Category: Spotlight

Work-based learning (WBL) opportunities offer students an arena in which to apply theoretical knowledge in real-world scenarios. WBL students engage in hands-on experiences that mirror professional environments. And they gain practical skills. But the benefits extend beyond skill acquisition.

WBL students can gain a sense of social responsibility through community service. They develop empathy, cultural competence and a deeper understanding of societal issues. Through teamwork, communication, problem solving and adaptability, students learn to navigate diverse work environments effectively. These interpersonal competencies complement technical proficiency, ensuring students are well-rounded and prepared for the challenges of the modern workforce.

Work-based learning in the real world

The Randolph-Roanoke Career Tech Center (RRCTC) in Wedowee, Alabama, has joined forces with Habitat for Humanity of Randolph County on a project that could transform residential housing design and construction. The project follows a design concept developed by a retired high school construction and architectural drawing and design teacher. This innovative approach to housing development combines micro living design trends — with system-built (or modular) efficiencies and speed — and traditional, stick-built construction with conventional materials. In Alabama, they’re using a hybrid off- and on-site build process to construct unique micro box-style homes.

The product

The product is created by stacking boxes in a unique manner, ultimately rendering a modern architectural style in a uniquely designed, cool-looking configuration. An important feature of the individual boxes is their “micro” size. They are designed to be built on, or loaded onto, standard deck-over trailers for over-the-road transportation within the Department of Transportation limits. This means the boxes can be easily and economically delivered to job sites with half-ton pickup trucks — and without any need for wide-load flags and banners or escort vehicles!

The process

The process begins with construction and site plans. Singleton Designs LLC, developed and donated the home plans. And the site is located on one of four half-acre lots nearby. As the site is developed, a foundation will be built by Habitat for Humanity contractors. Then the RRCTC Construction program students will complete the framing of four structural modules. Framing includes waterproof exterior sheathing and roof decking. Students will also install windows and exterior doors off site and, with collaboration and support from the professional contractors, they may rough-in the plumbing and electrical too.

The process continues on site with a small crane and rigging crew to place and anchor the boxes to the foundation, and stitch and seal the joints. Now it’s ready for exterior surfaces and trim and the installation of mechanicals; the construction process will proceed to completion. Finally, Habitat will receive the keys to a house that will be someone’s home.

The opportunities for learning

This WBL project offers a strong example of how fostering workforce development can help address the needs of the underserved in our communities. In the landscape of today’s evolving workforce, CTE programs play a pivotal role in preparing students for success beyond the classroom. One innovative avenue for student growth lies in the partnership between Randolph Roanoke Career Tech Center and Habitat for Humanity. This collaboration not only fosters career exploration among students but also cultivates essential employability skills and promotes community service.

Students emerge as competent, compassionate and empowered individuals. And truthfully, everyone wins in this scenario. Habitat for Humanity advances its vision of a world where everyone has a decent place to live, and CTE educators have established partnerships to provide high-quality technical training. The Wedowee, Alabama, community’s economy benefits, and the new homeowners do as well! Embracing such innovative approaches not only enriches educational experiences but also lays the foundation for a brighter tomorrow.

Larry Singleton is a retired CTE teacher and a residential designer.

Logan Cofield is director of the Randolph-Roanoke Career Tech Center.

Read more in Techniques.

This is my CTE story.

When I started high school, I was a solid academic student; however, I lost my way. I began to struggle academically because I was too busy chasing girls, success in sports or popularity. Over time this approach left me feeling disconnected. I didn’t feel like I fit in anywhere. I became a loner. And by junior year, my GPA dropped to 1.9.

Suddenly, I was going nowhere fast. Then I learned about a radio station course offered through my high school’s CTE program. I had always been interested in radio, so I signed up.

Creating a lifetime of learning

Nothing was more exciting than going to my fifth hour CTE course every day and playing around on the radio station. Creating elements for different radio programs. Creating assets and drops and stingers. As I entered my senior year of high school, a good friend and I got our first radio show! On Monday nights, 8:00–10:00 p.m., we played house music and mixes. We took live calls and gave shoutouts, and it was fantastic!

