cte standards for public comment march 2014

©National Board for Professional Teaching Standards, 2014

DRAFT DOCUMENT SUBJECT TO REVISION. NOT TO BE CITED OR QUOTED

National Board for Professional Teaching Standards

Career and Technical Education Standards

(for teachers of students ages 11-18+)



Career and Technical Education Overview 1

The National Board for Professional Teaching Standards has organized the standards for 2 accomplished teachers of Career and Technical Education (CTE) into the following ten 3

standards. These standards have been ordered to facilitate understanding, not to assign priorities. 4 They each describe an important facet of accomplished teaching and often occur concurrently 5 because of the seamless quality of accomplished practice. These standards serve as the basis for 6 National Board Certification in CTE. 7

Standard I: Assessment 8 Accomplished CTE teachers implement a variety of valid and reliable assessments that allow 9

their students to provide an authentic demonstration of skill mastery and enable them to set 10

goals that guide technical and professional development. 11

Standard II: Knowledge of Content 12 Accomplished CTE teachers utilize their technical and professional knowledge as well as their 13 interdisciplinary and pedagogical skills to develop curricular objectives, design instruction, 14 promote student learning, and facilitate student success within industry. 15

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Standard III: Knowledge of Students 17 Accomplished CTE teachers have a rich, holistic understanding of who their students are as 18

learners and individuals. They value their students’ various learning styles and stages of 19 development as they create learning environments that differentiate instruction to meet the 20

diverse needs of their students. 21

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Standard IV: Leadership in the Profession 23 Accomplished CTE teachers collaborate with stakeholders within their schools and communities 24

to improve instruction, promote student learning, and advocate for their fields of expertise in 25 education and related industries. 26 27

Standard V: Learning Environments and Instructional Practices 28 Accomplished CTE teachers design contextualized learning environments that foster critical 29

thinking, creativity, leadership, teamwork, and communication skills while training students for 30 postsecondary education and careers. 31 32

Standard VI: Partnerships and Collaborations 33 Accomplished CTE teachers collaborate with family, education, industry, and community 34

partners to create challenging real world opportunities and support networks that help students 35 plan, develop, and achieve their career goals. 36

37 Standard VII: Postsecondary Readiness 38 Accomplished CTE teachers facilitate career exploration and promote the acquisition of 39

knowledge and skills so students can make informed career decisions that match their interests 40

and aptitudes with the needs, expectations, and requirements of industry. 41

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Standard VIII: Program Design and Management 45 Accomplished CTE teachers design and market quality programs aligned with industry demands. 46

They manage materials and resources to enrich their programs and sustain meaningful 47

educational experiences for their students. 48

Standard IX: Reflective Practice 49 Accomplished CTE teachers reflect analytically throughout the instructional process based on 50

their understanding of students and evaluation of the learning environment. They use 51

multifaceted feedback to increase the efficacy of their teaching and strengthen its impact on 52

student achievement. Continuous and deliberate reflection allows educators to model the 53

significance of lifelong learning. 54

Standard X: Responding to Diversity 55 Accomplished CTE teachers create learning environments characterized by fairness, equity, and 56

a respect for diversity. They use inclusive teaching practices and advocate to ensure that all 57

students receive a quality career and technical education. 58

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Standard I 62

Assessment 63 64

Accomplished CTE teachers implement a variety of valid and reliable assessments that allow 65

their students to provide an authentic demonstration of skill mastery and enable them to set 66 goals that guide technical and professional development. 67 68 Accomplished career and technical education (CTE) teachers utilize a variety of assessment 69 methods, both quantitative and qualitative, to obtain meaningful information about students’ 70

prior experiences and current knowledge. Educational assessments help instructors gauge student 71 progress and evaluate where they are in the learning process. Cognizant of their students’ 72 learning styles, needs, and interests, teachers select or design assessments based on the skills and 73 behaviors they are measuring and the educational purpose for gathering these data. 74

Accomplished teachers formulate strong rationales regarding how, when, and why to administer 75 assessments in the CTE learning environment. They use assessment data to assist students as 76

they reflect on their academic progress, to refine teaching practices based on their students’ 77 changing needs, and to advocate for their programs. 78

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Designing Valid and Reliable Assessments 80 81

Accomplished CTE teachers are adept at using different types of assessments. Formative 82 evaluations help them assess their students’ prior knowledge and track their students’ progress 83

within a unit of study. These assessments are diagnostic in nature and designed to help teachers 84 determine the changing status of student ability and knowledge. Educators may use baseline 85 assessments, or “pre-tests,” to gauge student understanding prior to instruction; these evaluations 86

allow teachers to survey students quickly so they can confirm the best starting point for 87

instruction. Other formative instruments may be administered during any phase of instruction, 88 for instance, as a teacher observes students to gauge shifts in conceptual understanding while 89 they work in the lab, or as a teacher applies a rubric to student assignments so she can identify 90

ideas requiring further discussion. Accomplished teachers continuously assess student learning, 91 be that informally, during classroom observation and discussion, or more formally, when 92

reviewing work that students have completed. They use summative measurements to evaluate 93 student comprehension at the end of units or at certain times of the school year. These 94

instruments measure the mastery of knowledge, and include end-of-course assessments, student 95 portfolios, semester projects, performance evaluations, and industry certification or licensure 96 examinations. 97 98

By using assessments that connect academic instruction with real world experience, 99

accomplished teachers support the curricular goals of the CTE learning environment. For 100 example, a health educator might administer a performance-based assessment that requires 101

students to check patients’ vital signs so he can evaluate his students’ higher order critical 102 thinking skills as they resolve a problem-based scenario in an authentic medical context. CTE 103 teachers select the assessment method that best suits their purpose given the skills, abilities, and 104 outcomes they are evaluating, as well as the demands of their industry. They align the content of 105 their measurements with relevant educational and professional learning objectives or standards. 106 Accomplished CTE teachers select an assessment method based on the nature of the skill being 107



measured. For example, when it comes to demonstrating brake disc replacement, practical 108

knowledge is of foremost interest, so a performance-based test would likely be the most suitable 109 assessment format. The automotive technology instructor might decide, on the other hand, that 110 an essay exam requiring the written expression of complex ideas would be the best way to assess 111

theoretical understanding of design principles. CTE instructors ensure there is a strong 112 conceptual match between the structure of the assessments they use and the content being 113 measured. 114

115 Accomplished CTE teachers understand the importance of selecting, designing, and 116

administering valid and reliable tests. They use valid assessments to make decisions related to 117 targeted outcomes, knowing that the construction of an instrument determines if it can effectively 118 measure the content it is designed to evaluate. For instance, a culinary arts exam of ingredient 119 measurement in which points are assigned for preparation methods unrelated to measurement 120

illustrates poor test construction and potentially an invalid assessment. Conversely, the 121 automotive technology tests described above exemplify the type of sound test construction that 122

an accomplished CTE instructor would use. When it comes to the quality and stability of 123 assessment data, accomplished teachers know they need reliable characterizations of student 124

performance that they can trust from student to student and group to group. For example, 125 qualified instructors who cannot reach scoring consensus because of a subjective rubric would 126 also be unable to compare student performance. Accomplished CTE teachers might redesign the 127

rubric, making it more objective by basing it on industry mandated and mutually accepted 128 standards. Instructors know they must be attentive to validity and reliability to measure content 129

properly and consistently. 130 131 To confirm they are measuring content based on industry and academic guidelines, 132

accomplished CTE teachers seek the input of stakeholders when designing or selecting 133

assessments. Instructors actively engage advisory boards, educational and professional 134 colleagues, and postsecondary college and business partners in assessment development as 135 necessary and appropriate to determine student proficiency within career areas. They recognize 136

that external stakeholders can help ensure that assessments are aligned with industry 137 expectations. For example, a high school drafting instructor might communicate with collegiate 138

level partners to develop tests that evaluate her students’ ability to produce both paper-and-pencil 139 and computer-assisted designs. Accomplished teachers collaborate with internal stakeholders as 140

well. For instance, a dance teacher might coordinate with a physical education instructor to 141 create an assessment about the computation of body mass index that aligns with their curricula. 142 Accomplished instructors use their networks of educational and business partners to vet the 143 assessments they administer in their learning environments and to guarantee that the tests are 144 based on the most current and authoritative professional knowledge possible. 145

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Mindful of unintended bias related to construct and content validity, accomplished CTE 147

teachers differentiate assessments to accommodate learning subgroups and ensure that all 148 students have the ability to demonstrate their knowledge of the content being measured. For 149 example, an instructor might have a student with a learning deficiency in written communication 150

respond orally to an essay test if composition is not the technical skill the teacher is evaluating. 151 Or a teacher may create alternative versions of an assessment that target students at different 152 reading levels while retaining a high level of rigor for all students. CTE teachers are also careful 153 to avoid disadvantaging students based on cultural or linguistic differences. For instance, a 154 construction technology teacher may change the word “stoop” to “porch” on a test in order to 155

accommodate the regional dialect of her students and ensure that word choice does not impede 156 their ability to answer a technical question regarding house design. Accomplished CTE teachers 157 modify and adapt assessments based on knowledge of their students’ cultural backgrounds, 158 exceptional needs, and learning styles. They provide students with multiple opportunities for 159

demonstrating their proficiency through different modalities. For example, an automotive 160 technology instructor may ask students to assess engine performance based on software 161

diagnostics versus physical examination and anecdotal discussion with a customer. Similarly, a 162 family and consumer science instructor who teaches culinary arts may have students dice or chop 163

fruits and vegetables in a range of sizes to demonstrate their knife skills—and then have students 164 evaluate their classmates’ performance in relation to the uniformity of their cuts. Assessing 165 students in different manners, with sensitivity to their educational experience and individual 166

characteristics, allows accomplished teachers to attain the fullest appreciation of their students’ 167 skills and abilities. 168

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Utilizing Assessment Data 170 171

Accomplished CTE teachers maintain a strong focus on the educational purpose of assessment—172

to provide students with detailed information regarding what they know and how they may 173 extend the breadth and depth of that knowledge. Therefore, instructors sequence assessments 174 based on students’ prior knowledge and future learning goals. Teachers analyze the assessment 175

data they collect, interpreting it so they can engage students in substantive discussions about 176 their strengths and weaknesses as well as strategies to enhance their learning. For example, a 177

teacher may design a baseline assessment to measure a range of technical skills that potential 178 employers would value in order to map student knowledge, discuss teaching goals, and plot the 179

course of future learning in collaboration with students. The teacher may then return to this 180 assessment throughout the semester to keep students involved in the measurement of their own 181 growth. CTE instructors compare current data with historical data to determine trends in student 182 achievement. They take this information into consideration when conferring with students and 183 when reviewing the pace, sequence, and delivery of instruction for current and subsequent school 184

years. By making constructive use of assessments, CTE teachers adopt a fair and balanced 185 approach to student learning that demonstrates a genuine desire to help students do well in the 186

spirit of teamwork. 187 188 Accomplished CTE teachers empower their students to engage in the type of self-189

reflection that leads to self-efficacy. To this end, they discuss every aspect of the assessment 190 process with their students, clarifying methods of evaluation and criteria for analyzing 191 performance. Educators provide their students with clear, concise feedback and thoughtful, 192



supportive guidance regarding how students can improve their skill sets. During these 193

discussions, teachers listen carefully to students, taking their views into consideration to devise 194 intervention strategies that complement their learning styles, assessment experiences, and career 195 goals. Accomplished teachers show students how they can use classroom assessments to evaluate 196

their progress toward academic and professional goals such as meeting higher education 197 admission requirements, pursuing postsecondary credits, satisfying job licensing requirements, 198 earning industry certifications, and obtaining employment. By making students participants in 199 the analysis and interpretation of assessment data, CTE teachers provide them with the tools they 200 need to take charge of their growth across all subject areas. 201

202 Accomplished CTE teachers know that assessment data can provide valuable feedback to 203

teachers as well as their students. They analyze this information and use it to evaluate their 204 pedagogical approaches, formulate instructional responses, and plan future professional 205

development. For instance, a teacher may decide to reinforce certain concepts within a lesson on 206 spreadsheets due to the results of an assessment that show her students need more time reviewing 207

the use of multiple formulas. Or an instructor may have students in a teacher academy program 208 watch videos of themselves to critique their own performances and those of their peers in 209

preparation for a summative teaching demonstration. Finally, a business technology teacher who 210 has identified web page design as an area that requires improvement based on her classroom 211 experience may attend a workshop on extensible hypertext markup language (XHTML). 212

