Category: Uncategorized

What a wonderful time to be in CTE! We as educators have the opportunity to prepare students for the future. It can be exciting and scary at the same time.>#0160; I have the pleasure of working with students with disabilities.>#0160; This means that the student has qualified under the Individuals with Disabilities Education Improvement Act (IDEA), under Section 504, or ADA.>#0160; Too many people see the “dis” in disability instead of the word “ability.” People with disabilities are the same as non-disabled people because they have individual abilities, interests, ideas, and needs also.

We get the opportunity to level the playing field and eliminate barriers in CTE for students with disabilities.>#0160; The most important thing we do for students with disabilities is to prepare them with a skillset that they can take with them into the workforce.>#0160; At Great Plains Technology Center, Lawton, Oklahoma we have students with disabilities enrolled in every career major offered. We are preparing individuals for success in work and life so that they can provide better opportunities for their families.

We help to prepare students by getting them on a career plan by using OK Career guide www.okcareerguide.com which helps them to explore and guide their future.>#0160; Students with disabilities are connected with various resources to assist with future employment.>#0160; Students are able to apply for internship programs, apprenticeships, are connected with transition programs, and Vocational Rehabilitation services.>#0160;

It is a group effort to bring all parties to the table to benefit students with disabilities.>#0160; It is rewarding to see students that were lacking confidence and had low self-esteem be determined to receive training and knowledge pertaining to their specified skill-set.>#0160; So are we preparing students for the road ahead? Yes, yes we are!! So again, it is a wonderful time in CTE to be able to train the future workforce for all students including those students with disabilities.

On February 5, 2018, I had the opportunity to interview Ms. Connie Strebe as she will be serving as my Mentor during the 2018 ACTE Fellowship program.>#0160; Connie currently serves as the Satellite Director for the Tolles Technology Center in Plain City, Ohio.>#0160; 22 CTE programs exist onsite at Tolles, but Connie specifically oversees 16 CTE teachers that work at several off-campus high schools.>#0160; Nearly 675 students attend the main campus and approximately 1,000 students take CTE classes at satellite high schools.>#0160; Connie told me that programs range from Medical Assisting to Pre-Engineering.>#0160; Having only been involved with CTE for 8 years, Connie has an impressive resume!

This year marks Connie’s 28th year in education.>#0160; Originally, Connie started as an English >amp; French Teacher and then went on to finish her Spanish credentials from The Ohio State University.>#0160; Connie continued on to earn a Master’s Degree in Curriculum and Assessment from Ashland University, where she also earned an Administrative Endorsement in Grades 4-9 and 5-12.

In 2010, Connie joined ACTE and the Ohio Association of Secondary School Administrators.>#0160; That year, Connie took a job at Tolles and has learned so much about the field of CTE!>#0160; Connie finds it personally rewarding to see CTE teachers “working their magic” from their business >amp; industry backgrounds.>#0160; For example, Connie will often observe teachers showing students “what really matters” in industry.>#0160; She loves a time early in her CTE career when she first saw a student “weld a line” as the instructor had done such a nice job inspiring the student. It was moments like this that affirmed her decision to begin a CTE administrative career!>#0160; When asked about a frustrating topic in her profession, Connie mentions the debate of STEM education versus CTE.>#0160; Basically, Connie sees that we are “competing against the same kids.”>#0160; Going back to one of her favorite examples, Connie told me that “you can’t replicate a welding lab” in a STEM setting.>#0160;

The ACTE Fellows Class of 2012 included Connie.>#0160; One of her most enjoyable pieces of the program included the professional diversity of the fellows.>#0160; Connie tells me that it was a strong class and she keeps in touch with many of them today.>#0160; For example, she met a professor from the University of Texas and has become close friends.>#0160; Networking was her favorite part of the program along with the National Policy Seminar experience.>#0160;

Today, Connie says the field of CTE has come a long way.>#0160; Occasionally, she’ll face the challenges of the traditional vocational education stereotype with today’s CTE field.>#0160; However, she curbs that with discussions about her “hi-tech, hi-demand” CTE programs at Tolles.>#0160; Connie regularly stays up to date with industry by attending advisory meetings with a goal of “challenging kids to go outside of the box” with their thinking.>#0160;

In my conversation with Connie, I quickly learned about her CTE passion for students.>#0160; She is a difference-maker who genuinely cares about students and staff. >#0160;Connie also understands the balance that you must take between your professional and personal life.>#0160; I can tell that Connie is a great leader and I’m fortunate to have her as my mentor!