Our radio show broadcast for a six- to 10-mile radius around the school. That low-powered FM station had an outstanding reach when I think about it. It was the most exciting time of my life.

My CTE story: The radio station gave me a reason to go to school.

While I was in high school, the Specs Howard School of Media Arts came to give a presentation. (The school is now part of Lawrence Technological University.) At the time I was struggling and unsure about what my next step was going to be. But their talk stood out in my mind. And I knew that, somewhere in my journey, I would go to this school. I knew I wanted to continue training in this field that I had grown to love so much in a short time.

Thanks to the encouragement and dedication of a fantastic teacher, with whom I’m still friends, I graduated from high school with a 2.2 overall GPA. I made it out, barely.

Learning what not to do

I needed postsecondary counseling and real career direction that I never received. I only went to college because someone had seen me play football and thought I could benefit their team. Turns out, I didn’t make it past football camp. And I was committed to a school I never wanted to attend. I skipped a ton of classes. I did absolutely no classwork. There was a lot of partying and drinking, and in certain moments, my outlook was dark and depressing.

By November, I was back home with my parents. I remember my mother said, “You can live here, but you better be working.” So, I worked jobs in retail; for the city’s forestry department, trimming trees and chipping bushes and branches; and as a janitor. After a while, I realized what I needed to do. I needed to go to Specs Howard.

I had no idea what I would find as I continued my education in radio. What I found was my village. I found people doing something that they loved.

Once, I submitted an audio production to a statewide broadcast contest sponsored by a local conference. I spent all day working on that submission, making the smallest changes. My instructor sent me back and forth to the lab. And when I got frustrated, he would look at me and say, well, if you want to win, this is what you got to do. He was right. Plus, I truly loved what I was doing. I submitted the work, and I took second place.

I went from skipping high school and college classes to never missing a day. In fact, I was only late three times. My previous C+ average became an A by the time I graduated from Specs Howard. Even on my off days, you could find me in the audio lab area, experimenting with editing and mixing sound. At graduation, I remember the director of education calling me the “hardest working man in radio.”

At Specs, I got my first internship, which led to my first part-time job in radio as a board operator on Saturday and Sunday mornings. It was here where I met my first African American teachers, whose feet I sat at every single day. Representation does matter. It was the first time I ever saw people who looked like me in front of me, teaching.

Telling my CTE story

From there my life opened. My first full-time job was off-air in a major market. This then led to me moving away from home and working full-time on-air in a medium market. Later, I came home to go back to college. This time with direction, purpose, and nine credits that would transfer thanks to an articulation agreement. I spent the next 10 years going to school part-time while working full-time at Specs Howard, teaching what I loved.

My skill set began to grow. I took the experience I had gained into the public school district, where I worked as the program director, audio production director and liaison for their public radio station. Later, I became a digital media producer for the district; I developed video vignettes for the communications department.

Eventually, I re-enrolled at Specs Howard and got my digital media certification. Then I took a job as the director of multimedia for a local high school CTE program. I went back to school again, got a Master of Business Administration, and met my future wife.

Now I am a national CTE trainer for CAST; a second-year doctoral student focusing on curriculum and critical social inquiry; and a postsecondary leadership fellow studying diversity, equity and inclusion. Thanks to career and technical education, I found my self-esteem. I became a creative. I expanded the boundaries of what I could do, and I have never “worked” a day in my life. CTE gave me all of this. All I had to do is say these words on-air back in high school: “88.3 WSHJ. This is Diamond Don, and you’re in Dance Mix 86.”

Donald Walker is a CTE educator and a former radio DJ.

Read more in Techniques: Tell Me a Story of CTE.