Teachers modify and adapt their practice based on this type of analysis, comparing classroom 213 goals with student outcomes so they can identify gaps and determine how they can address any 214

shortcomings to improve student learning. 215 216 Importantly, assessment data can be used by accomplished CTE instructors to strengthen 217

advocacy efforts and communicate with stakeholders on behalf of their students. For example, a 218

teacher might employ use winning results at a career and technical student organization (CTSO) 219 competition to convince business and community partners that their financial investment has 220 proven successful and that additional resources would allow students to become even more 221

productive. Instructors publicize examples of high performance on industry-recognized 222 assessments to validate stakeholder grants and attract further resources for CTE programs. 223

Teachers use the data they gather about student performance to support articulation and dual 224 credit agreements as well. For instance, a teacher may share assessment results and student 225

outcomes with postsecondary institutions to help demonstrate that instruction in his class meets 226 the same rigorous requirements as a comparable college course. Educators utilize assessment 227 data to foster their students’ educational goals by advancing the continued growth and 228 improvement of CTE programs. 229 230

The use of sound assessments allows accomplished CTE teachers to nurture their 231 students’ learning, modify their teaching practices as needed, and advocate for their programs. 232

CTE instructors understand the benefits of implementing a variety of assessment methods to help 233 students gain insight on their skills and abilities and to support their educational objectives. 234 Teachers are also aware of the many design issues that must be negotiated during the selection 235 and creation of assessments. They take their students’ individual characteristics as well as 236 industry-approved and educationally mandated performance standards into consideration when 237 administering tests and examinations within their learning environments. As with all aspects of 238



their teaching practice, CTE instructors collaborate with internal and external stakeholders to 239

ensure that assessments serve students well by helping them achieve their postsecondary goals. 240 241

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Standard II 268

Knowledge of Content 269 [Public Comment Part One] 270

271 Accomplished CTE teachers utilize their technical and professional knowledge as well as their 272 interdisciplinary and pedagogical skills to develop curricular objectives, design instruction, 273 promote student learning, and facilitate student success within industry. 274

275 Accomplished career and technical education (CTE) teachers are experts in their professional 276

fields and proficient within their career pathways, or specialty areas. They continually refine 277 their technical knowledge and skill sets, ensuring that their practice is aligned with current 278 industry standards, trends, and technologies. They stay abreast of the latest findings and comply 279 with work policies and regulations by maintaining professional ties within their industry. CTE 280

teachers also develop and extend their expertise beyond technical content to include relevant 281 subject matter knowledge and transferable skills like problem solving and teamwork. 282

Accomplished CTE instructors draw on a wide range of subject areas and skill sets. As career 283 professionals, CTE educators utilize transferable skills to function in the workplace while relying 284

on cross-disciplinary and industry-specific knowledge to complete project tasks. As academic 285 teachers, they understand which subject areas and skill sets to target during instruction and how 286 combined content should be imparted so students can gain the practical knowledge they need to 287

succeed in higher education and the world of work. In this sense, pedagogical awareness 288 constitutes an interrelated body of knowledge in itself, the byword of the accomplished CTE 289

teacher being “integration,” at all times, in all guises. 290 291 Accomplished CTE instructors are seasoned educators who continually improve their practice. 292

They create dynamic learning environments that help students gain a comprehensive view of 293

their professional fields and career pathways. To foster student learning, CTE teachers design 294 engaging activities that utilize a variety of strategies, methods, and resources to promote 295 students’ conceptual, experiential, and performance-based understanding of content knowledge. 296

Teachers encourage students to assess situations holistically instead of focusing on tasks in 297 isolation. They show students the value of timely reflection to evaluate pros and cons and 298

determine task feasibility before investing energy and effort in a specific approach. For example, 299 a business technology teacher may have students experiment with different programming 300

languages to determine which one best supports a given project task. CTE instructors teach their 301 students to think critically and analytically, while using relevant technology, so students can 302 tackle problems and persevere when solutions do not come quickly or easily. Accomplished 303 teachers challenge their students to use facts wisely, reevaluate their situations constantly, and 304 think creatively when necessary to design innovative strategies for completing their work. 305

306 Whenever possible, accomplished CTE teachers emphasize the importance of developing 307

employability, or transferable, skills to achieve performance-based results that align with 308 industry needs. Teachers engage students at their current level of development and help them 309 grow as individuals, encouraging students to take risks, reflect on success as well as failure, and 310 adjust their approach based on experience. CTE instructors show their students how to 311 communicate with other people—to interact with them ethically and professionally, knowing 312 how and when to lead and follow—so students can be productive whether they work alone or 313



collaborate in teams. Teachers stress the importance of foundational skills, such as how to budget 314

and manage money or how to plan and schedule time. For example, a sewing instructor may 315 have students create marketing, production, and sales plans before using digitizing software to 316 design and embroider sports towels with team logos for fans and supporters. Aware that the 317

world today is much more interconnected than ever before, CTE instructors show their students 318 they are global citizens, living, studying, and working in diverse communities, subject to the 319 demands of a transnational economy. In many ways, CTE teachers provide the students in their 320 courses with tools and strategies as well as facts and figures, with workplace readiness in 321 addition to technical knowledge. 322

323 To design authentic challenges that enhance student learning, accomplished CTE 324 teachers simulate real world experience. Teachers integrate multidisciplinary demands into job 325 tasks and incorporate into assignments appropriate workplace scenarios, such as tight deadlines, 326

customer feedback, and emerging project requirements. For example, an engineering teacher 327 preparing a team for a robotics competition may require students to manage the logistical details 328

leading up to the event, such as budget and project planning, purchasing, communication 329 protocols, implementation strategies, and transportation. Similarly, a family and consumer 330

science instructor who teaches culinary arts may have his students design a banquet for the 331 school board and organize the event by planning the menu based on a budget, purchasing 332 supplies and setting up the facility, preparing and serving food, and cleaning the facility at the 333

end of the night. CTE teachers ask students to coordinate the demands of invention and 334 production so they can understand all aspects of professional activity. Instructors encourage their 335

students to practice their employability, cross-disciplinary, and industry-specific skills in a 336 “hands on” manner by participating in business opportunities organized within classrooms and 337 labs and undertaken through internships and externships. 338

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Cross-Disciplinary Knowledge 340 341 Within their professional fields, accomplished CTE teachers utilize bodies of knowledge from 342

English language arts, history and social studies, mathematics, and science. Skilled at the 343 application of these disciplines, they are capable of reading theoretical documents related to their 344

fields as well as technical manuals based on these documents. CTE instructors draw on this 345 cross-disciplinary knowledge when teaching subject matter central to their career fields and areas 346

of expertise. For example, an automotive technology teacher may review the mathematics and 347 physics concepts underlying the successful completion of a brake repair job, a carpentry teacher 348 may analyze the geometric principles guiding the design and construction of roofing systems, 349 and a performing arts teacher may discuss the subtle appreciation of language and literature 350 needed to deliver dramatic monologues. CTE teachers instill the importance of learning by 351

showing students the relationship between the general academic content presented in core classes 352 and the applied technical knowledge taught in CTE courses. 353

354 Accomplished CTE instructors integrate academic subjects meaningfully into their CTE content 355 to support the broader learning needs of their students. They provide students with opportunities 356 to build skills in different disciplines through applied instruction, helping them appreciate the 357 relevance of middle and high school curricula and the significance of mastering key concepts. 358 CTE teachers nurture their students’ skills by building on prior learning and working with 359



instructors in other departments to develop interdisciplinary projects. Collaboration between 360

CTE instructors and other educators prepares students for postsecondary demands by promoting 361 college and career readiness. 362 363

English Language Arts 364 365 Accomplished CTE teachers understand that mastery of English language arts is critical to 366 success in postsecondary education and employment. They know the influence and impact that 367 this subject area has across curricula, and they incorporate reading, writing, speaking, and 368

listening tasks meaningfully into CTE learning environments to demonstrate their value in higher 369 education and the world of work. CTE teachers cultivate their students’ reading and writing 370 skills as students interpret and create industry-based texts during learning activities. For example, 371 a multimedia instructor may have students study technical manuals while troubleshooting 372

compatibility issues, a health services teacher may ask students to write lab reports that present 373 their findings, and a natural resources instructor who teaches horticulture may have students 374

create plant descriptions with care instructions for consumers. Accomplished instructors 375 emphasize the importance of speaking and listening as well. For instance, a business, marketing, 376

and financial services teacher may ask students to converse with professionals while preparing 377 for job interviews so students can improve the communication skills necessary for success in 378 their fields. Similarly, in preparation for a performance, a theatre teacher may have students 379

listen to and analyze a monologue so they can discuss a performer’s enunciation and vocal 380 characterization. CTE teachers stress the importance of English language arts throughout the 381

instruction of technical content. 382 383 Accomplished CTE instructors draw on every communication skill they have when they show 384

students how to construct sound arguments using persuasive, industry-appropriate evidence. For 385

example, a construction technology teacher may have students research sustainable design 386 materials so they can prepare written reports about building practices and deliver oral 387 presentations that pitch projects to a prospective client. Likewise, a theatre instructor may have 388

students adapt William Shakespeare’s Romeo and Juliet so they can produce a modern 389 interpretation of the play, or a biotechnology teacher may have students prepare for and 390

participate in a series of debates focusing on ethical issues in industrial settings. In work-based 391 activities like these, CTE instructors teach students the difference between well-supported views 392

and unsubstantiated assertions and show them the professional implications of advancing one 393 versus the other. To this end, educators emphasize the significance of careful reading, writing, 394 speaking, and listening and the value of English language arts in general. 395 396

History and Social Studies 397 398 In their classrooms and labs, accomplished CTE teachers engage concepts related to history and 399

social studies within the context of career and technical knowledge. Teachers consider the 400 cultural relevance, historical impact, social implications, and economic repercussions of issues 401 and ideas from the perspective of professionals working within their fields and citizens 402 contributing to local, national, and global communities. For example, a computer science teacher 403 may discuss how market demands and labor costs within the software industry have evolved and 404 follow up by having students investigate the economic outlook for different sectors so they can 405



develop a deeper understanding of the movements and trends within this career area. Likewise, 406

an engineering teacher may discuss the rise of factories and the related shift from agrarian to 407 industrial economies while teaching students about the impact that their innovations and 408 inventions can have on society. CTE instructors focus their attention on the ways that 409

knowledge of history and social studies can help students make sense of a changing world. 410 411 Similarly, accomplished CTE instructors show students how history and social studies can 412 provide them with a framework for understanding the interactions of individuals within 413 communities such as the classroom, workplace, and world at large. Teachers establish learning 414

environments that model democratic rights, responsibilities, and values; contribute to students’ 415 appreciation of, and respect for, diverse viewpoints; and encourage the growth of leadership 416 skills and abilities. For instance, a CTE teacher may take his students to the state capital to meet 417 with legislators and advocate for their program so students can learn more about democratic 418

participation and purposeful debate. CTE classrooms encourage active social involvement and 419 fair play, as well as justice and due process. Teachers furthermore show their students that 420

people in a democratic society have the right to disagree, that multiple perspectives should be 421 taken into account when reaching group decisions, and that judgment should be based on 422

evidence rather than bias or emotion. Accomplished CTE teachers help their students become 423 productive members of society, making sure they understand how professionals in their fields 424 can and should interact effectively with government agencies so they can meet local, state, and 425

federal laws and requirements. 426 427

Mathematics 428 429 Accomplished CTE teachers understand various aspects of mathematics as they relate to their 430

professional fields. These areas may include number systems, algebra, geometry, statistics, 431

probability, and calculus and discrete mathematics. Applied mathematics represents a major 432 component of most specialty areas, from using statistical analyses to predict the success of a 433 small business to calculating the current in microcircuits in the latest communication device or 434

interpreting graphical analyses of rainfall patterns in pristine natural forests. 435 436

