No Excuses for Isolation

“What do we need any other classes for? We've had geography, math, and science all in one
week and you even make us do reading and writing.” I remember the day one of my students walked in and posed that question and then rattled off how much her agriculture class offered.

That young lady was right: agricultural education, as well as all of our career and technical education courses, provide the opportunity to apply what students are learning in their academic classes to life and career skills.  It is important to me as an agricultural educator to integrate a multitude of academic concepts because it helps these students gain an appreciation for what their academic courses are providing them as a skill set.  However, in order to do that, I cannot isolate in my classroom during prep periods, even if that seems like the more favorable option in terms of juggling all my responsibilities.

One of the biggest challenges I face is the fact that I don't have common planning time with my academic colleagues to be able to partner with the language arts teacher or share with the science teacher. I envy teachers who work in programs which are part of academy models where they see the same students that the English teacher, Mathematics teacher, Social Studies teacher and Science teacher see, which allows them to develop cross-curricular partnerships. I have seen this model create problems, situations and real-life scenarios that apply the career and technical education areas and infuse those themes into the other content areas. As a middle school program, I try to do that where I can but face the challenge that the students I have in one class might be taught by four or five different math teachers.

I could use this challenge as an excuse; however, I choose to do what so many of us in CTE do – overcome so we can best help our students. Helping them see the value of academics through application in CTE is part of what I see as “best.” Being aware of concepts and topics covered in other classes could be hugely beneficial, but I have to actively seek out my academic colleagues. Every so often, I mention something to hear a student say “We talked about that in . . .” This gives me a chance to ask the student what they are learning but also rise above the challenge of isolation and reach out via email to the academic teacher and inquire a little more.   

I also break the isolation by following my colleagues on Twitter.  If they post a tweet or photo from a lesson that intrigues me, I seek them out to discuss it. One hundred forty characters might be good enough to share an idea, but a rich exchange takes more.  I read papers left behind in the copier room.  Sound nosy?  No. I’m just trying to see what they are doing and if I can make connections for my students. I wander the hall every so often. Besides getting some Fitbit step credit, I can hear and see what my colleagues are currently teaching.  I invite them in to see what we are learning. (Only one has taken me up on the offer so far.) I greet students at the door as class starts and ask about their other classes. All of these strategies help me to better make connections between what they are learning outside of my classroom and what is going on in it.

As career and technical educators, I believe we have a responsibility to actively communicate with our academic counterparts so that we can better integrate academic concepts as we teach, be aware of how students are using the skills, and help our students thrive.

I would love to see some comments on this post about how you communicate with your colleagues.

Robin Claire McLean, Ed.D.
2013 Association for Career and Technical Education Teacher of the Year
Agriscience Educator, Northern Burlington County Regional Middle School
National Board of Professional Teaching Standards Certified – Career and Technical Education