“One of the biggest challenges facing postsecondary CTE students is the school-life balance. Developing creative strategies for support systems is important,” wrote Taija R. Jackson, vice president of student affairs at UBTech and a current participant in the NextLevel Postsecondary CTE Leadership Program. “Institutions can address these challenges with supports that include creating on-campus support centers that provide academic and emotional support, basic needs items such as food, and connection to other community resources like health care, housing, or utility and financial assistance. Supports could also include addressing the rapid technological advancements of the last decade and the needs this creates for some students.”

Each year, the fellows talk to Techniques with a common goal: to support our students.

“Our adult students come to us with jobs, family, and other obligations that they must figure out how to balance with becoming a student,” said Pam Gibson, dean of engineering and applied sciences at Fayetteville Technical Community College. “As educators, we must offer more flexible scheduling options, competency-based education, and credit for prior learning to meet the needs of our diverse adult learners.”

The NextLevel fellowship program provides professional and career growth opportunities to the next generation of postsecondary CTE leaders.

Alumni have described it as engaging, individualized, and memorable. The NextLevel Postsecondary CTE Leadership Program is made possible through the generous support of the ECMC Foundation. ECMC Foundation is a Los Angeles-based, nationally-focused foundation. Their mission is to inspire and to facilitate improvements that affect educational outcomes — especially among underserved populations — through evidence-based innovation.

“Thank you, NextLevel Postsecondary CTE Leadership Program. Thank you as well to ACTE, Techniques (Hi, Lia!), staff, my mentor Dr. Christy Ponce, and ECMC Foundation,” wrote Speranta Klees, postsecondary partnership manager at West-MEC. “I am learning so much this year, thanks to all of you.”

Engage with ACTE.

This program offers a unique opportunity for postsecondary CTE educators. Grow in your career! And engage with ACTE too. Fellows work alongside a cohort of peer professionals and an experienced mentor. They learn to communicate, collaborate, network, problem solve, and use time and resources effectively. Learn more.

Virginia Tech research faculty member Jim Egenrieder shared another way to get involved. “A newly formed postsecondary committee within the Work-based Learning Division is welcoming new members. Join us to explore and address challenges related to WBL in postsecondary CTE.”

Read more in Techniques: A How-to Guide.

Meet Donald Walker, a career and technical education (CTE) trainer working with CAST. Walker delivers in-person and remote professional learning, technical assistance, coaching, guidance and support in a variety of contexts across the country. His efforts also support CTE-based grant writing, data analysis and content development. CAST is an educational research center that seeks to expand learning opportunities so that all students may succeed.

Walker’s interview appears as the second installment in a spotlight series on education leaders and members of ACTE’s inclusion, access, equity and diversity (IAED) advisory group. As ACTE strives to build an inclusive culture — celebrating the diversity of the CTE community — the advisory group provides recommendations, expertise and outreach to support this important work. Read on to hear from Donald Walker as he discusses his educational experience and what education leaders can do to develop more inclusive learning environments.

Please share a little bit about yourself. What inspired your interest in CTE?

I am a radio broadcaster and now a video storyteller by trade. I have spent the last 31 years teaching in a trade school and later working as a videographer and editor for Detroit Public Schools Community District. Then I became director of the multimedia program at the Detroit School of Arts.

CTE was my savior in high school. I found the high school’s radio station and quickly found it was something I could claim as mine during a time when I was rather lost. I was good at it, too.

When I tried college as I was expected to do, I failed miserably because I was too distracted and did not have a plan. Though I was smart enough to go to college, I was not ready for that life.. But I was ready for my passion, which was (and still is) radio. My trade school was a place of extreme pride and joy. I excelled! Later, I returned to work at that school to give to others what I received… a chance to achieve their dreams. The rest is history!

What was your education experience like? What did you study?

As I mentioned, my first attempt at college was terrible. I was not ready. So, my true educational experience began at the Specs Howard School of Media Arts. It was fantastic! I loved spending every day connected to what interested me. I worked harder than I had before, and I was the first in my class to get a full-time job “in the business.” (In 2020, I was inducted into the Specs Howard Hall of Fame along with several of my peers.)