Accomplished CTE teachers help students develop their mathematical skills in context. For 437 instance, culinary arts students might divide fractions and multiply decimals to convert 438

measurements and alter the portion yield of a recipe. Or business students might rely on 439 accounting principles while creating budgets and logging expenditures. CTE instructors review 440 essential mathematical operations with students as they analyze technical questions and 441 communicate outcomes to constituents. Teachers help their students think mathematically when 442 they approach situations, interpret patterns, and develop norms. They show students how to use 443

their mathematical knowledge to solve a wide range of practical problems—to move beyond 444 simple calculations and develop critical thinking strategies based on concepts such as algebraic 445

logic and decision matrices. For example, a culinary arts teacher might create a formula with 446 students that determines how many cookies will fit into a gift box based on the volume of the 447 rectangular box and the cylindrical shape of the cookie. Similarly, a health science instructor 448 might work with students to ensure they understand the significance of, and relationship 449 between, variables used in formulas to calculate medication dosages. Finally, an agribusiness 450 teacher may have students use decision matrices to weigh criteria and make objective choices 451



about resource priorities for a farm management project. Having students explain their 452

mathematical thinking in oral and written forms as well as graphical representation, 453 accomplished CTE teachers provide students with the experience they need to use mathematics 454 comprehensively, as a tool within their industry and a means of managing simple and complex 455

economic situations. 456

457 Science 458 459 Accomplished CTE teachers understand scientific principles and methods applicable to their 460

areas of expertise. They integrate core concepts from the life and physical sciences into their 461 fields of study, making science meaningful to their students by showing them its significance in 462 real world situations. In relation to the life sciences, teachers know about and address the 463 structure and function of cells, the diversity and unity that define life, the physical constitution of 464

living organisms and the function of their parts, the genetic basis for the transfer of biological 465 characteristics, the life cycle, the dependence of organisms on one another and their 466

environment, the flow of matter and energy through the environment, and the evolution of 467 species. Instructors explore these topics within their professional contexts. For instance, a dance 468

teacher might discuss human anatomy while explaining the techniques his students should 469 employ to reduce the risk of physical injury. A family and consumer science instructor who 470 teaches child development may describe cognitive brain development to illustrate the rationale 471

for adopting an instructional strategy. Or a health services teacher working with students to 472 assess a patient experiencing an allergic reaction to medication might use the scientific method 473

while analyzing the medication’s effect on various body systems. In this final example, as in 474 many other instances in the CTE learning environment, the teacher combines knowledge of a 475 scientific practice with understanding of scientific content to answer questions typically 476

encountered in the workplace. In terms of the physical sciences, teachers know about and address 477

the properties of matter and the forces governing its interactions; the forms of energy, its 478 transformations, and its relationship to matter; and the principles of kinetics and motion. They 479 also discuss relevant concepts from the earth and space sciences, which include the origin, 480

composition, and structure of the universe; the uniformity of all materials and forces; the motions 481 of the Earth and the systems that compose it; the processes that shape the Earth’s surfaces; and 482

the relation of these cycling processes to the environment. Here, for instance, an automotive 483 teacher speaking with students about patterns of wear and tear on brakes might discuss how road 484

factors and driving characteristics exert force on the pads over time. In all these examples, CTE 485 teachers use scientific principles as tools for analyzing technical issues and problems. 486 487 Based on their knowledge of scientific methodology and inquiry-based instruction, accomplished 488 CTE teachers create opportunities for students to develop problem-solving strategies while 489

thinking, acting, and communicating their findings as scientists. Teachers have their students 490 research, organize, and evaluate information in projects that contextualize this process within the 491

world of work. For example, an environmental engineering teacher might develop a series of 492 recycling projects that demonstrate the importance of natural resource conservation by allowing 493 students to study how waste management impacts the environment and to understand the 494 importance of disposing of hazardous items such as lead batteries properly. Accomplished CTE 495 teachers make connections between science and their technical fields exciting for students, 496 encouraging them to develop an appreciation for scientific disciplines and a respect for empirical 497



evidence while working through problems that challenge their creativity and imagination and 498

invite them to compare their hypotheses with others’. For instance, a civil engineering teacher 499 may help students answer their own questions about bridge design by having the class test the 500 weight capacity of trusses selected by different project teams using real time stress point data 501

from a computer simulation. To help students explore the relationships between science, 502 technology, engineering, and mathematics—and the ways they shape the world we live in—CTE 503 teachers adopt multidisciplinary approaches in projects driven by inquiry-based learning, 504 hypothesizing, experimentation, and data analysis. The students of accomplished CTE teachers 505 plan projects, ask questions, make observations, interpret data, draw conclusions, and develop 506

solutions. Throughout these activities, they feed their curiosity about the world and apply their 507 knowledge of scientific methods and concepts within their professional fields of interest. 508 509

Industry-Specific Knowledge 510

[Public Comment Part Two] 511 512 513 The knowledge base and teaching practice of accomplished CTE teachers share a number of 514

similarities across career pathways, or specialty areas. Teachers take an interdisciplinary 515 approach to career and technical instruction, introducing students to techniques and 516 methodologies informed by an appreciation of different disciplines and grounded within a 517

current understanding of industry-based skills, trends, and performance standards. CTE 518 instructors develop challenging projects that emphasize the importance of problem-solving and 519

help students acquire transferable skills to increase their employability. Importantly, educators 520 encourage students to extend the experience they gain through applied learning by pursuing 521 internships and other work-based positions and by earning industry certifications. Helping 522

students achieve success in a rapidly changing job market is the goal shared by all accomplished 523

CTE teachers. 524 525 While the technical knowledge that accomplished CTE teachers have varies widely according to 526

their specialty area and field of expertise, there are common themes cutting across career 527 pathways. Topics like marketing and entrepreneurship may be based primarily in Business, 528

Marketing, and Financial Services, but they are relevant to other specialty areas as well, such as 529 Leisure and Recreation Services or Transportation Systems and Services. Similarly, tools like 530

computer-aided design (CAD) software and other forms of technology initially developed for 531 career fields in Engineering, Design, and Fabrication are also used by professionals working 532 within Arts, Communication, and Information Systems; Community Services; Decorative Arts 533 and Design; and Natural Resources. The industry-specific descriptions that follow thus outline 534 distinct bodies of knowledge related by similar professional contexts. 535

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Arts, Communications, and Information Systems 537 538 Arts, Communications, and Information Systems is a vast career cluster. Practitioners specialize 539 in a range of fields, but the purpose of their activities centers on communication. Whether they 540 work in communications and journalism, fine and performing arts, information technology, 541 or media arts, professionals in this pathway focus on the storage, retrieval, and conveyance of 542



information and ideas. Accomplished CTE teachers in this area show their students how to use 543

words, sounds, signs, and symbols to create meaning. 544 545 Accomplished CTE teachers in communications and journalism have a strong background in 546

English language arts and a firm understanding of the design process as it relates to their field. 547 They show students how to identify messages relevant to the audience and occasion and how to 548 communicate these messages in compelling, informative, and persuasive ways. Instructors 549 develop their students’ critical thinking skills while honing their speaking and writing ability, 550 showing them how to create and present columns, features, and other pieces. For example, a 551

journalism teacher might have his students select a current issue and gather information to 552 develop a news story that raises audience awareness; after broadcasting the story to their peers, 553 students could reflect on its impact at the school. Capable of working in audio, video, and print 554 media, educators provide their students with the skills necessary to analyze and investigate 555

topics, interact with people, and discuss current issues. They also teach students about copyright 556 laws as well as the ethical and moral implications of working in communications and journalism. 557

Accomplished teachers in this domain prepare students for careers in advertising, broadcasting, 558 desktop publishing, and public relations, in addition to technical and journalistic writing. 559

560 The teaching practice of accomplished CTE instructors in the fine and performing 561 arts is grounded in the creative and expressive aspects of their work and its ability to 562

communicate ideas and construct meaning. Providing students with instruction in painting, 563 sculpture, music, dance, theatre, film, and photography, teachers understand elements of design 564

and the design process. For both the fine and performing arts, accomplished educators know how 565 artists analyze their purpose, research their methods, develop their approaches, select their 566 media, create their products or performances, and evaluate their outcomes. Instructors in the 567

performing arts also have a thorough understanding of production and performance techniques. 568

All instructors in this domain use technology to enhance their practice and show students how to 569 employ technological developments to advance the arts industry. For example, theatre and music 570 instructors may train their students to use sound reinforcement technology to support and 571

improve musical theater productions. Accomplished teachers work with students to hone their 572 craft as artists while learning the duties and responsibilities of arts professionals, such as 573

observing copyright laws and advocating for the arts, among others. 574

575

Accomplished CTE teachers in information technology have a comprehensive understanding of 576

the design, development, and management of computer software, hardware, and networks. They 577 know how to use the design process in their field to plan, create, and evaluate products and 578 possess the problem-solving and technical skills needed to troubleshoot issues and devise 579 computing solutions. For example, a programming instructor may teach students to produce 580

interactive games, showing them how to proceed from plot development to storyboarding, the 581 application of 2D visual theories, and code writing. Another teacher may have students identify 582 the need for an application, create the program, evaluate its utility among users, and produce an 583

update to improve its effectiveness. Instructors are adept at working with computer applications 584 to manage, process, and communicate information effectively based on their needs. In the field 585 of web design, accomplished CTE instructors show students how to plan and create user-friendly 586 websites that meet the technical requirements of host servers. They teach students about issues 587 such as website compliance with bandwidth restrictions that determine how much traffic a site 588



can handle. With regard to network architecture, accomplished teachers instruct students in the 589

design and construction of data communication networks, including local area networks (LANs), 590 wide-area networks (WANs), and intranets. Accomplished instructors across this domain teach 591 their students about acceptable use practices in business and industry, including policies to 592

maintain data privacy. For example, a teacher may have students research acceptable use policies 593 from local businesses and explain how they help maintain the security and integrity of business 594 systems. Teachers understand that practices are constantly evolving in computer applications and 595 programming, software development, web development and design, and networking. They 596 develop their skills continually to meet the needs of business and industry and encourage their 597

students to obtain industry certifications as well, all to ensure that students are equipped for, and 598 competitive in, careers within information technology. 599 600 In the field of media arts, accomplished CTE teachers combine artistic talent with technical 601

knowledge to create computer-based graphic art, digital animation, video productions, and sound 602 recordings, as well as using audiovisual (A/V) and printing technology. Instructors show their 603

students how to work with software to achieve artistically satisfying and technically proficient 604 results. For example, a teacher may have students identify the topic for a public service 605

announcement about responsible behavior at school functions, work with different software 606 packages to draft multimedia presentations, review the design advantages of each production, use 607 focus groups to pilot the announcements and evaluate their effectiveness, and revise the 608

presentations based on this feedback before airing the announcements for students. Projects for 609 teachers and their students involve audio and visual production, including animation and special 610

effects, for radio shows, musical tracks, theatre performances, television shows, commercials, 611 motion pictures, computer games, and software. Instructors provide their students with exposure 612 to a wide range of projects in preparation for careers throughout business and industry. 613

614

Accomplished CTE teachers providing instruction in Arts, Communications, and 615 Information Systems recognize that the professions within their specialty area are constantly 616 evolving. Existing career fields are always changing, and new fields often appear on the scene. 617

Instructors prepare students for the dynamic nature of their chosen industries by challenging 618 them with authentic, work-based assignments that require students to confront problems and 619

adapt to project modifications in fast-paced settings. Students build their workplace readiness 620 and project management skills while honing their technical and artistic abilities to create 621

products and services that balance practical communication with aesthetic expression. 622 Accomplished teachers draw on expertise within their field, as well as the general knowledge 623 that informs their practice, to help students develop flexible skill sets for a variety of exciting 624 careers. 625 626

Business, Marketing, and Financial Services 627

628 Accomplished CTE teachers in this broad specialty area focus on education for and about 629 business. The academic and occupational content of this career cluster addresses business, 630 management, and administration; finance; and marketing, sales, and services, which are 631 further divided into a number of professional fields: accounting, banking, business law, business 632 technology, communications, economics, e-commerce, entrepreneurship, human resource 633 management, information management, international business, merchandising, personal finance, 634



project management, and sports marketing. The subject matter knowledge of CTE teachers can 635

therefore vary widely within this pathway. It may relate to one or more fields in one or more 636 different industries and may be further specialized according to such factors as business size 637 (small, emerging, etc.), setting (brick and mortar, online, or hybrid), and sector (private or 638

public). 639

640 Today’s rapidly changing marketplace requires professionals in all fields to understand the latest 641 tools and methods for handling business functions, such as current management models and 642

modes of virtual communication. Accomplished CTE teachers working within the domain of 643 business, management, and administration appreciate the vital importance of selecting the 644 best solutions for a specific situation and implementing them with skill and insight. Teachers 645 introduce their students to the qualities and characteristics of business systems and 646 methodologies that will help students achieve success in high performing workplaces. At the 647

management level, instructors have a thorough understanding of supervisory functions, project 648 management, strategic planning, and employee training and development. They also have 649

detailed knowledge about processes related to office management, such as the coordination of 650

meetings, travel, and mailings. In terms of business technology, accomplished CTE teachers are 651 adept in a range of business communication and computer applications used for word processing, 652 data management, virtual communication, and oral presentations. Some teachers in this career 653

cluster may also specialize in website development, multimedia design and publishing, gaming, 654 animation, and programming. All instructors in this domain are acquainted with business law as 655

it affects their field of expertise and understand current guidelines governing the operation, 656 ethical practices, and regulatory agencies involved in small business management. 657

658 In the realm of finance, accomplished CTE teachers instruct students in general accounting 659 functions, payroll and personnel records, and inventory systems. Teachers also have a broad 660

understanding of concepts related to personal finance, including taxation, budgeting, banking 661

services, and financial planning. Accomplished CTE teachers use their knowledge to foster the 662 financial literacy of their students and to guide them toward careers in this domain. 663

