Prepared and effective program staff is one of 12 elements of high-quality CTE, defined in ACTE’s comprehensive, research-based Quality CTE Program of Study Framework. This element addresses the qualifications and professional development of program of study staff, including secondary CTE teachers, postsecondary CTE faculty, administrators and other personnel. The following reports, articles, guides and toolkits can help programs of study develop and support effective CTE educators, administrators and staff.
Preparation and Certification
CTE Teacher Licensure Requirements: 50 States and District of Columbia
Bonsu et. al, American Institutes for Research, June 2013
This document provides state-by-state information on licensure policies for CTE teachers.
Improving the Quality of Career and Technical Alternative Teacher Preparation
Bottoms et. al, National Research Center for CTE, January 2013
This report describes a field-tested induction model from the Southern Regional Education Board and the National Research Center for CTE that builds the capacity of beginning CTE teachers to offer instruction that is intellectually demanding and standards-focused and thus more likely to improve CTE students’ academic achievement.
A Framework for the Preparation of Accomplished Career and Technical Education Teachers
Adams, Journal of CTE, 2010
This qualitative study describes educators’ development of skills and abilities in a CTE preservice teacher education program structured around the Georgia Framework for Accomplished Teaching in CTE.
The State of CTE: Increasing Access to Industry Experts in High Schools
Advance CTE and Center on Great Teachers and Leaders, December 2016
Industry experts are in short supply in secondary classrooms. This publication recommends ways to increase access to industry experts, including alternative certification and allowing experts to teach part-time or co-teach with a fully certified teacher of record.
Professional Development Strategies
Professional Learning: What CTE Teachers Want
Green and Moore, ACTE Techniques Magazine, May 2016
This article analyzes CTE teachers’ and administrators’ professional learning priorities and concludes with recommendations to guide CTE educators in planning their professional learning.
The Journey to a High-performing Professional Learning Community
King, ACTE Techniques Magazine, November/December 2015
An administrator at Valley Career and Technical Center describes the center’s four-year journey toward creating and sustaining high-performing professional learning communities.
Faculty Brown Bag Sessions: Professional Development, Problem Solving, Collegiality
Gergens and Van Noy, ACTE Techniques Magazine, November/December 2015
Best Practices Brown Bag sessions are an innovative way of delivering professional development and building collegiality at the College of Southern Idaho.
Beyond the Workshop
Fritsch, ACTE Techniques Magazine, May 2014
The Curriculum for Agricultural Science Education provides intensive teacher training for agriculture education teachers.
Professional Development Means Opportunity: Influencing Instruction at Occupational Colleges
Mosterdyke, ACTE Techniques Magazine, May 2014
Professional development, instructor evaluation and instructor performance review are fundamental to the success of the Northwest College of Construction Residential Carpentry Certification program.
In-classroom Coach: An Addition to Mentor Teachers
Carney et. al, ACTE Techniques Magazine, October 2013
This article describes the impact of an in-classroom coach for teachers.
21st-century Educators: Developing and Supporting Great CTE Teachers
Jacques and Potemski, Center on Great Teachers and Leaders, February 2014
This Special Issues Brief from the Center on Great Teachers and Leaders offers insight into three human capital management policies that are critical for CTE teachers: certification, performance evaluation and professional development.
Assessment of Professional Development Activities, Instructional Needs, and Delivery Methods of Part-Time Technical and Occupational Faculty in U. S. Community Colleges
Sandford and McCaslin, National Research Center for CTE, January 2004
Part-time CTE faculty have different needs when it comes to professional development, as described in this research.
Teacher Internships as Professional Development in CTE
Stephens, Journal of CTE, 2011
This journal article explores CTE teacher internships/externships as a source of professional development.
An Academy for Pros: Collaborative Teacher Learning Across Disciplines and Districts
Nicholas and Border, ACTE Techniques Magazine, November/December 2017
The authors share a professional academy for CTE educators in central Pennsylvania that has catalyzed projects, networks and friendships across schools.
Framework for Assessing Teacher Collaboration
National Center on Time and Learning
This rubric assesses teacher collaboration in relationship to time allowed for collaboration, content of collaboration meetings, leadership and support for collaboration, and how collaboration aligns with school goals and structure.
Do Your Evaluations Make You a Better CTE Teacher?
Jacques, ACTE Techniques Magazine, May 2014
A researcher shares criteria for improving teacher evaluation, including meaningful performance measures, fair and accurate evaluations, and evidence-based performance feedback.
Charlotte Danielson’s Framework for Teaching (adapted for CTE teachers)
Pennsylvania Department of Education
The Danielson Framework for Teaching can be adapted for CTE teachers, as demonstrated in this rubric.