After working for about a year, I went back to college to get my degree, fulfilling a promise I made to my grandmother. I studied communications and worked part-time in the radio business and taught at Specs Howard. It took me 10 years, but I finished cum laude! I went on to earn an MBA, and now I am a doctoral student at Wayne State University.

What barriers did you face in pursuit of postsecondary education? How did you overcome those obstacles?

Having been a first-generation college student, I found that people don’t really understand how much of a barrier that really is. Not knowing how to navigate the system, how to deal with professors, how to handle the homework load, etc., can be daunting. Especially since I was working full time! I wanted to drop out more times than I can say. At every level this has been a challenge, except now at the doctoral level, because my wife has her doctorate and she has been guiding me!

Lack of representation is a barrier.

When I enrolled in college, I did not realize how important it was to find someone who looked like me until I met Dr. Lyn Lewis. Having someone who understood my culture and challenges as an African American was invaluable. She knew how to challenge me, and she was someone I could look up to. She reflected and understood parts of me; I didn’t have to explain. Often, I wonder where I would be if I had met more teachers who looked like me and who could have helped guide me through the college life experience.

Please briefly discuss your role with ACTE’s IAED advisory group.

I am new to the group, so my role is being defined with each experience. For now, I want to serve and provide whatever insight I can, leveraging my personal, professional and academic experiences. I hope to open doors and minds, challenge people’s thinking, and expand my own perspectives.

How can education leaders act courageously to develop stronger, more inclusive learning environments for all?

Introspection. Honest, deep, courageous introspection. Honest introspection leads to awareness, which can be frightening and requires true courage but leads to growth. Growth leads to innovation, expanded thinking and positive action, which support everyone.

I’m paraphrasing Frederick Douglass (1857) when I say, if there is no struggle, there is no growth. For progress to occur in our education systems, educators must engage in reflection. Everyone who interacts with our students — elementary, middle, high, postsecondary — must dig deep, be brave and grow.

What can education leaders expect to gain from engaging in professional development around IAED in CTE?

Recent webinars and the upcoming book club event are fantastic tools to generate conversation, gain insights and learn. These are the tools to serve an introspective mindset! Participation may result in some feelings of discomfort, but with a positive mindset to challenge issues and ways of thinking, not people, this is a great way to grow!

Is there anything else you’d like to share?

I’m honored to be a part of this community. And I look forward to serving all those I can.

Learn more and join the book club

Book club will occur as the culminating event of ACTE’s 2022–23 IAED in CTE webinar series — in April 2023. Those who wish to participate are encouraged to read one or both books listed below. Then consider how the work of Glenn E. Singleton, Ijeoma Oluo, Donald Walker and you can change people and hearts and entire organizations.

Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools

Schools, like all organizations, face a nearly insurmountable hurdle when addressing racial inequities — the inability to talk candidly about race. In this timely text, author Glenn E. Singleton enables you to break the silence and open an authentic dialogue that forges a path to progress for racial equity.

So You Want to Talk About Race 

The stakes could not be higher, and the task ahead seems daunting. Ijeoma Oluo guides readers of all races through subjects ranging from police brutality and cultural appropriation to the model minority myth in an attempt to make the seemingly impossible possible: honest conversations about how racism infects every aspect of American life.

Learn more about CTE education leaders working to advance IAED in CTE.

Meet Scott Stone, incoming ACTE president. To say hello and welcome, Techniques conducted an interview, which originally appeared in print in April 2022.

What is your job title and what do you do?

I am an agriculture instructor and FFA advisor at Centralia High School in Centralia, Missouri. I teach ninth- through 12th-grade students about agriculture. My course load includes:

• Ag Science I
• Ag Science II
• Advanced Animal Science
• Veterinary Science
• Greenhouse Production
• Floriculture

What was your education experience like? What did you study?

I received my high school education at Williamsburg High School in Williamsburg, Pennsylvania, where I focused on college prep and agriculture courses. Then I attended Penn State University and majored in agriculture education. I finished my undergraduate education and received a bachelor’s degree in agricultural education — teaching option — from the University of Missouri – Columbia. My master’s degree also came from the University of Missouri. I took that in career and technical education (CTE) with a focus on agriculture.

