Category: IAED IN CTE

Educators build high-quality career and technical education (CTE) programs of study for the benefit of society and the economy. But most importantly, we do it for the benefit of our students. They are the leaders we prepare to innovate and change the world. Their voices matter.

Jermaine Johnson and Jasmine Montalvo studied with Kirstin Bullington in Next Energy Engineering at R2i2 in Columbia, South Carolina.

Johnson and Montalvo and their classmates in CTE at Richland Two Institute of Innovation (R2i2) participated as national finalists in the 2021 Samsung Solve for Tomorrow competition. R2i2 was chosen based on a creative proposal developed by educators in collaboration with students to address contact tracing in schools during the COVID-19 pandemic, applying STEM skills learned in their classrooms.

“Thank you so much for highlighting student voices. Jasmine and Jermaine are truly fantastic young people, the type that remind you why you stay in teaching,” said Bullington, who was named South Carolina’s STEM Educator of the Year in 2022. “And thank you for focusing on global themes in Techniques. I know my classes are better since I incorporated global competencies. I look forward to learning more.”

Meet Jermaine Johnson

Hello, my name is Jermaine Johnson. I’m 18 years old, and I live in Stuttgart, Germany, for tertiary education studies. For as long as I can remember, I’ve been a military brat. My family and I have moved every four years on average. I attended grade school in six states. Some might see this experience as bad or unfortunate. It was rough to start over the first few times, but I got used to it and expanded on my given opportunities. Since I moved countless times, it made me more social and able to adapt to situations quickly.

COVID-19 also impacted my high school experience. Online education has pros and cons, but I accomplished a lot during this time. And I surprised myself with my capabilities. It helped to prepare me for adulthood, because I learned how to plan my days and identify what I wanted to accomplish. The downsides were that I missed out on the 10th and 11th year experience parts of high school.

What inspired your interest in CTE? And what are you studying now?

As a kid, I loved technology; my parents always said I was their little IT guy. So, I would say it came naturally! Now I’m studying computer science and want to become a software developer. I love it! And to this day, I help my friends and family with their technology problems. But nothing is set in stone for me, and I might change paths later.

In what ways have you been challenged — by educators, employers and/or your peers — to investigate the world and take meaningful action?

Each year, Samsung hosts a national competition for public school students in grades six through 12, and a team of R2i2 students were chosen to participate in 2021. The contest asks students to solve a community problem using science, technology, engineering and/or mathematics.

COVID-19 presented a significant issue for everyone during this time, and we decided to create something that would help nurses track positive cases. We aimed to reduce the number of students needing quarantine and the nurses’ workload. We interviewed nurses to find out what they needed, and several said they needed to catch up on two weeks’ worth of work. Ultimately, our team developed the COVID-19 Contact Tracer (CCT).

What advice can you provide to educators who wish to develop stronger connections with their students?

My advice is to make your class an interactive and fun learning environment. The teachers who did this made the school environment feel more relaxed, but they remained informative.

Is there anything else you’d like to share?

One thing I would like to share is to know your worth. Don’t undervalue yourself, and don’t assume you aren’t good enough. Always test the water. It’s better to fail than to never try at all. After all, fail means “first attempt in learning.” Thank you for this opportunity.

Meet Jasmine Montalvo

I am Jasmine Montalvo, a first-year undergraduate computer science student at Clemson University. I really enjoy coding and creating computer software to find efficient ways to solve problems. My educational experience has been interesting and impactful. I was honored to take STEM-specific and hands-on classes in high school, which helped me develop an understanding of science, engineering and computer science.

What inspired your interest in CTE? And what are you studying now?

I believe that my interest in CTE started in intermediate school, at the young age of 12. I was inspired by my father, who studied civil engineering, and I wanted to pursue that career as well. Ignited by that spark, as I entered high school, I searched for and selected classes that would help me explore the fields of engineering and computer science.

Being able to take a wide variety of classes helped me choose which field I liked the best. And I enjoyed the process of coding and programming the most. I would find myself doing it for fun and learning tips and tricks on my own. So, I decided to major in computer science.

In what ways have you been challenged to investigate the world and take meaningful action?