My district’s career center recently adopted a Project-Based Learning (PBL) platform for our Career and Technical Education (CTE) courses.  As a teacher coming from a special education and ESOL background, I knew that PBL was going to look different for many of my students who come from other countries, speak other languages, and in some cases, have had several years of interrupted education.  These students’ ideas of what is a problem, how it can be solved, and what resources are needed never fails to surprise me.  Many of my English Language Learners (ELL) have different perspectives on working in teams than their peers. These learners also bring different views on the division of labor, and often work under different cultural norms, depending on their backgrounds.  As a school, we are working to ensure that our CTE programs value and respect the diversity our students and staff bring to class every day.

In response to students, families and educators, the Virginia Department of Education developed a “Profile of a Virginia Graduate”, to better prepare all of our learners for the real world.  This profile includes curriculum and learning experiences that include content knowledge, career exploration, workplace skills, and community engagement and civic responsibility.  While this is a solid foundation for preparing our graduates, a gap exists between the profile and the expanding definitions of community and civic responsibility in our ever changing world.  CTE has the unique advantage of addressing all four of the Portrait’s domains, while also connecting them to the global workforce and economy.

The Asia Societies’ Center for Global Education has created the Global Competence Through CTE online course as an invaluable resource for educators starting to think about connecting what we do in the CTE classroom to international markets, policies, and practices.  With the Global CTE Toolkit’s standards crosswalks and grading rubrics, CTE content area teachers and I are connecting curriculum to build students’ understanding of four identified themes: Food Security, Clean Energy, Women’s Health, and Cybersecurity.  A project planning template on the site also introduces students to the basics of project management through guided practice in investigating the world, recognizing perspectives, communicating ideas, and taking action.  Using the Global CTE Toolkit’s four themes and project planning template, students are able to access project ideas, videos, and other resources on 16 different career pathways.  These pathway portals are each designed for students to explore their relationship to others in a global workforce.

This free course, and the accompanying suite of online resources, have helped my co-teachers and I to align our CTE programs with globally competent PBL. I look forward to watching how our students from every linguistic and cultural backgrounds adapt to learning about their career choices in global village, while also sharing the diversity they bring to our school and our community.

Michael Cruse is a special education and ELL resource teacher at the Arlington Career Center, in Arlington, VA.  He is a 2017-2018 Fulbright Distinguished Awards in Teaching Fellow, and is studying youth immigration and entrepreneurship in Israel, and the Middle East.

ACTE would like to acknowledge the generous sponsorship of PMIEF for the Global Competence Through CTE project. 

>nbsp;

The fields of science, technology, education and mathematics—also known as STEM—have been on a steady upward swing for the last decade, both in popularity and career demand. Even more telling? STEM careers will grow to more than 9 million by 2022. This projected growth trajectory, combined with continual technology advancements in society, has put STEM training at the forefront of education.

For those students considering studying within the field of STEM, here are some things to know:

STEM workers earn a higher average salary

With high demand comes high pay, and STEM careers are no exception. The average starting salary for students coming from some of the nation’s top engineering colleges is trending at $65,000. And it increases significantly with experience; the salary for seasoned professionals in fields like big data analytics, logistics and computer science can reach upwards of $100,000 annually.

STEM professionals are needed…now

As businesses of all sizes continue to adapt to the Internet of Things (IoT)— and subsequently acquire massive amounts of data—they need trained professionals to design software programs and interpret the influx of information. Companies like eBay, IBM and Disney are looking for individuals with computer science degrees and deep, expert knowledge of the cloud. And this isn’t the only area that’s growing. STEM professionals are also needed for engineering, software applications and natural sciences. With firsthand experience gained from classroom teachings, research and internships, students will become better equipped to fill job vacancies like cloud architects and engineers.

STEM education teaches both hard and soft skills

Whether or not students choose to enter (or remain working in) a traditional STEM career after graduation, the skills learned during college are applicable in all industries. STEM degrees offer flexibility, and contrary to popular belief, don’t have rigid career paths. For example, a degree in the field of mathematics can lead to a career in architecture or city planning, as both fields are heavily focused on math.

In addition to technical skills, a STEM education produces innovative and curious critical-thinkers who can take their ambition in any direction. In fact, these “softer skills” are the backbone of the careers of many industry-leading professionals, like Microsoft’s CEO Satya Nadella.

STEM training helps students develop critical thinking skills

Curiosity and problem-solving are at the root of success in the professional world, not only in STEM, but in all industries. But particularly in STEM fields, where change is the only constant, students must learn to embrace a difficult challenge and devise a creative solution. This develops essential critical thinking skills that help in various parts of life, both professional and personal.