In your opinion, how can CTE conduct more effective outreach to diverse populations of students, faculty and stakeholders?

I think the job of any organization or group is to make sure that they are not unintentionally putting up barriers that make it difficult for diverse populations to become involved. As CTE educators, we have a unique opportunity to prepare students for future careers. We must ensure that any student, faculty or stakeholder who wants to work in this space has an opportunity to do so.

What do you hope to achieve as ACTE president?

My main goal as ACTE president is to make sure our Association is working as hard as we can for the profession. If the past two years have taught us anything, it is that we have no idea what may happen tomorrow. As an Association, we need to stand on the cutting edge of those changes and be prepared to help our membership where possible.

More specifically, I want to grow our membership. There is strength in numbers. We need to rely on each other. ACTE offers its members so many great benefits. And I don’t want any CTE professional to miss out on those benefits. I would love to see 100% of our states unified. We need strong state CTE associations to provide the support and resources each state needs. The only way we can build strong states is by joining and becoming involved on the state level.

Further, I would love to get preservice teachers more involved in ACTE. It is no secret that we have a shortage of highly qualified CTE professionals. I strongly feel that, if we can connect preservice teachers with professionals in the fi eld and support their needs, they will be more likely to enter — and remain in — CTE.

Finally, I would love to see more CTE professionals utilizing the excellent resources we have in CTELearn. This platform offers a wealth of knowledge for our professionals at a minimal cost. Our members can receive valuable training from the comfort of their homes or classrooms.

How has your experience in leadership at ACTE informed >amp; enhanced the work you do to provide high-quality CTE for all students?

I am proud to say I am a 25-year teaching veteran. I have always sought out ways to be involved in our profession. My involvement has allowed me to serve in leadership roles with the Missouri Vocational Agriculture Teachers Association, MO ACTE, the National Association of Agricultural Educators, and ACTE. Each of these experiences helped me to develop valuable partnerships with people I can call on when I have questions or need help. These resources, in turn, help my students receive the highest-quality education.

Serving in leadership roles has allowed me to attend conferences, such as VISION and the NationalPolicy Seminar. While at those conferences, I attend workshops that are relevant to my content area. I take the skills and knowledge I learn back to my classroom to become a stronger teacher for my students. In fact, my students often complain that I will make them try something new that I learned while away at a conference. They are usually right.

What advice would you offer someone who wants to become more involved in ACTE leadership opportunities?

I never saw myself as a leader. My first leadership role happened because no one else volunteered for the job. So, I said I would give it a try. I am not sure how successful I was in that role, but I loved the fact that I could make a positive difference for teachers and students. One position led to another. I just kept saying yes to different roles.

My focus never lied on what I could gain from the position, but instead what I could do to help the profession. Leadership is never about you; it must always be about the people you serve. If you are interested in becoming more involved in leadership, I would say go for it. If at first you don’t succeed, try something else. There are plenty of opportunities to become involved if you have the desire.

Is there anything else you’d like to share?

We have a fantastic ACTE board of directors and ACTE staff . We are here to serve the membership. Let us know what you need. We want to hear from you.

Meet ACTE’s board of directors.

Meet Chaney Mosley, incoming ACTE president-elect. To say hello and welcome, Techniques conducted an interview, which originally appeared in print in April 2022.

What is your job title and what do you do?

At Middle Tennessee State University (MTSU), I am an assistant professor of agricultural education in the School of Agriculture. There, I provide training and development for preservice agricultural education students. In this role, I teach courses on program management and teaching methodology in addition to supervising student teachers. I also work as an assistant director of theTennessee STEM Education Center at MTSU. In this role, I collaborate with other faculty to research and conduct outreach aimed at improving K–20 STEM education. Additionally, I’m a captain in the Tennessee Army National Guard where I coordinate joint military support to civil authorities during domestic emergencies.

What was your education experience like? What did you study?