664 Accomplished CTE instructors specializing in marketing, sales, and services teach principles 665

and methods applicable to a variety of professional fields, including those outside the area of 666 Business, Marketing, and Financial Services. Knowledge within this domain relates to the sale of 667 goods and services based on product value and customer need, which entails identifying and 668 developing products, establishing their price, determining suitable distribution channels, and 669 implementing promotional strategies. Topics of interest thus include purchasing, pricing, 670

promotion, marketing information management and research, product and service planning, 671 distribution, financing, e-commerce, entrepreneurship, warehousing, distribution, and risk 672

management. These concepts are pertinent in career fields as diverse as advertising, 673 merchandising, financial services, travel and tourism, food marketing, hospitality services, and 674 sports marketing. Small business owners in all sectors of the marketplace benefit from strong 675 entrepreneurial skills, which include an understanding and appreciation of risk, profit, 676 independence, sacrifice, and leadership, as well as technical knowledge and ability in marketing 677

research and feasibility studies, business plan development, financial securement, and small 678 business operations. Accomplished instructors teach these concepts through scenarios that 679 require students to integrate them in practice. For example, a marketing teacher might work with 680



students to conduct a needs analysis for consigning pre-owned prom dresses and then develop a 681

marketing campaign to advertise and sell the service. CTE teachers in the specialty area of 682 Business, Marketing, and Financial Services instruct their students in all aspects of starting, 683 owning, and managing a business. 684

685 Community Services 686 687

Accomplished CTE teachers in Community Services instruct students in government services, 688 health services, human services, and law and public safety. Educators working with young 689 adolescents educate them in the use of public resources and the development of social processes 690

to promote the safety and well-being of individuals and families across all communities. 691 Teachers working with older adolescents extend these lessons. They prepare students for the 692 challenges of managing work and family roles while meeting social responsibilities, and they 693

train students to attain professional positions in agencies and organizations that sustain 694 communities. 695 696

Government services comprise the planning and implementation of public administration 697

activities on a local, state and national level, while law and public safety addresses law 698 enforcement, correctional services, and fire science. Education in these domains positions 699 students for careers in governance, national security, and military science, as well as homeland 700

security, criminal justice, legal services, and fire management, among others. Like their 701 colleagues employed in these areas, accomplished teachers are motivated to perform public 702

service work based on their desire to serve. The altruistic nature of government services and 703 law and public safety is embedded within the instruction of CTE teachers, who always connect 704 their instructional content to the well-being of others. For example, a public safety instructor may 705

begin a unit on crisis management by having students research current theories, explore planning 706

resources, and meet with local fire and law enforcement officers. Students working in teams 707 might then develop a crisis response plan for a local shopping mall and deliver presentations 708 explaining how their plans would protect the public. Knowledge and skills essential to these 709

areas relate to legal structures and processes, organizational management, and communication 710 with the public. Accomplished CTE teachers working in these domains possess a basic 711

understanding of local, state, and national laws, in addition to public administration policies and 712 regulations, human psychology, and crisis management, based on their specialization. 713 714 Health services encompasses diagnostic, therapeutic, and medical laboratory services, as well as 715

nursing, health informatics, and health care administration and management. Accomplished CTE 716 instructors working in this domain possess general medical knowledge related to such topics as 717 anatomy and physiology, laboratory procedures, biohazardous waste disposal, and medical 718

documentation. Teachers convey technical understanding of bodily structures and functions, 719 diagnostic methods and procedures, and proper patient care. Possessing specialized knowledge 720 based on their field of expertise, they introduce, model, and provide their students with 721 opportunities to practice techniques in cardiopulmonary resuscitation, first aid, vital sign 722

monitoring, phlebotomy, radiology, electrocardiography, and other areas. Instructors also help 723 students develop skills in the management of health care systems, such as medical transcription 724 and coding. CTE teachers have a strong understanding of the legal, ethical, and safety guidelines 725 governing their professional practice. Well versed in risk management, they avoid medical 726



mishaps while dealing efficiently with accidents that may occur, like radiation exposure or 727

needle sticks. Educators typically have substantial experience in hospitals, clinics, or urgent care 728 facilities and retain state credentials in their fields. When sharing their knowledge with students, 729 teachers make sure their students gain professional insight on the history of health care, 730

emerging trends, and new career avenues. The experience that students gain in this domain 731 assists them in the pursuit of careers as medical assistants and technicians, nurses, physical 732 therapists, and athletic trainers, among others. 733 734 The domain of human services includes a wide range of career fields: child and family services, 735

counseling and mental health, consumer services, food and nutrition, cosmetology, 736 interpretation, and teacher training. Accomplished CTE instructors working in child and family 737 services and in counseling and mental health have a strong background in psychology. They 738 educate students about the physical, social, intellectual, and emotional characteristics of human 739

development and the ways these traits inform the personal needs and priorities of individuals at 740 various stages of their lives. Teachers also address the effect that cultural values and beliefs have 741

on personal and social interactions. They show students how to relate to, and learn from, people 742 of differing ages so students can develop the skills and tools they need to support individuals 743

experiencing difficulty and help them and their families work through challenges and crises. 744 Educators explain the use of stress management and coping skills as well as other solutions to 745 resolve interpersonal conflict. They help students develop problem-solving and decision-making 746

skills to improve the quality of individual and family life and teach students assessment and 747 intervention strategies to assist children and families at risk. CTE teachers introduce their 748

students to the complex network of services available from evaluation to implementation and 749 show students how to coordinate their services with those of therapists, psychiatrists, guidance 750 counselors, and other professionals throughout the community. 751

752

The knowledge of accomplished CTE teachers working in consumer services, food and nutrition, 753 and cosmetology is based in health and economics but varies in relation to their field of 754 expertise. In consumer services, instructors show students how individuals and their families can 755

use resource management to meet their material needs. They also teach students about safety and 756 environmental awareness in relation to consumer products. Teachers emphasize the importance 757

of approaching personal, professional, and family demands in a balanced manner. They help 758 students develop financial literacy and critical thinking skills in addition to creative and 759

interpersonal skills. For example, a teacher may have students in a consumer services class 760 organize toy donations for a school project and give presentations to other students 761 demonstrating the types of toys appropriate for different developmental levels. In this field, 762 students learn how to function effectively as providers and consumers of services and goods, and 763 they learn how to train others to do so as well. 764

765 In food and nutrition, accomplished CTE teachers help students apply nutritional concepts to 766

daily living so they can promote wellness and help people lead healthy, active lives. Instructors 767 are well acquainted with the nutritional value of foods as well as dietary guidelines for 768 individuals of different ages and activity levels. They also understand the importance of 769 assessing family economics and providing instruction in food safety and sanitation when 770 implementing nutritional plans. Teachers use this base of knowledge to show students how they 771 can meet the nutritional needs of various individuals. For example, a teacher may have students 772



design a balanced five-day meal plan and counsel family members on food choices and portion 773

sizes before reviewing safe techniques for food preparation. Instructors show their students how 774 to take a comprehensive view of nutrition within the context of different social groups and 775 personal living environments. 776

777 Cosmetology is a broad term used to describe beauty services related to the treatment and 778 maintenance of hair, skin, and nails. Accomplished CTE teachers in this field instruct students in 779 hair coloring, cutting, perming, and styling; facials, skin treatments, make-up applications, and 780 hair removal; and manicures, pedicures, and nail design. Instructors help students become stylists 781

and small business owners by teaching them technical skills, developing their appreciation for 782 aesthetic design, providing them with experience in customer relations, and introducing them to 783 marketing and small business techniques. 784 785

The knowledge of accomplished CTE teachers working in interpretation and teacher training is 786 based in education and the language arts but varies in relation to their field of expertise. The 787 global nature of modern life makes the field of language interpretation invaluable to the daily 788

operation of industries across the CTE specialty areas. Jobs in this career field are on the rise, 789 and well-trained professionals are consistently in high demand. Interpreters work in spoken or 790

sign language, while translators focus on written language. Both provide services in a wide range 791 of school, home, business, and legal settings. Teachers in this field introduce their students to the 792 linguistic and interpersonal skills they need to pursue further instruction and future employment. 793

Instructors working in teacher training provide their students with a similar introduction to the 794 field. They acquaint students with child development, behavioral management, children’s 795

literature, instructional planning, classroom assessment, and classroom management strategies so 796 students can gain an initial understanding of the teaching profession in preparation for additional 797 training and work experience. For example, a teacher might design a work-based learning 798

experience that allows students to enter a series of early childhood classrooms so they can 799 observe the implementation of different instructional methods. Accomplished CTE instructors 800

across the career fields comprising Community Services work diligently to ensure their students 801 gain access to work-based experiences within the learning environment and in relevant, real-802

world settings. 803

804 Decorative Arts and Design 805 806 Curricula within the specialty area of decorative arts and design prepare students to pursue 807 careers within apparel design and clothing construction, ceramics and pottery, floral 808 arrangement, interior design and decorating, jewelry making, and textile design. 809 Accomplished CTE instructors provide students with the technical and business skill sets they 810

need to obtain employment in major industries or as artisans in cottage industries. Teachers 811 introduce their students to design methods, production practices, and operational procedures that 812 allow them to refine their craft, meet industry standards, and mature as professionals. Educators 813 also help their students acquire the marketing and entrepreneurial skills they need to attract 814 customers and achieve profitability and career success. While many students in this specialty 815 area may obtain employment in commercial settings or be self-employed, others may pursue 816 postsecondary education and find positions as historians, scholars, and curators in cultural 817 institutions such as museums, galleries, and historic houses. 818



819

Accomplished CTE teachers who provide instruction in textile design show students how to 820 create fabric for a range of applications and a variety of markets, from the tailoring of couture 821 clothing to the construction of mass-produced furniture and wallpaper. Instructors are familiar 822

with the weaving and printing techniques used in textile production and teach their students to 823 design and manufacture fabrics using both contemporary and traditional methods and 824 technologies. Educators urge students to experiment with styles and fashions derived from 825 current and historical trends. They have students use different fibers, yarns, dyes, and finishes to 826 gain experience working with color, texture, and print and to practice coordinating these design 827

elements by observing aesthetic principles related to balance, emphasis, rhythm, and proportion. 828 Teachers in this domain encourage their students to create portfolios with their textile creations 829 so they can pursue postsecondary opportunities. 830 831

Accomplished CTE instructors who teach students about apparel design and clothing 832 construction understand the many factors driving garment production and sales, from industry 833

trends and government regulations to cultural values and consumer demands. Teachers discuss 834 clothing and apparel as economic commodities and objects that satisfy basic physical needs 835

while also fulfilling complex psychological desires through the manipulation of self-image and 836 the projection of social personae. They help students understand how media, family, friends, and 837 acquaintances influence garment choices and thus affect fashion design. Alongside a background 838

in these theoretical issues, educators give their students an understanding of costume history and 839 the aesthetic principles of fashion. They teach students about design elements such as line, shape, 840

space, texture, pattern, balance, and color and how these elements influence our emotional 841 response to clothing. CTE instructors also show students how to manipulate the cut, drape, form, 842 and fit of garments to complement various body types. Students learn about various aspects of 843

the design process by sketching their ideas, revising drawings and annotating them with notes 844

and fabric collages to hone their designs, selecting fabrics based on use and care requirements, 845 creating and working with patterns, constructing garments using hand and machine sewing 846 techniques, embellishing garments, and tailoring articles to make alterations and modify ready-847

to-wear garments. Instructors advance their students’ technological expertise throughout this 848 process by showing them how to use computer-aided design (CAD) software, sewing equipment, 849

and tools, while observing safety protocols. They also have students explore their career options 850 by researching the roles and responsibilities of professionals working in the apparel industry. The 851

students of accomplished CTE teachers develop their technical and business skills through work-852 based learning opportunities that strengthen their entrepreneurial and marketing skills while 853 helping them build professional portfolios in preparation for postsecondary employment. 854 855 Accomplished CTE instructors who teach jewelry making work with their students from the 856

design phase through studio fabrication and product sales. They teach students how to sketch 857 their ideas so they can refine the structure and form of jewelry pieces prior to construction. 858