STEM workers contribute to tech revolution

If you’ve ever dreamed of creating the next Alexa, Siri or other life-changing tech gadget, then STEM training is your first step in that direction. Through hands-on challenges—such as product conceptualization, design and creation—students can bring new ideas to life, in the classroom and beyond. Product visionaries benefit from hands-on experience and the ability to experiment without fear of failure, because it helps them learn best practices for future creations. So who knows—maybe the next talking device will be named after you.

The advantages of studying STEM in college are perfectly aligned with the growing job demand. STEM curriculums offer an innovative educational approach and a strong focus on problem-solving, which serves a greater purpose throughout a student’s life. So go ahead; hop on the STEM education train for a profitable and fulfilling future.

By Scott Rhodes
Vice Provost of Enrollment
Florida Polytechnic University
With an 18-year background in higher education, Scott Rhodes leads enrollment and recruitment strategies for Florida Polytechnic University. His responsibilities encompass undergraduate admissions, graduate enrollment and enrollment marketing, financial aid, student records and registration and enrollment market research.

Have you tapped into the resources your chamber of commerce can provide to your students and CTE program? Maumelle High School has found a great resource in their local chamber. Perhaps by taking a look at this partnership you will find ideas you can take back to your own community to help you strengthen your relationship with industry partners, showcase your students>#39; work, and build a support system for your program and students.

The Maumelle Area Chamber of Commerce’s executive director, Alicia Gillen, has a clear focus and plan for building a relationship between industry members and high school seniors.>#0160; Working with CTE teachers and the administration, Gillen organizes Senior Business Luncheons which seniors sign up for at the beginning of the year based on their interests. These luncheons highlight different industries such as distribution, manufacturing, healthcare, and postsecondary education options. Each luncheon event begins with a catered lunch and roundtables with a least one chamber member at each table, providing an opportunity for the students and business partner to interact and connect.>#0160; Students gain experience dressing professionally and speaking and eating in a professional setting. The luncheon ends with each table reporting out key discussion points, followed by an industry tour.>#0160; Through this exercise, students are exposed to a variety of careers, hear personal stories, and have a chance to ask questions about working in these industries.>#0160; This can be an eye-opening experience for our students as they see/hear the importance of being on time, following a dress code, and wearing IDs…all things they dislike about high school.>#0160;

Sometimes industry partners come to the chamber seeking ways to get more involved in local schools.>#0160; Recently, the Lion’s Club approached Gillen with this request.>#0160; Through the conversations that followed, the Maumelle Community Youth Showcase developed.>#0160; This Showcase invites students at all grade levels from local schools (public, private, and charter) to showcase projects or ideas they have to improve the environment or community.>#0160; The CTSOs greatly benefitted from this opportunity as their members are already doing this.>#0160; Three local DECA members worked directly with the Lion’s Club to secure sponsorships from local businesses to reward students for their hard work.>#0160; Competitive categories were created for each age group with cash prizes.>#0160; The high school division winner was a FCCLA and DECA member who won $500 for her DECA Financial Literacy project called Check Your Future.>#0160;

In our community, and perhaps yours, athletics receive plenty of exposure.>#0160; We are thankful for the work of our chamber to ensure our academic achievements are also celebrated.>#0160; The chamber also holds Academic Signing nights to celebrate students who are receiving academic scholarships for their academic achievements. The Maumelle Area Chamber of Commerce also announces their personal scholarship winner this night that is supported by donations from members.>#0160;

If your school is not in direct communication with your local chamber, what are you waiting for? Consider encouraging your chamber to start with an educational committee to see which events fit into your community.>#0160; You may find ways to tweak these ideas or create other innovative ideas.>#0160;

>#0160;

By Michelle Camp
2017 ACTE Region IV Fellow
PCSSD – Maumelle High School
Maumelle, Arkansas

>#0160;

Read more posts by Michelle and the other 2017 ACTE Fellows…

What trend or issue for professional development in CTE do I feel is going to be the most important this year? Simulation! Research shows that simulation is a very effective learning strategy that has many game-changing program and industry benefits. Simulation contributes to better patient outcomes in the medical field with military simulation saving lives and expenses. The positives are profound.

