to prioritize needs. Next, prepare to launch a communication plan. That will alert internal and external partners of the district’s intent to transform instructional practices and increase student engagement. Because, across the nation, educators are experiencing increased relevance for their students and improved support for themselves.

Tamarah Fields serves as director of pathways services for YouScience’s Professional Services department. Within this role, she provides guidance and direction for a team of consultants, as well as pathways system oversight, targeted coaching and consulting, and technical assistance.

JoLynn Fletcher serves as the professional learning manager for YouScience’s Professional Services department. Within this role, she oversees eLearning design and development, supports the creation of new and innovative content and learning strategies, and provides coaching, consulting and technical assistance.