Demonstrating safe work practices and the responsible use of media and equipment, educators 859 introduce their students to a number of fabrication techniques, including bead stringing, wire 860 bending and wrapping, metal stamping and surface texturing, stone setting, soldering, and 861 riveting. They have students experiment with different media, such as gems, stones, tiles, metals, 862 and found objects, showing students how the qualities of various materials inspire distinct 863 emotional responses from viewers. CTE teachers analyze jewelry pieces with students, 864



evaluating balance, proportion, color, pattern, and form to improve their students’ technical 865

proficiency and aesthetic sensibilities. Educators also teach students about historical and cultural 866 trends in jewelry making to expand their design influences and help them develop a sense of 867 personal style as craft artisans. Teachers also stress the importance of learning current market 868

trends and meeting customer needs based on the wearers’ use of jewelry and occasion for 869 purchasing it. As students collect portfolios of their jewelry creations, instructors encourage them 870 to pursue work-based learning opportunities and become active participants in artisan 871 communities. CTE instructors prepare their students to pursue employment in small and large 872 business environments and teach them the practices and procedures needed to operate small 873

businesses. 874 875 Understanding the historical, cultural, and aesthetic components of floral design, accomplished 876 CTE instructors of floral arrangement teach their students about the origin of popular 877

arrangements and the effect that historical periods have had on modern styles. They train 878 students to recognize the distinctions among classical, European, and Oriental arrangements and 879

show them how to work with the design elements that characterize these types of bouquets. 880 Instructors know how to create line, mass, and line-mass designs and teach their students how to 881

produce these arrangements while using primary, secondary, and tertiary colors to complement 882 their overall effect. Educators evaluate scale, proportion, balance, and color usage as students 883 learn the basic design principles of floral arrangement. They help students understand floral and 884

foliage classifications as well as the tools and supplies needed to work with fresh, dried, and 885 artificial flowers in fresh and permanent arrangements. Family and consumer science instructors 886

in this domain convey technical knowledge and sound business practices in classroom 887 simulations, student-run businesses, and work-based learning opportunities offered through 888 business and community partners. Educators prepare their students for careers in floral design, 889

whether they work in corporate settings or establish and operate small businesses. 890

891 In the domain of ceramics and pottery, accomplished CTE instructors teach their students about 892 the functional and aesthetic qualities of various clays, slips, engobes, glazes, and washes while 893

showing them various shaping techniques, decorative strategies, and firing methods. Students 894 learn hand-building skills, such as pinching, coiling, molding, extrusion, and slab construction, 895

as well as wheel-thrown construction, including the use of tools to trim and burnish forms. 896 Ensuring adherence to health and safety guidelines, educators teach their students about different 897

kiln settings and firing options as well as how to oxidize finishes and create other effects. 898 Throughout studio work, teachers emphasize the importance of balancing form and function, 899 showing students the significance of shape, texture, color, and pattern to meet specific purposes 900 and convey artistic meaning. Students learn about historic design trends, such as art nouveau or 901 art deco, to gain an appreciation of various cultural perspectives and viewpoints. They also 902

experiment with the expression of their personal vision as they develop their skills and abilities 903 as craft artisans. CTE teachers encourage students to showcase their pieces by building 904

portfolios, selling their work at shows and galleries, and filling orders on a commissioned basis. 905 They provide students with opportunities to collaborate with other artisans so students can form 906 professional networks and establish themselves as working artisans within their communities. 907 908 Accomplished CTE teachers offering coursework in the domain of interior design and 909 decorating teach their students about architectural styles, furniture designs, and decorating 910



trends, both historical and contemporary. They also promote environmental awareness by 911

acquainting students with sustainable building practices and the principles of green design. As 912 instructors work with students, they teach them about the qualities of, and relationships between, 913 artistic elements that affect interior design, including line, form, space, mass, and texture. 914

Students learn how to create a sense of ambience and evoke a distinctive aesthetic by alterating 915 the balance among these elements through the use of color and lighting; the coordination of 916 floor, window, and wall treatments; the selection of fabrics, furnishings, and decorations; and the 917 arrangement of pieces within a room. Importantly, family and consumer science teachers show 918 students the importance of meeting client needs by accommodating individual lifestyles and 919

personal tastes in their design choices, as well as observing economic guidelines and quality 920 standards. CTE instructors also teach their students how to optimize traffic patterns in homes and 921 organize interior spaces for specific uses and functions. To formulate their design ideas and 922 communicate them to clients, students create floor plans and sample boards during work-based 923

projects. Teachers help their students develop portfolios based on these learning opportunities to 924 demonstrate possession of the knowledge, skills, and abilities required for careers in interior 925

design and decorating. 926 927

Engineering, Design, and Fabrication 928 929 The careers in this specialty area continue to account for a significant portion of the job market 930

because they involve the design, manufacture, and maintenance of a wide range of structures and 931 products. Accomplished CTE instructors in this career pathway prepare students to undertake 932

tasks as diverse as building electronics, repairing roadways, constructing buildings, maintaining 933 and servicing power plants, and designing new products. They introduce their students to new 934 tools and machinery, technologies and materials, processing and feedback controls, and outputs 935

and robotics. Depending on their particular expertise, teachers are knowledgeable about 936

engineering fields, repair techniques, manufacturing processes, transportation systems, energy 937 technology, and environmentally safe integrations. Instructors with a command of the building 938 trades may focus on plumbing, electrical wiring, heating and cooling systems, or carpentry and 939

may also have related expertise in architecture, engineering, city planning, housing policies, or 940 construction technology. CTE teachers working within the area of Engineering, Design, and 941

Fabrication cultivate specific skill sets, such as prototyping, metal joining, materials testing, 942 numerical controls, and safety and quality control. These skill sets fall within five major 943

domains: architecture and construction, design and development, engineering, 944 manufacturing, and robotics and automation. 945 946 All accomplished CTE instructors in this career pathway use scientific and mathematical 947 knowledge as well as industry-mandated skills and performance standards to teach students 948

about the application of emerging technologies. They challenge their students with 949 interdisciplinary projects that require them to devise, troubleshoot, and modify systems using 950

technological tools and processes. For example, a teacher might show students how to employ 951 CAD software to produce virtual representations of cities or homes so students can examine the 952 complexities of construction and test the limitations of their designs prior to investing time, 953 money, and material in building physical prototypes. Teachers emphasize the utility of adapting 954 to the changing design, interface, and maintenance of data systems. For instance, an instructor 955 might introduce her students to multiple numerical systems to train them in the type of computer 956



software design arrangements they can expect when coding and decoding electrical programs. 957

Teachers also stress the importance of adopting efficient project management principles, such as 958 the “just-in-time” model of distributing parts where and when they are needed, thereby reducing 959 storage requirements. Instructors expand student thinking and extend their students’ industry-960

based skills by teaching them how to adapt tools and techniques as needed to solve practical 961 problems. 962 963 To teach students how to design efficient and effective solutions in the workplace, accomplished 964 CTE teachers introduce them to the ongoing development of inputs, processes, and outputs in 965

communication, transportation, manufacturing, and construction systems. In the field of 966 communications, topics include encoding, transmitting, receiving, decoding, storing, and 967 retrieving information. In transportation, they relate to essential tasks such as loading, moving, 968 unloading, and storing goods using multiple media. In the field of manufacturing, changing 969

trends affect ways of locating material resources, extracting them, producing industrial materials, 970 and fabricating products. In construction, they deal with methods of preparing sites and networks 971

for buildings, setting foundations for structures, erecting structures and infrastructures, installing 972 utilities, and establishing maintenance protocols. CTE teachers throughout the area of 973

Engineering, Design, and Fabrication provide their students with an understanding of future 974 trends and current practices to prepare them for the changing demands of the workplace. 975

976 Leisure and Recreation Services 977 978 Accomplished CTE teachers in the rapidly expanding specialty area of Leisure and Recreation 979 Services prepare their students for careers in culinary arts, entertainment management, event 980

marketing, food and beverage service, hospitality and tourism, and sports management. 981 Teachers have a broad knowledge of business functions related to resource and information 982

management, communications, and customer service, which they couple with technical skills 983 within their field of expertise. In culinary arts, as well as food and beverage service, technical 984

skill sets include the use and care of equipment and technology, food and beverage safety and 985 sanitation, product costing, and preparation and service methods in domestic and commercial 986

settings. In hospitality and tourism, technical skill sets include guest and client services, facility 987 management, staffing and training needs, and industry regulations. The skill sets necessary for 988

success in entertainment management, sports management, and event marketing include 989 client procurement, logistics, merchandising, marketing, and contract management. 990 991 Using project-based and experiential learning strategies, accomplished CTE teachers help 992 students develop skill sets that combine an understanding of business practices with a knowledge 993

of technical methods. For example, a family and consumer science instructor who teaches 994

culinary arts may yoke an exercise on the proper handling and storage of perishable foods with 995

a discussion of inventory and cost control procedures in professional kitchens. In this example, 996 the teacher embeds the subject of resource management within coverage of industry-mandated 997 public health guidelines to prepare students for the demands of the workplace. Similarly, a 998 lodging instructor may have students demonstrate the most efficient way to clean a hotel 999 bathroom, or a sports management instructor may have students present a mock sales pitch to 1000

acquire an all-star point guard as a client. In both instances, students exercise their technical 1001 abilities while developing their communication skills—to train other housekeeping staff in the 1002 first example and to establish a productive client relationship in the second. CTE instructors 1003



provide their students with a range of opportunities to practice complex skill sets within 1004

authentic, dynamic, work-based settings. 1005 1006 Accomplished CTE teachers working within the career cluster of Leisure and Recreation 1007

Services foster the entrepreneurial creativity of their students as well by working with them to 1008 design business plans and strategize sales and marketing presentations. So, for example, an 1009 instructor teaching food and beverage service may ask students to present a business plan for a 1010 full-service restaurant as part of an integrated, end-of-course project, while an instructor of 1011 entertainment management may have students make presentations pitching different ideas for 1012

a multi-day music festival at a local fair ground. CTE instructors not only help their students 1013 acquire business and technical skills, but also assist them in promoting these skills to find—or 1014 create—job positions within their chosen career. In classroom simulations, student-run 1015 businesses, and other work-based learning opportunities, teachers provide their students with 1016

experience in every aspect of business design and implementation within their career fields to 1017 help them become successful professionals. 1018

1019

Natural Resources 1020 1021 Accomplished CTE instructors in this specialty area teach courses in agriculture, food, and 1022 natural resources. They have an in-depth understanding of life science and possess industry-1023

specific knowledge related to commerce, communication, economics, entrepreneurship, finance, 1024 and policy within the realm of Natural Resources. The coursework that these teachers provide is 1025

often classified within seven broad categories: agribusiness systems; animal systems; energy 1026

systems; food products and processing systems; natural resource systems; plant systems; 1027 and power, structural, and technical systems. 1028

1029

Accomplished CTE teachers in these diverse groups understand the contributions that each one 1030 makes to the study of Natural Resources and are familiar with the career opportunities each 1031 provides. Agribusiness systems focuses on the legal and business management of agricultural 1032

organizations, including communications and public relations. This field positions students for 1033 careers as farm managers, commodity traders, advertising specialists, policy makers and other 1034

roles in the field of agriculture. Animal systems relates to the production, husbandry, and 1035 management of companion animals and livestock, leading students to such careers as 1036

veterinarians, livestock producers, or fish hatchery managers. Energy systems addresses the 1037 sustainable production and distribution of resources that fuel our country as well as their 1038 economic and environmental impact, which may guide students to careers as geophysicists, wind 1039 turbine technicians, blast explosives specialists, or mining managers. Food products and 1040 processing systems relates to the development of food products, processing and packaging 1041

methods, food safety, and food security. Teachers in this field prepare students for careers as 1042 laboratory technicians, quality control managers, and food chemists, to name a few. A focus on 1043

natural resource systems involves the stewardship, conservation, and management of natural 1044 resources, wildlife, forest lands, and other ecosystems, including public lands such as parks and 1045 wildlife refuge areas. An emphasis in this area helps students pursue careers as habitat 1046 specialists, forest rangers, soil conservationists, and arborists, among others. Plant systems 1047 concentrates on the science of producing, marketing, and utilizing fruits, vegetables, grains, 1048 fiber, flowers, and ornamental plants, leading students to such careers as landscape designers, 1049



florists, nursery growers, or food and fiber crop producers. Finally, the study of power, 1050

structural, and technical systems involves the engineering, mechanics, and development of 1051 agricultural- or energy-related equipment and structures such as grain bins, silos, or mine shafts. 1052 In this field, students are trained to begin careers as land developers, engine mechanics, and 1053

agricultural equipment technicians, among others. CTE teachers in the career cluster of Natural 1054 Resources have a broad understanding of all seven groups and technical expertise in at least one 1055 of them. 1056 1057 Practical experience informs the perspective and craft of accomplished CTE teachers, enabling 1058

them to educate students in not only the technical skills and content pertaining to the area of 1059 Natural Resources, but also the professional issues and outlooks relevant to their industry. The 1060 subject matter knowledge of these teachers is grounded in the history of Natural Resources as a 1061 career pathway, framed by an appreciation of the social and political factors that have influenced 1062

its development, and tempered by an awareness of contemporary issues and emerging 1063 technologies likely to affect it in the future. Accomplished CTE teachers are aware that topics 1064

related to the natural resources industry can be controversial. They are well versed in both sides 1065 of controversial debates and practiced in delivering unbiased information. When teaching 1066

students about animal rights and animal welfare, for example, a teacher may facilitate a group 1067 discussion for which students must research both sides of a debate and cite sources supporting 1068 each point of view. Alternatively, while addressing the environmental impact of using natural 1069

resources for plant or animal production, an instructor might assign students to teams and have 1070 each one deliver an oral presentation that addresses the issue without reaching any conclusions 1071

so classmates can form their own opinions based on information representing multiple 1072 perspectives. Teachers make sure their students understand all aspects of critical issues so they 1073 can draw their own conclusions as they develop their knowledge of the industry. Accomplished 1074

instructors provide their students with a well-rounded education in Natural Resources to prepare 1075

them for high demand jobs in a thriving industry that is part of the backbone of the nation’s 1076 economic system, driving local, state, national, and global markets by supplying the materials 1077 and products used for food, fiber, and shelter. 1078