I attended high school in the 90s when students were tracked into either a college preparatory path or a technical path. A lesser-known option I discovered was the dual path, which offered more flexibility in my schedule. So, in high school, I took agricultural education courses for four years. But I also took business education coursework and a family and consumer sciences course my senior year so I could learn how to cook!

I earned a Bachelor of Science in agriculture business with a minor in secondary education at MiddleTennessee State University. During my second year of teaching high school agriculture, I enlisted in the United States Army Reserve and received training as a medical laboratory technician while completing an associate of health science degree from The George Washington University. I later earned a Master of Education in administration and supervision from Middle Tennessee StateUniversity and an educational specialist degree in educational leadership from the University ofWest Georgia. Further, I completed a Doctor of Philosophy in agricultural and extension education from Virginia Tech.

In your opinion, how can CTE conduct more effective outreach to diverse populations of students, faculty and stakeholders?

This is a multifaceted question. But generally speaking, one of the most essential practices for reaching diverse populations is through representation. People are more likely to engage in CTE when they see, hear and interact with those who share identities and experiences. In theory, the concept is easy to digest. In practice, though, not so much. By nature, humans desire a comfortable environment in which to work, where people express like-minded thoughts and opinions. When someone challenges that comfort level with a different thought or experience, it becomes uncomfortable — not because we don’t want to work with diverse populations, but because we don’t know how.

Personally, I don’t like having my assumptions challenged. But I have enough self-awareness to realize my perspectives are not always correct. And my ideas are not always the best, so I intentionally engage with those who come from different backgrounds. And I’m willing to have uncomfortable conversations and learn from the lived experiences of others.

So, to conduct more effective outreach in CTE, we must be intentional. Invite diverse populations into our kitchen to cook the meal, even if they bring unfamiliar ingredients. A seat at the table isn’t enough. Ultimately, it is the responsibility of those in leadership positions at all levels to make this happen.

What do you hope to achieve as ACTE president-elect?

When I joined ACTE, I didn’t realize how valuable membership was. After completing the fellowship program and realizing there were many opportunities, I became very involved with the organization.And I hope others will do the same! By serving on the ACTE board of directors for the past three years, I’ve worked to increase member engagement by communicating, collaborating and creating, and I want to carry that same purpose into the office of president-elect.

Communication must go both ways. Therefore, I want to ensure ACTE has systems in place to gather input from members about their interests and opinions, and to learn more about how ACTE can better meet their professional needs. Invite members and others to serve on committees or task force groups, and to present at conferences, ACTE will continue to grow its collaborative network of people who want to be involved. Committee and task force work often results in recommendations, policies, and programs. Showcasing this work demonstrates how the voices of members affect decision-making.

How has your experience in leadership at ACTE informed >amp; enhanced the work you do to provide high-quality CTE for all students?

Providing high-quality CTE for all students is not easy but it is something I continue to work on. My own lived experiences inform my efforts to provide high-quality CTE for all students. And, further, my work is informed by the opportunities I’ve had to develop as a leader.

I champion the notion of CTE for all because of past experiences when I felt excluded. I choose to engage where I may not be welcomed because, without participation in these spaces, change will not occur.

In ACTE, I found a space where I felt welcomed. And I have observed barriers to access being removed. I have participated in conversations aimed and facilitating inclusion and equity for all members and stakeholders. Because I felt welcomed and valued, I sought out leadership development opportunities within the organization. My experiences with ACTE have allowed me to collaborate and learn from others who share a vision. And finally, working with policy committee members and other state leaders from my region helped me appreciate the unique needs of state associations, realizing a one-size-fits-all approach to CTE was not appropriate.

What advice would you offer someone who wants to become more involved in ACTE leadership opportunities?

Raise your hand! If you want to become more involved in ACTE leadership, let someone know! Seek out the leaders in your state and/or region and ask to learn more about opportunities. You may also visit ACTE and Techniques online. The ACTE website is a treasure trove of information and resources. It’s a great place to start!

Meet ACTE’s board of directors.