I have been challenged in many ways by my educators and my peers, but what stands out most was being selected to participate in Samsung’s Solve for Tomorrow contest. Seventy-five student-led teams from across the country were asked to make an impact.

Our project team created the CCT, which would track students’ locations and social distancing during a rough time period. Although we didn’t receive the overall prize, we were recognized as a top 10 national finalist. And I was part of the group who presented our work to a panel of judges. This project tested my limits in the STEM field and pushed the line of what I thought was possible for high school students to achieve.

I created code for the Bluetooth connections, explained our project to faculty and staff from around the district, and presented on a Zoom call in front of hundreds of people. This type of project showed me that I could impact the world in a way that I couldn’t believe. It helped me with my confidence and to be proud of the work that I do. I know now that I can take a step forward and make an impact all on my own.

What advice can you provide to educators who wish to develop stronger connections with their students?

To connect with a group of students, you have to be patient. I believe that patience will provide a good foundation for connecting with students. Because it gives you the time to get to know students and what they need in order to help them properly.

Is there anything else you’d like to share?

I think it’s important to take part in new challenges. Be open to taking risks and trying new things because they can lead to the best moments of your life. And there is nothing more special than being a part of something that is so much bigger than you.

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Read more in Techniques: Global Education.

With an aging population of tradespeople and a shrinking number of new entrants to replace them, nearly every skilled trade is facing a gap between the volume of work to be done and enough workers to meet that need. And the COVID-19 pandemic only exacerbated this problem. In fact, a recent report from Angi (formerly Angie’s List) found that most believe the labor shortage is getting worse.

The truth is, while as many as 85% of young people know that the trades can be good career options, many fewer have considered such careers for themselves. Career and technical education (CTE) programs offer the training necessary for entry into these jobs, but what else can they do? How can educators propel students toward careers in the skilled trades?

Account for the reasons why.

Lack of access is a significant barrier for many young people. They may not be able to afford to delay their careers for several years while they get their education. Solutions-oriented educators (and employers) must meet people where they are and help them forge pathways to fulfilling careers.

Consider, for example, tuition assistance programs. Employers providing some form of tuition assistance is nothing new. But often, these arrangements involve paying for employees’ graduate degrees. Tradespeople have often been left out of this narrative, either learning on the job or completing apprenticeship programs. And while this hands-on education is absolutely valuable, additional classroom learning can infuse the “why” behind the “how.” Creating partnerships to support prospective CTE students with tuition assistance can help meet the unique needs of all.

Offer flexible learning opportunities in culinary arts.

Auguste Escoffier School of Culinary Arts was an early innovator in online education, pioneering one of the first 100% online culinary programs paired with in-person industry externships. Students can complete their programs from their home kitchens to establish the fundamentals. Then they carry these new skills into a professional
kitchen environment.

Culinary industry stakeholders must attract interested candidates and provide a path for them to get the skills and work experience they need to grow and be competitive. This is the goal of Escoffier’s Work >amp; Learn apprenticeship program. The school partners with restaurants, bakeries and other foodservice businesses to create growth opportunities for students and their employers in several related pathways:

• Culinary arts
• Baking and pastry
• Plant-based culinary arts
• Hospitality and restaurant operations management

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Denise Sullivan, vice president of enterprise solutions at Escoffier, explained the approach further. “Career seekers want to start more lucrative careers or advance their current careers,” she said. “They need employer support to help them identify and prepare for those opportunities. Programs like Work >amp; Learn help employees develop knowledge, skills and behaviors that bring full competence to their roles.”

Meet employers where they are.

Part of the program’s success comes from providing flexibility to employers. While Escoffier offers a variety of curricula, employer partners can choose which programs they want to support. A vegan restaurant, for example, may only participate in Work >amp; Learn for the plant-based culinary arts program. Also, they can choose to allow students to work toward a degree or diploma, at their discretion. Some employers aim for a zero-debt program, providing their own tuition assistance and helping students to source scholarships — in addition to a scholarship provided by Escoffier. And, in some instances, this may eliminate a student’s need for loans.

“Hospitality, restaurant and service companies are all vying for the same culinary talent,” said Sullivan. “Companies who embrace continuing education are seeing positive results.”