1079

Transportation Systems and Services 1080 1081

Accomplished CTE teachers in Transportation Systems and Services specialize in vehicle 1082

mechanics and transportation networks. Training in this career pathway provides students with 1083 the experience they need to pursue careers as automotive technicians, aviation pilots and 1084 mechanics, heavy equipment operators, collision repair specialists, and warehouse managers, 1085 among others. CTE teachers offer coursework in automotive maintenance and repair, 1086

automotive technology, aviation maintenance and flight, collision repair, diesel technology, 1087

health and safety management, heavy equipment operation, logistics, risk management, 1088 transportation operations and infrastructure management, transportation regulations, and 1089 warehousing and distribution. 1090 1091 For accomplished CTE instructors working in this career cluster, the general scope of their 1092 knowledge encompasses all fields, while their realm of expertise lies in a detailed understanding 1093 of business enterprises in at least one domain. Thus, an educator who prepares students for 1094 careers in diesel technology may also have a sufficient knowledge of automotive technology to 1095



teach a course or two in this field. Taken as a whole, teachers who instruct students in 1096

Transportation Systems and Services use scientific and mathematical principles such as electrical 1097 theory, standard deviation, and basic algebra in their technical work. For example, in a lesson on 1098 maximizing the number of products that can be transported in a single semi-tractor trailer load, 1099

students may learn to calculate volume and weight distribution to ensure stability as well as cost 1100 efficiency. Instructors provide students with a strong interdisciplinary background as well as a 1101 thorough understanding of the tools, techniques, performance standards, and technological 1102 advances endorsed by their industries. 1103 1104

Accomplished CTE teachers understand the driving issues and ideas that span this sector of the 1105 market, such as new and emerging materials and technologies, advanced computer applications, 1106 leading theories about processing and feedback control, entrepreneurial developments, and 1107 economic outlooks. They share these trends with their students while addressing current 1108

workplace demands. For example, an instructor may take her class on a field trip to a warehouse 1109 facility so students can observe the latest computer inventory systems used to monitor the flow 1110

of goods and materials. CTE teachers strive to introduce their students to state-of-the-art 1111 developments, and stay abreast of trends in the sector, especially in their field of specialization. 1112

For instance, an automotive technology teacher may have a general acquaintance with 1113 advancements in logistics while possessing an in-depth understanding of the latest methods for 1114 inspecting vehicles and running diagnostic tests, as well as a thorough knowledge of recent 1115

changes in fuel efficiency guidelines and emissions regulations. Accomplished CTE teachers 1116 have a keen grasp of the technical knowledge and industrial awareness their students need to 1117

achieve professional success in the area of Transportation Systems and Services. 1118 1119

1120

1121

1122

1123

1124

1125

1126

1127

1128

1129

1130

1131

1132



Standard III 1133

Knowledge of Students 1134 1135

Accomplished CTE teachers have a rich, holistic understanding of who their students are as 1136

learners and individuals. They value their students’ various learning styles and stages of 1137 development as they create learning environments that differentiate instruction to meet the 1138 diverse needs of their students. 1139 1140 The career and technical education (CTE) learning environment, like the world of work, is a 1141

complex social organism, with a range of projects and activities competing for the attention of 1142 people with diverse needs, interests, and goals. Whether instruction is individualized, organized 1143 around teams, or focused on the class as whole, accomplished CTE teachers engage each student 1144 personally with the work at hand while nurturing everyone’s curiosity. They do so to ensure that 1145

students gain substantial knowledge and receive the best possible education in preparation for the 1146 postsecondary challenges they will face. To accomplish these objectives, educators must know 1147

their students well. Without an intimate understanding of the factors that affect student 1148 performance and behavior, it would be impossible to support students effectively. 1149

1150 Dedicated to meeting the needs of all their students, accomplished CTE instructors learn 1151

as much as they can about them and apply this knowledge in the classroom and lab. Teachers 1152

study the qualities and characteristics of their students, assess their motivations, and employ an 1153 understanding of human development to personalize instruction for each student and promote the 1154

well-being of all learners. Accomplished CTE teachers help their students plot a path to the 1155 future so students can advance their academic knowledge, improve their technical skills, develop 1156 self-awareness, and prepare themselves for a competitive global workplace. 1157

1158

Obtaining a Holistic View of Students 1159 1160 Accomplished CTE teachers learn about the diversity of their students in all of its aspects. A 1161

thorough knowledge of students encompasses an understanding of their personal temperaments; 1162 physical and intellectual abilities; educational, cultural, and family backgrounds; socioeconomic 1163

status; social identity; and career and personal ambitions. By learning about these characteristics, 1164 teachers demonstrate respect for their students and create opportunities for meaningful 1165

communication with them. (See Responding to Diversity.) Educators know that purposeful, 1166 appropriate instruction can only take place when it is individualized and they understand the vital 1167 importance of basing their teaching strategies on a rich, holistic understanding of their students. 1168 For instance, a health science instructor, aware that a student in her class has a parent 1169 incarcerated for drug possession, might lead a class discussion about drug abuse in a tactful 1170

manner to avoid offending or upsetting the student. Alternatively, a performing arts instructor, 1171 knowing that a student identifies with the opposite gender and presents as such, might select a 1172

play that allows the student to audition for roles representing the gender with which the student 1173 identifies. Approaches like these make students feel accepted and build their trust, which allows 1174 teachers to help them develop opportunities for success. 1175 1176

Accomplished CTE instructors know that students provided with this level of attention 1177 are more likely to become involved and engaged with their educations. Such students are more 1178



likely to value their schooling and believe in their ability to realize personal and professional 1179

aspirations when teachers care for them this way. CTE instructors convey respect for their 1180 students in all aspects of their education and ensure that they respect each other as well. 1181 Accomplished educators reinforce attention, affirmation, and affection throughout all learning 1182

activities to help students acquire the self-motivation and develop the self-efficacy they need to 1183 achieve their career goals. Importantly, teachers understand that this process must take place 1184 every time they interact with students, at the start of a school year, a new course—on a daily 1185 basis as students change and grow. 1186

1187

Accomplished CTE teachers develop rapport with their students and gain information 1188 about them in a variety of ways. First and foremost, they foster positive relationships with 1189 students so they can learn about them as individuals. Teachers supplement this kind of 1190 meaningful interaction with other strategies, such as having students submit interest inventories 1191

in class, asking about their extracurricular activities, or giving assignments that invite students to 1192 share information about themselves. For example, a culinary arts teacher may have students plan 1193

a menu for a family celebration so she can learn about her students’ cultures while developing 1194 their menu planning skills. CTE instructors have informative exchanges with their students 1195

during learning activities and use every resource they can within the school environment to find 1196 out more about their students. They study assessment data, read through academic records, and 1197 speak with other members of the learning community acquainted with their students. To 1198

supplement their knowledge of students and gain a fuller understanding of their lives as a whole, 1199 teachers solicit information from family members as well. These discussions may occur during 1200

open house activities or home visits or through personal communication, electronic or otherwise. 1201 1202

Meeting Students’ Academic Needs 1203 1204

Relying on their knowledge of their students, accomplished CTE teachers advance learning by 1205 tailoring instruction. For example, a health instructor might ensure optimal success by matching 1206 her students to clinical sites based on their skill sets and personalities; then, while evaluating her 1207

students’ progress, the instructor may raise any problems regarding professional attitude or 1208 demeanor so students can reflect on and improve their performances. Educators place students in 1209

carefully sequenced programs and differentiate instruction to complement their students’ various 1210 learning styles and stages of development. For instance, prior to a unit on cakes, a family and 1211

consumer science teacher may ask students to write about their most recent baking experience; 1212 the teacher may then use the descriptions to assess his students’ familiarity with cake baking and 1213 ensure that lessons are structured to build on their interests and strengthen their weaknesses. 1214 Alternatively, an accounting teacher who wants to motivate her students and learns they are avid 1215 soccer fans during class discussion may have them analyze statistics about their favorite teams as 1216

they apply different formulas to a spreadsheet. The observations that teachers make and the 1217 information they gain along the way help them clarify the status of student learning and move it 1218

forward. Based on a clear understanding of their students as learners and individuals, instructors 1219 can make informed decisions about pace, scaffolding, or differentiation. To achieve success, 1220 CTE teachers introduce students to specific skills, processes, or techniques based on their 1221 individual status, continually evaluating student achievement and readiness for next steps. 1222 1223



Accomplished CTE teachers have a rich repertoire of teaching methods they use to reach 1224

every student. They utilize visual, auditory, and kinesthetic approaches to establish the meaning 1225 and purpose of course content. They approach tasks, lessons, and projects from different vantage 1226 points so students can access concepts in ways that make the most sense to them and can 1227

appreciate the relevance of the material from their unique perspectives. For example, to assess 1228 student understanding of how a bill becomes a law, a government services teacher might allow 1229 students to choose how they will demonstrate mastery—perhaps by performing a monologue, 1230 writing an essay, or creating a flow chart. Instructors inspire their students’ curiosity and 1231 imagination by tapping into their individual interests. They provide students with opportunities 1232

to explore connections between the content covered in class or lab and the questions forming in 1233 their minds, helping students build their capacity and invest in their learning by strengthening 1234 weaknesses and filling gaps. For instance, if a teacher has a student who lacks effective study 1235 skills, the teacher may connect the student with a tutoring resource and guide her through a series 1236

of mini-lessons aimed at fostering and demonstrating her improvement; when the student 1237 witnesses her growing ability she may gain greater confidence and interest in seeing further 1238

progress. A clear understanding of what students know and can do, coupled with a thorough 1239 knowledge of students’ values, beliefs, and attitudes, allows CTE instructors to design exciting 1240

and powerful educational opportunities for all their students. 1241 1242 Within the learning environment, accomplished CTE teachers keep the progress of the 1243

whole group in sight even as they focus on individuals. They differentiate instruction to meet 1244 unique needs while addressing the learning styles and abilities of all their students. For example, 1245

a teacher leading a cooperative learning activity in a cosmetology class may assign students to 1246 teams based on their strengths in hair cutting or coloring. By grouping students purposefully in 1247 this way, the teacher may allow students with technical weaknesses and other learning issues, 1248

such as limited English language proficiency, to receive support from peers. Similarly, in a 1249

collision repair course, an instructor may intentionally group students so that those with physical 1250 limitations work with more athletic peers when tasks become physically demanding. 1251 Accomplished teachers build support networks for their students while setting high expectations 1252

and challenging everyone to venture beyond their comfort zones. They encourage students to 1253 develop self-efficacy and master competencies across skill and ability levels. For example, a fire 1254

management teacher with an academically gifted student who tends to work at a faster pace may 1255 enrich her educational experience and deepen her understanding of course objectives by 1256

assigning the student an independent project to design an authentic crisis management plan for 1257 the school. CTE instructors are proactive in the engagement and advancement of all students, 1258 providing them with extra time and assistance as needed, designing multiple opportunities for 1259 students to demonstrate their knowledge, and offering advanced students chances to explore 1260 course content in greater depth. 1261

1262

Meeting Students’ Professional Needs 1263 1264 Accomplished CTE teachers not only know their students, they help their students know 1265 themselves better as well. Instructors help students recognize their specific strengths so they can 1266 establish worthwhile personal and professional goals. CTE teachers work with students to build 1267 their skill sets, exposing them to a range of career possibilities and encouraging them to consider 1268 which options best match their talents. Based on students’ skills, interests, and inclinations, 1269



teachers advance their students’ work in their chosen career fields, assessing their ability to meet 1270

learning objectives, and guiding students through capstone experiences. For instance, a teacher 1271 may encourage students who have completed foundational courses in wildlife management to 1272 participate in an environmental and natural resources competition. Accomplished teachers align 1273

curricula with students’ needs and modify them consistently to meet the changing demands of 1274 the labor market. This type of ongoing evaluation and revision allows teachers to connect the 1275 emerging talents and abilities of their students with clearly articulated requirements of business 1276 and industry. The CTE learning environment is centered around student needs and academic 1277 preparation, all pointing toward the goal of acquiring workplace values, developing life skills, 1278

and realizing professional aspirations. The intentional focus on career preparation motivates 1279 students to create professional growth plans and monitor their progress as they build positive 1280 self-images. 1281 1282