Benjamin Franklin said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.” The military can conduct fewer costly live exercises and instead, put troops in the cockpits and drivers’ seats of more affordable simulators. Airline pilots, train engineers, firefighters and police can effectively learn what to do in life-threatening situations. The auto industry can test safety measures through computerized performance tests and in the culinary world, manufacturers can even simulate the amount of required motions it takes to slice carrots or effectively model food production start to finish. It can optimize cafeteria and food service systems making more efficient food prep and production possible. During the planning phased of software development or in industry production, simulation can also be employed to determine whether a facility may have any faults, particularly with regard to its automation systems. Software has also been developed to virtually test a complete production plant before construction begins including all associated components, technical data, motors, pumps, and gear units. This process can ensure, for example, that a valve is opened before a feed pump starts; otherwise, the pump or the line would run dry and be damaged. Let’s not forget about sales or pharmacy training or any training or virtual testing in general. The sky really is the limit.

One of the strongest support areas of simulation is the medical field. Surgeons can practice complicated surgeries using robots and simulators away from the patient or brush up on techniques before actual procedures. In Nursing, simulation activities improve skills like recognizing a deteriorating patient, triaging emergency patients, managing stroke patients and more. With the use of computerized mannequins that exhibit a wide range of patient conditions, students can develop non-technical or interpersonal skills like patient handoffs or teaching diabetes self-management strategies to patients. Situations might include a mock hospital room, exam room, critical care room, operating room, labor suite, or even a senior citizen’s apartment. Computerized mannequin patients can range in age from neonatal to adult, and can be assigned names and medical histories, along with anatomically correct features like a pulse, specific pupil responses, talking, and even blood. The mannequins respond to student provided care and to medications with real medical equipment like IV pumps and crash carts. Instructors can remain hidden behind one-way mirrors in order to evaluate student performance without being physically present bedside.

Simulation saves businesses money and provides real-life experiences without purchasing expensive equipment. The training can also be repeated with accurate scenarios where students are allowed to make mistakes before being put into live situations. Simulation is transforming how we conduct business, make life decisions, and interact with our world. It is also changing how we educate and enhance performance. Sim worlds aren’t just for gamers anymore.

>nbsp;

Submitted by Melissa Andrews, Associate Director for Career and Technical Education, Illinois Community College Board, Springfield, IL

>nbsp;

>nbsp;

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”>#0160;—John Quincy Adams

“Leadership through action.” That phrase resonates for me profoundly as an assistant principal in the Connecticut Technical High School System (CTHSS). Other important related phrases might include “leadership by example,” “leadership through innovation,” or “leadership through creation.” But no matter how one coins the phrase, the message remains the same: Strong leaders are people of action, who set good examples for those around them, think creatively, and inspire innovation. These qualities are important across the board – from Fortune 500 companies all the way to small local businesses and mom and pop shops – the size, net worth, mission or prestige of an institution is irrelevant when it comes to factoring its need for good leadership. John Quincy Adams spoke about leadership in terms of inspiration, and that’s how I see leadership every day in the CTHSS; from students, teachers, pupil personnel, and our administrative team, leadership shines through what we do, who we are, and what we represent.

Leadership is so important in CTE because it’s inherent in our mission and our purpose. We prepare students to be both college and career ready, while at the same time we make sure they are proficient in trade specific skills and competencies to ensure they are viable candidates for field employment immediately after high school. Beyond that, we teach students about employability skills like workplace ethics, professionalism, confidentiality, punctuality, organization, interpersonal communication, reflective practices, and yes, leadership. It is profoundly important that our students understand not only how to conduct themselves in the workplace and how to be “good” at their jobs, but also how to be strong leaders in their place of work and in their communities. Unlike most traditional high schools, technical high schools have the responsibility of preparing students dually for college and/or careers, and the majority of our student body enters directly into the latter after graduation. If they don’t know how to be leaders and how to inspire those around them, then we have not fully met their needs.

Moreover, students in CTE fields have more responsibility in their school day than most other students. CTE students are responsible for OSHA and safety training, for handling expensive and dangerous equipment and machinery, for completing projects against industry standards, and for meeting the transient and progressive demands of our ever growing workforce; our students need to be responsible leaders at young ages in order to be entrusted with these responsibilities, and our teachers are the ones who form our students into leaders by setting good examples, being inspirational, and finding innovative ways to teach curricula to build competency.

Our students are capable of so much at such young ages. I have the honor of seeing high school aged students perform incredible feats each and every day. I have the privilege of being a “customer” to many of these students who are practicing their skills, and I get to watch them grow and lead with confidence and enthusiasm. Our students and teachers inspire those around them, myself included, to dream more, do more, learn more, and become more. To me, that makes them the best type of leaders there are.