Tim Condon, chef and owner at the Angry Cactus in San Angelo, Texas, is so invested in this partnership! In fact, he is planning to add a dedicated educational kitchen to his restaurant where up to 12 students can work on their culinary arts program. Online education is uniquely positioned to foster partnerships with business owners like Condon.

Of course, we know that not all schools offer online education. And many pathways in CTE are difficult to teach in an online format. That was the common belief in the culinary industry, until Escoffier led the way.

Work closely with employer partners; maybe even ask if the employer can provide some of the necessary training. Educators must be flexible to meet the unique needs of their industry to attract employers and students. By shifting focus out of the classroom and into the workforce, educators can help people improve their skills and help to fill the shortages facing the trades.

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Auguste Escoffier School of Culinary Arts offers both online and on-campus programs in culinary arts, baking and pastry, hospitality and restaurant operations management, and more.

Read more in Techniques.

Career and technical education (CTE) prepares learners for a wide range of industries and occupations. A pressing need for students with intellectual disabilities (ID) is access to career preparation. Until recently, it was often difficult for students with intellectual disabilities to access postsecondary education. The Higher Education Opportunity Act (HEOA, 2008) established comprehensive transition and postsecondary programs to support their participation in inclusive postsecondary education (IPSE). IPSE programs offer students with ID a variety of experiences and opportunities to gain the skills and career-specific credentials needed for positive employment outcomes.

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Inclusive postsecondary education may include:

• Regular enrollment in credit-bearing courses with nondisabled peers
• Auditing or participating in courses for which students do not receive regular credit
• Enrollment in noncredit-bearing, non-degree courses
• Participation in internships or work-based training

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Currently, 11 technical and state col.leges have established programs that offer CTE credentials in Florida. The majority of these are programs established through the Florida Postsecondary Comprehensive Transition Program (FPCTP) Act (FS 1004-6495), signed into law on Jan. 21, 2016. This legislation was the first in Florida to provide a structure and financial support for expanding the HEOA’s inclusion of IPSE programs. It also helped establish a center to support statewide coordination and includes career centers as eligible institutions. Further, the FPCTP Act established coherent pathways to help students with ID achieve career goals:

• Developing Florida Postsecondary Comprehensive Transition Programs
• Funding scholarships for students to attend approved programs
• Funding initial and continuing grants to approved programs

The application to become an FPCTP requires programs to outline the program length; inclusive practices related to curriculum, assessment, and advising structure; internships and employment opportunities, which must support students with intellectual disabilities who seek to continue their education; and independent living instruction, including how to find opportunities to earn industry certifications. Program requirements include the student exit with a meaningful credential that leads to employment. These credentials may include an industry certification, a micro-credential and/or a badge.

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CTE stakeholders collaborate to support learners with ID.

Creating pathways to IPSE depends upon collaborative efforts of local, state, and national agencies. Raynor et al., for the Journal of Disability Policy Studies, pointed out that “the intractable problem of low employment for… [students with ID] cannot be solved by one agency alone…” (p. 307). Local and state agencies must work together to streamline a path to employment for youth with disabilities. For example, collaborative workgroups have been used to great effect in improving employment outcomes for students with disabilities (Laszlo, Henry, Goldsberry, >amp; Lapine, 2012).

The Think College Inclusive Higher Education Network is a national technical assistance and dissemination center focused on expanding IPSE for students with ID through developing state and regional infrastructure. They raise awareness about IPSE, develop training and technical assistance and support work to address existing gaps in services. Of note, they partnered with the Florida Center for Students with Unique Abilities to develop a collaborative workgroup focused on expanding access to CTE for students with ID.

Expanding access to CTE for students with intellectual disabilities

The CTE Collaborative Workgroup brings together experts in their fields to assess current practices, gather existing resources, and develop new resources to support enhanced employment outcomes for students with intellectual disabilities. Further, the workgroup will conduct outreach to existing stakeholders, engaging them to build upon existing practices and develop new ones. They offer targeted dissemination avenues for currently under-resourced areas of need and critical partners for IPSE programs and students. This work is key as they share resources, highlight promising practices and seek to replicate successful activities. Regular communication and support can make educators feel more involved and invested. And this work has the potential to engage CTE more effectively in helping students with ID earn meaningful credentials and attain competitive, integrated employment.