Accomplished CTE instructors use project-based learning activities, real world 1283 simulations, and other work-based opportunities, such as job shadowing and internships, to 1284

develop their students’ employability skills and help them gain practical and theoretical 1285 knowledge of their career fields. Teachers guide students carefully through activities and 1286

simulations; they promote their students’ professional development by providing them with 1287 instruction in critical concepts and principles while they foster their students’ sense of 1288 individuality as adolescents, young adults, and nascent professionals. Having students select 1289

projects based on their interests and aspirations, or pursue an approach to a task or problem 1290 based on their experience and knowledge, encourages independent thinking, builds confidence, 1291

and inspires students to take pride in their work. Many times, the students of accomplished 1292 teachers take on projects they believe will have a direct impact on their communities, such as 1293 creating a web-based marketplace to sell jewelry or opening a restaurant to serve teenagers 1294

healthy yet appealing foods. Throughout learning activities, CTE teachers communicate high 1295

expectations and motivate their students to strive continuously for excellence in themselves and 1296 their teams while maintaining a healthy work and life balance. Instructors understand that work-1297 based opportunities create a strong sense of ownership in their students and inspire meaningful 1298

engagement with their learning objectives and professional growth plans. 1299 1300

As students experience self-discovery and build their self-confidence, accomplished CTE 1301 teachers continue to learn more about their students and support them even more closely. 1302

Instructors work through goals with their students based on a sense of mutual respect. Using the 1303 holistic knowledge they gain, teachers provide their students with learning experiences that 1304 encourage them to develop their academic knowledge and technical skill base as they explore 1305 personal and professional issues they are likely to encounter again in college or the workplace, 1306 and throughout their lives. Accomplished educators support their students throughout this 1307

process of development, acting as teachers, mentors, role models, and work supervisors. CTE 1308 instructors form trusting, nurturing teacher-learner relationships with their students and establish 1309

a challenging, rigorous manager-employee dynamic as well. Accomplished teachers balance 1310 these demands to meet the primary goals of career and technical education: the transformation of 1311 adolescents into adults and students into professionals. 1312

1313

1314



Standard IV 1315

Leadership in the Profession 1316 1317

Accomplished CTE teachers collaborate with stakeholders within their schools and communities 1318

to improve instruction, promote student learning, and advocate for their fields of expertise in 1319 education and related industries. 1320 1321 Accomplished career and technical education (CTE teachers) are effective teacher leaders who 1322 understand their roles as contributors to and advocates for career and technical education. As 1323

mature educators, accomplished teachers act as both learners and leaders to leverage the strength 1324 of others and maximize outcomes that contribute to the profession. They provide significant 1325 leadership at the local, state, and national levels so they can improve student learning and 1326 promote the growth of CTE programs. To this end, accomplished teachers work tirelessly, 1327

securing and safeguarding program resources, developing curricula, engaging in professional 1328 development, mentoring other educators, and advocating for the profession. 1329

1330 Without ample resources, CTE programs cannot flourish. In the absence of school or 1331

system level funding, accomplished instructors actively pursue business partnerships to obtain 1332 the equipment, materials, and supplies they need to sustain the innovative curricula that 1333 characterize CTE learning environments. Teachers petition stakeholders to fund the design and 1334

implementation of educational experiences that inspire intellectual discovery. For instance, a 1335 culinary arts instructor may convince local restaurateurs to sponsor small-scale student 1336

enterprises, culminating in the operation and management of a class catering venture. In addition 1337 to community-based partnerships, teachers might individually or jointly apply for corporate and 1338 educational grants to fund creative projects. For example, a team of teachers specializing in 1339

engineering, apparel design, and the performing arts might obtain a grant so their students can 1340

observe theatre professionals at work, engage them in a dialogue about their craft, and put 1341 lessons learned into practice by designing sets, creating costumes, and staging their own play for 1342 the public. Endeavors like these support CTE teaching objectives while drawing attention to the 1343

unique value that CTE programs bring their students, namely, the opportunity to plan complex 1344 projects and turn them into reality using a wide range of skills to meet challenges and solve 1345

problems along the way, as professionals do in the workplace. 1346 1347

Procuring resources to maintain and advance CTE programs represents one aspect of 1348 teacher leadership; sharing resources with other educators through the development of curricula 1349 is another. Accomplished CTE teachers value their relationships with educators in career and 1350 technical education and in other disciplines. They forge connections with their colleagues in 1351 order to combine resources and create learning environments that allow students to build cross-1352

disciplinary knowledge and to connect instructional content with real-world experiences. For 1353 example, a health teacher may collaborate with science and mathematics instructors to identify 1354

related objectives in their curricula and develop cross-disciplinary units on the analysis of 1355 nutritional content in packaged foods. Or a construction technology teacher may work with a 1356 mathematics instructor to sponsor a joint project that requires students to master geometric 1357 principles while designing and building playground equipment for a local school. In both 1358 instances, CTE instructors devise curricula that not only stress the importance of developing 1359



cross-disciplinary knowledge, but also demonstrate the pedagogical advantage of synthesizing it 1360

through application in a professional context. 1361 1362 To create and enhance curricula, accomplished CTE teachers collaborate with educators 1363

and professionals in their technical fields on the state or national level as well. Often, these 1364 opportunities arise through membership in professional associations. For example, an aviation 1365 instructor might collaborate with a team of teachers affiliated with his career and technical 1366 student organization (CTSO) on the state level to align content standards with performance 1367 criteria used at competitive aviation events. Or, a computer programming instructor might work 1368

with programmers across the country to review the curriculum for an online course being 1369 developed as an open educational resource for teachers and students worldwide. While all 1370 teachers engage in developing curricula for their classrooms, accomplished teachers collaborate 1371 with others so they can offer their students exciting, compelling content that takes multiple 1372

viewpoints into consideration. Teaming with colleagues and administrators as well as 1373 postsecondary educators, industry partners, and community leaders, accomplished CTE teachers 1374

continuously strive to extend and enrich the learning opportunities available to students in their 1375 programs. 1376

1377 Curriculum development often triggers discussions about the implementation of new 1378

resources. Accomplished CTE teachers take the lead in identifying professional development 1379

opportunities and supporting the management processes required to integrate resources. All 1380 teachers engage in training activities to improve their instructional practices and student 1381

outcomes, but accomplished teachers select opportunities purposefully by reflecting on student 1382 data and their experiences in the learning environment to identify gaps in their teaching 1383 practices. Instructors may encourage their colleagues to participate in these opportunities as well 1384

by organizing and promoting learning events at their schools and districts or within larger 1385

professional communities. For example, a CTE teacher may choose an educational topic, select 1386 an appropriate book, and gather a study group of colleagues in her building; she may also 1387 assemble a team through a professional network or organization to provide in-service training on 1388

new technology being implemented in her building. CTE instructors understand the vital 1389 importance of undertaking regular professional development as a teacher and a practitioner in a 1390

field and they participate in training bearing a dual purpose in mind—to strengthen their 1391 pedagogical and technical skills so they can improve student learning and promote program 1392

growth. CTE instructors work with other faculty and staff diligently, engaging in learning 1393 communities, contributing to management and decision-making processes in their programs, and 1394 implementing plans for continuous school improvement. Accomplished teachers participate in 1395 needs assessment activities on district, state, and national levels. For instance, a teacher may 1396 submit a professional development survey administered by faculty at a state workforce education 1397

program or participate in a delphi study identifying best practices. Accomplished CTE teachers 1398 work to advance teaching practices across learning communities and are active members of 1399

professional and industry organizations. A teacher may, for example, serve as an officer for a 1400 state CTE organization or present a seminar at a national technical conference. Program 1401 leadership and professional development go hand in hand for accomplished CTE teachers, who 1402 are dedicated to modeling the personal and communal benefits of lifelong learning for their 1403 colleagues and students. 1404 1405



In addition to facilitating large group learning, accomplished CTE teachers interact with 1406

other instructors as individuals, serving as coaches to support their colleagues’ professional 1407 development or recruiting teachers to join their programs. They act as mentors to help improve 1408 the effectiveness of new teachers, leading to enhanced student learning and increased 1409

achievement. For example, a team of CTE instructors may give novice educators insights on 1410 instructional strategies, classroom management, or data analysis. CTE teachers also share lesson 1411 plans and best practices with instructors new to the profession. Accomplished CTE teachers may 1412 serve as mentors whether they are in the same content area as new instructors or a different one; 1413 similarly, they may advise instructors who are members of non-CTE departments. Within their 1414

programs, CTE teachers encourage novice educators to undertake some of the logistical tasks 1415 associated with project-based instruction so they can gain more experience while relieving their 1416 advisors of some instructional responsibilities. For instance, an engineering teacher who has 1417 hosted a robotics competition for years might mentor a new instructor by training him to host the 1418

competition on a biannual basis to the benefit of both teachers. CTE teachers work proactively 1419 with novice teachers to maintain a high quality of instruction in CTE programs and the efficiency 1420

of their management. Reaching out beyond their programs, they also recruit and advise 1421 individuals interested in pursuing teaching as a career. For example, a CTE instructor may speak 1422

at local colleges, universities, or trade organizations to inform future educators about career 1423 opportunities in CTE programs—or may welcome interns to the classroom to demonstrate the 1424 challenges and rewards of being a CTE teacher. Mentoring teaching candidates and novice 1425

teachers supports the recruitment and retention of CTE professionals and strengthens the delivery 1426 of instruction in engaging learning environments. 1427

1428 To achieve their goal of meeting student needs and improving outcomes, accomplished 1429

CTE teachers support other teachers while advancing their programs and advocating for career 1430

and technical education as a whole. They understand the importance of promoting CTE programs 1431

to students, parents, educators, and employers so every stakeholder understands the value of CTE 1432 and the significant role it plays in preparing tomorrow’s graduates for the workplace. 1433 Accomplished teachers communicate this message by engaging in conversations, making 1434

presentations, writing editorials, and pursuing other activities that convey the positive impact of 1435 career and technical education. They may contact local and state representatives and initiate 1436

dialogues with policy makers that stress the urgency of securing resources and funds for the 1437 continuation and expansion of CTE programs. Teachers also develop relationships with other 1438

members of their state and national professional organizations to expand the number of partners 1439 in their programs’ success. Accomplished teachers may regularly do any and all of these things 1440 to convey the mission of CTE to the public. For example, a teacher who develops a seminar 1441 about the implementation of current trends in CTE classrooms and the benefits of having well-1442 trained students for local industry may advertise the seminar in trade journals, gain interest from 1443

business representatives, and increase the network of stakeholders interested in hiring students 1444 and possibly contributing resources, materials, or time to his program. Successful advocacy 1445

requires initiative on the part of CTE instructors and involvement on the part of stakeholders. 1446 Collaboration fuels advocacy, and advocacy inspires collaboration—the accomplished teacher 1447 recognizes this synergy. 1448

1449 Accomplished teachers understand the power of showcasing CTE programs and student 1450

organizations to community members, work professionals, and elected officials so that these 1451



stakeholders can witness the value and economic impact of career and technical education in 1452

action—and become involved, or remain involved, in sustaining these valuable learning 1453 environments. For instance, a family and consumer science teacher who manages a hospitality 1454 program might arrange with the local chamber of commerce for her students to provide food and 1455

service during a legislative open house or charity fundraiser; after observing the students in 1456 action, community members might offer the teacher more work proposals or inquire about other 1457 ways to support her students and program. Teachers find many ways to present their students’ 1458 work. They may host open houses that feature student projects or sponsor career fairs to which 1459 students, parents, and members of the local community are invited to learn about a range of 1460

student-led business ventures and find out how they can support CTE. Instructors may also write 1461 blogs that describe classroom- and community-based activities or use newspaper articles and 1462 press releases reporting student service projects and club competitions to reach a larger number 1463 of community stakeholders. In all these ways and more, accomplished CTE teachers strive to 1464

bring stakeholders into the learning environment so instructors can broaden the audience for their 1465 students’ work, enrich their experience, and show stakeholders how students in thriving CTE 1466

programs learn, grow, become professionals, and contribute to their communities. By 1467 demonstrating the wealth of opportunities that CTE programs can offer their students, from the 1468

exploration of academic interests to the pursuit of professional success, accomplished teachers 1469 illustrate the importance of investing in career and technical education. 1470