Submitted by: Jayme Beckham, Assistant Principal at Henry Abbott Technical High School in Danbury, CT

Platt Tech and Abbott Tech meet Vigo, Spain and Guangdong, China

The Connecticut Technical High School system prides itself on innovation, diversity, and broadening its cultural and technical horizons. We understand at the building and district levels that CTE is a global market, and we can all learn from one another. For this reason, we continuously seek out and take advantage of opportunities to network and partner with our international counterparts so we can not only learn what others are doing in the CTE fields, but also to showcase what we do here in Connecticut. One of our district’s tenets is that we want to be “The Best Career Technical Education System in the Country,” and we understand that reaching that goal depends on how much we learn from others globally, and how we utilize that knowledge to help us grow. In this article, I will highlight two experiences, of which I had the privilege of being a part, where the CT Technical High School System collaborated internationally.

In April of 2016, Platt Technical High School located in Milford, CT, had the unique and eye opening opportunity to host a visit from three women who were CTE instructors from the IES Politecnico in Vigo, Spain. Ms. Maria Theresa, Ms. Maria Jones, and Ms. Antonia Garcia were able to meet with Platt Tech’s administrative team, as well as many students and teachers as they toured the school and observed our trade technologies and students at work. Vigo is an industrial town near the northeastern coast of Spain. There are approximately 300,000 people who live in the city. Vigo’s vocational school system, including IES Politecnico, is renowned, offering programs that allow students to enter the workforce, attend university, or continue to pursue their CTE field after graduation. The instructors from Spain came to CTHSS to learn about our school and programs, and see CTE in action by watching our students build, create, and innovate. In turn, Platt Tech was able to gain insight into what CTE programs look like in Vigo, Spain. It was a mutually beneficial and enlightening experience.

The second opportunity of which I was a part came in the fall of 2016 at Henry Abbott Technical High School in Danbury, CT. Scholars from Guangdong, which is a coastal province of southeast China bordering Hong Kong and Macau, came to Abbott Tech to tour our school and speak with our instructors and students about what CTE looks like in Connecticut. The Guangdong scholars were treated to a delicious lunch in Henry Abbott Tech’s “Thyme Café,” and then were given a tour of our building and CTE facilities where they met with students and faculty to gain knowledge about what we do here. Many of Abbott’s students made gifts for the Guangdong visitors and showcased the projects they were working on in their career technologies. The Guangdong scholars were very complimentary of the work we are doing at Abbott Tech, and the overall mission of CTE in the Connecticut Technical High School System. Through a translator, Guangdong students were able to share some of what they do in CTE with our teachers and students; the reciprocal collaboration was inspiring.

In each instance, CT Technical High School students and faculty were exposed to CTE internationally, and were able to see that Technical Education is of global prestige and importance. We were able to share ideas and practices with the instructors from Spain and scholars from Guangdong, and in turn they shared with us valuable resources and information regarding how CTE plays an important role in their countries and cultures. By ensuring we have access to global applications of CTE, and collaborate internationally, we can continue to provide a holistic and rich CTE experience for our students and teachers.

>#0160;

Submitted by: Jayme Beckham, Assistant Principal at Henry Abbott Technical High School in Danbury, CT

From the early controversial cloning of animals to the recent developments that allow the brain to fully control robotic limbs, biotechnological advances are a clear indication of the role technology plays in furthering medicine. The same pattern is holding true for career and technical education (CTE).

In general, enhanced application of technologies in STEM fields are driving a greater demand for qualified specialists in some areas more than others. In particular, the application of technology in medicine has produced some of the greatest breakthrough discoveries of recent years that have saved countless lives and provided a higher quality of life for many. Specialization, however, requires competency, and no other segment of education is better able to provide competency-based education than CTE.

The unraveling of discoveries afforded through biotechnologies is reflected in the competency-based program offerings in CTE. Numerous CTE institutions either have taken steps—or are currently pursuing—ways to streamline health and technology programs consistent with the labor market to ensure the preparation of a qualified workforce. As the demand for a qualified workforce in STEM fields continues to rise, CTE is responding appropriately by supplying competent individuals to meet that demand. In fact, CTE institutions (spurred by legislation in many states) are encouraged to attract students in areas with most growth and foster work-based learning relationships with businesses in those industries.

The impact of biotechnology is dramatically changing how CTE is delivering competencies in health sciences. The matching of school and work activities is preparing students to sharpen their skills in college and/or apply them in career employment. Regardless of the direction students pursue, the growing breadth and depth of student competencies in biotechnology is only going to increase their opportunities for employment in health science fields as the applications for biotechnologies become virtually limitless.

Submitted by Indrit Vucaj
Graduate Teaching Assistant
School of Teaching and Curriculum Leadership
College of Education
Oklahoma State University
Stillwater, Oklahoma