Your First Year in CTE Administration: 10 Things to Know ($)
Foster, Hornberger and Watkins, NOCTI, 2018
This book breaks down the key responsibilities involved in administering high-quality CTE programs and personnel, with practical advice and tips on how to get the job done. Complementing each chapter is guidance from over 30 recognized CTE administrators, sharing their insights on how they approached accomplishing core tasks and responsibilities of their positions. Topics include developing faculty trust and cooperation, engaging employers, aligning curricula, developing board relationships, analyzing instructional resources and instructional equipment, implementing professional development and understanding funding basics.
Lessons Learned from Preparing CTE Administrators
Kappler and Long, ACTE Techniques Magazine, March 2017
The authors describe the structure and key takeaways of Mississippi CTE Administrator’s Academy.
Francis Tuttle Leadership Program Highlights History
Knapp, ACTE Techniques Magazine, September 2016
Leadership Francis Tuttle was created with a mission to challenge, develop and educate new employees by providing professional development and personal growth opportunities.
Developing Teacher Leaders in CTE
Holecek, Beckham and McKethan, ACTE Techniques Magazine, September 2016
To grow and inspire teacher leaders, administrators should focus on three key objectives. This article includes a short case study from Greater Waco Advanced Health Care Academy.
Career and Technical Education Administration: Requirements, Certification/Licensure, and Preparation ($)
Zirkle and Jeffery, Career and Technical Education Research, May 2017
This article describes CTE administrator requirements in all 50 states and implications of these findings.
Books, Professional Development Platforms and Educator Standards
CTE Learn: Online course library for CTE educators
ACTE online courses and communication tools help educators learn new teaching techniques, discover new tools to use in the classroom and grow their ability to connect with colleagues, students and other CTE professionals.
Your First Year: 10 Things to Know ($)
Foster, Foster, Hornberger and McNally, NOCTI, 2014
Although there are many books focused on teaching strategies and tips for new teachers, there are few resources specifically for new CTE teachers. This book, the first in a 3-part series, fills that gap, particularly for individuals coming to the field from alternative teacher preparation programs. Content addresses getting to know your students, addressing safety concerns, serving as a role model and establishing relationships with professional organizations. A glossary is included.
Your First Year: 10 More Things to Know ($)
Foster, Foster, Hornberger and McNally, NOCTI, 2015
The second in a 3-part series on the first-year CTE teaching experience, this book goes deeper into topics that new CTE teachers need to know. It focuses on the importance of expanding relationships with students, parents, other educators and industry. Readers will discover approaches to lesson planning, staying current in their specific discipline, leveraging the power of career and technical student organizations, gathering and using assessment data, connecting with parents and advisory committees and understanding the basics of individualized education plans, with tips and resources that can be put to use immediately.
Beyond Your First Year: 10 Additional Things to Know ($)
Foster, Foster and Hornberger, NOCTI, 2017
This final installment in a 3-part series for new CTE teachers, this book focuses on understanding the impacts of state and federal legislation on the CTE classroom, using varied educational strategies, using evaluation results for growth, gaining visibility in the community, being involved in a student’s future, and becoming a leader and making contributions to the CTE profession.
National Research Center for CTE (NRCCTE) Professional Development Model: Teaching to Lead (new and early career teachers)
Teaching to Lead, a research-based preparation program for new and early career CTE teachers, improves teacher competence and self-efficacy and has been shown to increase teacher retention. It features problem-based learning modules in instructional planning, instructional strategies, assessment and classroom management delivered across 10 days of intensive professional development supplemented with on-site coaching by expert NRCCTE at Southern Regional Education Board facilitators.
These professional development models from the National Research Center for CTE are grounded in research and train teachers in the pedagogic frameworks and processes needed to enhance the instruction of the mathematics or reading and writing tasks that naturally occur in their CTE curricula.
NRCCTE Professional Development Model: CTEDDI —Career and Technical Educators using Data-Driven Improvement
CTEDDI is an evidence-based program designed to prepare CTE administrators and teachers to use assessment data to continuously improve programs and target individual and group needs in the CTE classroom. Training is interactive, with mentoring and an online community of practice. CTEDDI technical assistance is available at the secondary and postsecondary level for states, districts and/or schools, and can be customized to meet specific needs.
CTE Standards (Second Edition)
National Board for Professional Teaching Standards, 2014
This second edition of CTE standards from the National Board for Professional Teaching Standards describes what accomplished CTE teachers should know and be able to do. The standards are meant to reflect the current professional consensus about the essential aspects of accomplished practice. They were developed by the Board’s CTE Standards Committee.
Expanding Board Certification: A Toolkit for School and System Leaders
National Board for Professional Teaching Standards
This toolkit highlights four successful models that have been used to expand Board certification in school districts across the country.