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W. Drew Andrews, Ed.D., is the assistant director and technical assistance coordinator at the Florida Center for Students with Unique Abilities. He supports the development of inclusive postsecondary education programs and coordinates continuous quality improvement efforts for established programs. 

L. Danielle Roberts-Dahm, Ph.D., is the project coordinator of the Think College Inclusive Higher Education Network. She leads project implementation, including regional partnership development, training and technical assistance, and dissemination.

Read more in Techniques. VISION goes to Vegas!

When I first joined the staff of Trenton Central High School in Trenton, New Jersey, I had no idea what career and technical education (CTE) was, let alone that theatre could be taught under that title. I came from an occupational background that was mixed — teaching various subjects at a small private school and working in the entertainment field. Over the last few years, building our CTE theatre program has proven that theatre classes are more than fun and games. Together with our partners and advisory committee, we are developing a program that will be a pipeline to careers in the entertainment industry.

CTE theatre programs give students confidence, self-awareness and empathy.

The Trenton Central High School CTE general theatre program runs for students in grades 10–12. Most of our students come into the program with no formal theatre education, but the goal of a CTE general theatre program is simple. Equip the students to go into any aspect of theatre that they would like — acting, technical theatre, management and business. We have a short amount of time to teach a plethora of information to these students.

Facing the pandemic

After years of class in a rundown building with broken equipment, the students moved into a new building in fall of 2019. There was a sense of excitement as we saw the equipment that could be used to train our students. And we began piecing together a list of items that were still needed. The students moved from a cafetorium with a stage floor that did not feel safe for jumping to a building with three performing spaces.

The theatre classroom is a black box theatre complete with a lighting grid. A theatrical auditorium seats 1,000 seats.  An amphitheater can be found outside the media library. We were in rehearsals for a musical production — the first in decades — when the pandemic shut down the school building.

We adapted.

Try something new.

Though the school was not able to produce a musical, CTE theatre developed an online production by June of 2020. They did another in October of 2020 and an audio-only radio play in December 2020. We produced more theatrical works within the pandemic than we had before it. Our minds are already planning hybrid shows, voice work with our broadcasting students, and online dramatic readings of student work.

Engage your partners.

We have an amazing team of partners. One of our partners, Princeton University’s Trenton Arts at Princeton, launched an online Saturday program to help bridge and close gaps for Trenton students. Ninth graders who don’t yet have access to CTE theatre programming receive training from college students, alumni and professors. The program director, Lou Chen stated his reason for joining the advisory committee this way, “Because this a team where ideas become reality! Our strength lies in our diversity — professors, teachers, students, administrators, performers, practitioners, all united in pursuit of a common cause. We’re able to pool our resources, examine every challenge from different angles, and celebrate each other when things go right.”

• McCarter Theatre made it possible for us to see a whole theatre festival dedicated to the works of Adrienne Kennedy during the pandemic.
• Passage Theatre offered opportunities for our students to work on their productions as cast or crew.
• Arts Impact Initiative, a new partner, started monthly conversations with professionals. The first session included an actor from Hamilton and the touring company manager for The Lion King.

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Ask for help.

Even if we were not a Title I school, distance learning would have been difficult. The district provided laptops and hotspots, but theatre students require specialized equipment for their training. That is how Theatre-in-a-Box came into being. In less than two weeks, donors on DonorsChoose made it possible for students to receive their own Theatre-in-a-Box. These portable kits contained:

• A green tablecloth to make a green screen for online productions
• Stage makeup
• A small sewing kit
• Knot tying kit
• A box of building bricks to build miniature sets

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Incubate, don’t hibernate.

As I have told my students and many others, the challenges we face give us a chance to incubate, not hibernate. We do this with the program at Trenton Central High School by incorporating the eight competencies for culturally responsive teaching, through decolonization of the canon (Muniz, 2020). Our students are all BIPOC, so representation definitely matters for them; they need to see a place for themselves in the industry.

We kept Sophocles’ Oedipus Rex as a part of the curriculum and paired it with Lee Breuer’s The Gospel at Colonus. Doing so allowed the students to understand the Greek chorus. Because they saw it in the context of an old-fashioned black Southern church complete with Morgan Freeman as a minister and the Five Blind Boys of Alabama playing a unified Oedipus.

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Keep going.

