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
- Prepared and Effective Program Staff Micro-webinar
ACTE, September 2019
Join Tyra Pilgram, CTE director from Rutherford County Schools in Murfreesboro, Tennessee, as she discusses how to have a high-quality CTE program, regardless of the size of the school district. Generously sponsored by Xello.
- 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.