As theatre educators and students across this country observe Theatre In Our Schools March, we recognize that it has been two years since many of us cancelled school spring productions. But as the adage says, “The show must go on.”

That saying is true to life. It does not stop because something goes wrong. We wish it would, but it keeps moving. As we all continue to adjust, we need to remember that we can keep going on. It does not have to stop because it is different. Look at the new opportunities. Be innovative.

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Felicia Latoya Brown holds a master of arts in theatre studies and another master of arts in arts administration. She is a regional programming director and board member for the American Alliance for Theatre and Education. Brown also serves as board member for the Ritz Theatre Company and board member for the Speech Theatre Association of New Jersey. She is an IAED mentor in ACTE’s IAED Mentorship Program. Additionally, she was recently awarded the 2022 New Jersey CTE New Teacher of the Year by the Career and Technical Education Association of New Jersey. Email her.

Career and technical education (CTE) professionals recently screened Pioneers in Skirts, an award-winning impact film, as part of ACTE’s inclusion, access, equity and diversity (IAED) webinar series. In the film, director Ashley Maria sets a course to achieve something greater, more equitable for women maneuvering a work world built for men.

A movie about ambition: Pioneers in Skirts

The webinar, which took place on July 21, presented an opportunity for CTE educators to meet and discuss the topic with Ashley Maria and producer Lea-Ann Woodward Berst. Snehal Bhakta, CTE administrator in Clark County School District, moderated.

Women in career pathways as diverse as filmmaking, robotics and academia face barriers to ambition. In the work world, early career women make up nearly half of the workforce. But as the corporate ladder climbs higher, women’s representation drops dramatically.

“After four years of following pioneering women and gathering the fact, I am excited for the impact this film will have,” said Ashley Maria. “Not just for women or the film industry, but for cultures wanting to play a role in changing the outcome for women today and the next generation.

“My hope is to help create a world where ambitious women and girls can pursue their careers without having to combat bias in their lives — and where companies will achieve diverse and inclusive work cultures.”

How do we identify the challenges robbing women of their ambition? And how do we solve those challenges?

First, “I think it’s important to understand that there is bias in the culture.” said Lucy Sanders, CEO of National Center for Women >amp; Information Technology. “It’s not you. And it’s not just in the corporate space or in the startup space. It’s in classrooms. It’s in any organizational structure where one group is significantly underrepresented.”

Recognize bias in yourself and others.

Discussions of bias are “not about attacking [anyone],” said Asha Dahya, author, filmmaker, TEDx speaker and founder of GirlTalkHQ. “It’s just about being aware that is exists.”

With ACTE in July, Ashley Maria shared an example of unconscious bias in the classroom. “The chair example,” she said, “It’s a good one to show how biases come out of our mouths without even realizing it.” At the end of an activity, a teacher might say, “Boys, put up the chairs.”

The webinar participants grew silent. Many had never considered the implications in that simple request. ACTE’s IAED initiatives call on CTE professionals to reflect. Look inward to discover what small changes you can make to enrich the learning experience for all students.

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RESOURCES

Project Implicit offers several Implicit Association Tests that help educate the public on unconscious bias. Additionally, ACTE maintains a library of IAED resources available for career and technical educators.

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Allies must lend their support and their voices.

Filmmakers Ashley Maria and Lea-Ann Woodward Berst recommended that young, ambitious women need sponsors in the workplace. After all, it’s about who you know. You! We know you, and we need you. We need leaders in CTE to create opportunities for women to rise and be heard. But we must also hear your voices in the chorus.

In the webinar, Snehal Bhakta reflected on his own role in empowering young women toward high-wage, high-demand careers in STEM. “We need to provide opportunities to young women. But it’s also on me to continue being an ally. And to be vocal.

“I wasn’t always as vocal as I should have been. Now, being part of ACTE’s IAED Advisory Group, I want to be more vocal. Because I want to be more vocal. Because I want other men — other men of color, other people of color — to understand that we can solve some these issues by working together.”

Career and technical educators work with dedication to prepare the workforce. And our classrooms are filled with diverse young people ready to take on the world’s challenges. Create the space and call them out loud. They are pioneers!

Learn more about Pioneers in Skirts; view the recorded webinar.

And watch the film.