1471

CTE programs stop functioning effectively, or cease to exist, if they lack strong support 1472 from a diverse network of stakeholders. To prepare their students for postsecondary success, 1473

accomplished teachers therefore advocate routinely for career and technical education. They 1474 continually contribute to the education profession, motivated by the desire to improve student 1475 learning. Teachers work tirelessly to secure critical resources for their programs and develop 1476

exciting curricula for their learning environments. They support their colleagues through 1477

mentorship and recruitment activities while engaging in professional development with them. 1478 Knowing that those who work in the trenches daily—classroom teachers—are the ones best 1479 positioned to impact their profession, accomplished CTE instructors take the initiative and act as 1480

leaders, while respecting the contributions of others. Their professional achievements model the 1481 benefits of career and technical education for their students: possession of the skill, ability, and 1482

talent to think critically, communicate effectively, collaborate proactively, and harness creativity 1483 to solve problems, create new products, envision opportunities, and meet common goals. 1484

1485

1486

1487

1488

1489

1490

1491

1492



1493

Standard V 1494

Learning Environments and Instructional Practices 1495 1496

Accomplished CTE teachers design contextualized learning environments that foster critical 1497 thinking, creativity, leadership, teamwork, and communication skills while training students for 1498 postsecondary education and careers. 1499 1500

Accomplished career and technical education (CTE) teachers create environments that are 1501 conducive to lifelong learning, with work-based activities and professional opportunities that 1502 captivate their students’ attention and engage their minds. Teachers recognize that academically 1503 rigorous, instructionally relevant activities stimulate curiosity and inspire a passion for learning 1504 that motivates students to explore and extend their knowledge. CTE instructors sustain this level 1505

of excitement by expressing enthusiasm throughout the learning process and nurturing their 1506

students’ interests through real-world connections. Accomplished teachers foster their students’ 1507 autonomy as well by providing them with opportunities to reflect on their intellectual and 1508 emotional development. Instructors establish objectives that have clearly defined criteria for 1509

success and invite students to evaluate their levels of mastery and identify areas they would like 1510 to strengthen. Accomplished CTE teachers know that when students help to assess their own 1511

progress, they gain accountability for their learning, feel empowered, and become proactive. 1512 1513

Accomplished CTE instructors encourage their students’ ownership of the learning 1514

process and engage them further by involving them in the formulation of classroom rules, 1515 procedures, and expectations. Teachers manage their learning environments safely and 1516

efficiently while developing their students’ leadership and teamwork skills. Students gain 1517

personal confidence while developing the knowledge, skills, and abilities they need through 1518

independent and collaborative work that supports strategic risk taking and cultivates democratic 1519 values. Accomplished teachers work with their students to recognize the attitudes and demeanors 1520 that will and will not serve them well in the classroom and lab, or in a professional 1521

establishment. CTE instructors help their students achieve these educational objectives by 1522 contextualizing their learning within a series of projects aimed at increasing their intellectual 1523

maturity and functional independence. As students progress from the middle to high school level, 1524 the learning environment supports their growth by extending from classrooms and labs to the 1525

inclusion of career and technical student organizations (CTSOs) and other related student groups, 1526 as well as supervised occupational experiences. Classroom and lab work may dominate 1527 instruction at middle schools, with teachers leading the facilitation of student organizations, but 1528 by high school, students should assume greater responsibility and become increasingly self-1529 reliant in preparation for their postsecondary careers. Accomplished teachers ensure that work in 1530

all aspects of the CTE learning environment shifts from teacher-led to student-led as much as 1531 possible during this progression. 1532

1533

Contextualizing Education within the Learning Environment 1534 1535 The applied learning environment is the hallmark of career and technical education. 1536 Accomplished CTE teachers contextualize learning experiences by focusing student 1537 investigation and discovery in authentic work situations. They achieve this goal in various 1538



settings, including classroom simulations, workplace labs, and occupational placement outside 1539

the school (e.g., on-the-job training, apprenticeships, clinical internships, or service-learning 1540 projects). Teachers use project-based activities to challenge their students, encouraging them to 1541 develop new skills and acquire new knowledge through hands-on practice. Students who design 1542

and produce deliverables such as electric vehicles gain expertise by working together as 1543 efficiently and effectively as possible to solve technical problems and address workplace issues. 1544 Learning activities are geared toward empowering students by strengthening their ability to think 1545 critically, work collaboratively, negotiate strategies, and make decisions while demonstrating 1546 leadership and teamwork. Instructors observe student performance and evaluate project 1547

outcomes to assess their students’ mastery of learning objectives and determine the status of their 1548 technical competency. Accomplished CTE teachers structure their classrooms and labs based on 1549 the demands of high-performance workplaces and the practice of successful professionals. 1550 1551

The paradigm of applied learning is driven by the desire to engage students and foster 1552 their command of cross-disciplinary and industry-specific knowledge, as well as their grasp of 1553

transferable or employability skills. Accomplished CTE teachers believe it is their responsibility 1554 to develop all aspects of their students, encompassing academic, professional, social, emotional, 1555

and ethical growth. The CTE learning environment is specifically designed to cover all these 1556 areas. Teachers cultivate their students’ progress on all fronts by addressing student interests 1557 dynamically and approaching instruction deliberately, based on the way students learn best—in 1558

context, with their hands and minds actively involved and engaged in meaningful and significant 1559 tasks. Educators design projects that require students to draw on their understanding of different 1560

disciplines as they use the strategies and techniques necessary to create project plans, overcome 1561 technical obstacles, meet project requirements, and deliver successful results to their work 1562 supervisors, or instructors. Educators push their students to build their knowledge—and reflect 1563

on their attitudes—so that students can improve their skills and abilities while evolving their 1564

values and beliefs from project to project. Teachers tailor their instruction in response to their 1565 students’ perceptions of what is real and relevant at the moment and what is pertinent to their 1566 future—a message that places high value on student initiative and creativity. For instance, an 1567

engineering instructor and a landscape design teacher may work collaboratively and address their 1568 students’ desire for a skate park by creating a joint project requiring students to use their 1569

knowledge of form and function to develop a public space they could use. CTE instructors guide 1570 students to question and explore their world with a sense of purpose—to experiment with various 1571

methods of creating finished products, to practice working cooperatively and productively in 1572 teams, and to gain control of the outcomes they achieve. 1573

1574 Accomplished CTE teachers implement and modify their instructional practices to 1575

empower students as they take this journey of self-discovery through the learning environment to 1576

the world of work. The pedagogical choices teachers make depend on the learning goals of their 1577 students, the technical demands of their instructional activities, the dynamics of their individual 1578

learning environments, and the personal characteristics of their students. As teachers plan their 1579 approach to learning activities, they remain attentive to their phase of instruction within a lesson 1580 or unit, recognizing when projects need to move from classrooms to labs or other workplace 1581 settings for students to attain optimal skills. For instance, a masonry instructor whose students 1582 have demonstrated mastery of repointing in the classroom may take them to a private residence 1583 so they can practice their skills on site by fixing a damaged wall. Accomplished CTE instructors 1584



know how to move between the different areas of their learning environment to supply rigor, 1585

deepen conceptual understanding, and instill a true appreciation of industry demands. They 1586 maintain a flexible approach to instruction, allowing learning content and student dispositions to 1587 guide their strategies and using student responses and teaching experiences to inform their 1588

modifications. Accomplished teachers understand there is an ongoing dialogue between the 1589 pursuit of learning objectives and the affordances or limitations of different learning 1590 environments—one consideration always impacts the other. Attuned to both, instructors are 1591 adept at adjusting their pedagogical techniques to meet learning goals and improve student 1592 outcomes while engaging students in various environments and advancing their postsecondary 1593

readiness. 1594 1595 By altering their methods of instructional facilitation, accomplished CTE teachers help 1596

students become well rounded within their chosen career fields. Different areas within the 1597

learning environment require different teaching methodologies. CTE instructors know how and 1598 when to transition from direct to indirect supervision so students can work as autonomously as 1599

possible. For example, in a mechanics or construction laboratory in which students use power 1600 tools, a teacher is required to supervise students at all times to ensure their safety; however, a 1601

theatre instructor is free to use guided supervision and may have a student manage the technical 1602 aspects of a stage production as the light board operator while the teacher circulates between the 1603 stage and the booth. Similarly, a family and consumer science instructor who teaches food 1604

services may allow students to complete food preparation and packing on their own for a 1605 catering assignment. While these modes of operation are fairly typical within these settings, 1606

accomplished teachers use them as opportunities to advance the understanding of their students 1607 by stressing the importance of learning to act on their own as responsible professionals. So, for 1608 instance, a teacher might model her lab environment on a real-world scenario in which members 1609

of an organization are cross-trained to perform various tasks; one group might serve as safety 1610

officers, monitoring their peers’ adherence to safety guidelines, while another may conduct 1611 quality assurance and quality control checks on the equipment being used. Setting up the lab as 1612 the teacher has in this example may require time and training, but doing so engages students in 1613

the maintenance of a safe and secure learning environment, teaches them the value of cross 1614 training employees, shows them the benefits of working collaboratively, and allows them to take 1615

ownership of lab activities, all while freeing the teacher to provide more one-on-one coaching as 1616 needed during lab exercises. Accomplished CTE teachers manage their learning environments 1617

strategically, thinking about how a single decision or set of decisions can advance logistical and 1618 instructional goals on multiple levels. 1619 1620

Accomplished CTE teachers ensure that classroom expectations are closely aligned with 1621 workplace demands so students learn how to meet industry guidelines and performance standards 1622

as well as technical job requirements. With this understanding in place, instructors remain 1623 receptive to student interests and ideas and encourage students to demonstrate initiative in the 1624

learning environment. Instead of serving as the sole source of authority or expertise in the 1625 classroom and lab, teachers allow their students to take on leadership roles and contribute to the 1626 generation of educational experiences. For example, a journalism instructor may appoint 1627 students to serve as editors of the school’s literary magazine to promote the acquisition of the 1628 leadership skills they will need to be successful in their chosen industry. Educators encourage the 1629 development of positive, productive behavior by entrusting their students with increased 1630



responsibility as they gain new understanding and experience. Teachers focus on the learning 1631

process as much as instructional content, aware that a collaborative, stimulating, and challenging 1632 learning environment significantly enhances student performance and growth. They help 1633 students identify how and when they best learn as well as what they need to learn and why they 1634

need to learn it. To establish this kind of thoughtful, introspective learning environment, teachers 1635 initiate two-way communication based on trust and mutual respect. They encourage students to 1636 increase their level of interpersonal awareness and social maturity so they can express their 1637 preferences and learning needs cooperatively aware that the interests of their peers might differ. 1638 For example, a teacher might urge a student who refuses to work with team members to think 1639

about his behavior, consider the adverse effect his reluctance might have on future 1640 employability, and decide what he could do to achieve a better outcome. CTE teachers are 1641 resourceful, using behavior detrimental to career success as learning opportunities to guide 1642 student reflection where and when appropriate. They address issues and concerns with their 1643

students in an ongoing manner, using their knowledge of students as to advance the social, 1644 intellectual, and emotional development of all learners. 1645

1646 On a daily basis, accomplished CTE teachers address the diverse learning needs of 1647

individual students while working with all students to meet the general goal of achieving 1648 postsecondary readiness. This is a notable accomplishment, since students in a classroom may 1649 simultaneously engage different tasks in different ways—individually, cooperatively, in small 1650

groups, or in the context of a whole-class project. Throughout these activities, teachers empower 1651 their students by making them feel valued as individuals. They appreciate the unique challenges 1652

that students face and anticipate situations that might disrupt classroom activities or impede a 1653 collective sense of purpose and enthusiasm in the learning environment. CTE instructors 1654 minimize instructional difficulties and group students so they can help each other while 1655

advancing their own learning goals. For example, an upholstery teacher may pair a student with 1656

dysgraphia who has highly developed motor skills with one who is mathematically adept but less 1657 dexterous so they can work together to strengthen their weaknesses as they calculate yardage and 1658 cover a chair. Accomplished CTE teachers create learning environments that provide students 1659

with valuable opportunities to work with their peers and enable them to reach their learning 1660 objectives. Through the teaching strategies they adopt in their learning environments—and the 1661

examples they set with educational and business partners—CTE instructors continually reinforce 1662 the importance of working collaboratively to achieve complex goals. They create learning 1663

environments that promote fairness and cooperation, recognize and reward quality work, and 1664 utilize constructive feedback to inspire students. 1665

1666

Empowering Students As Autonomous Learners 1667 1668

Accomplished CTE teachers are passionate about their professional fields and driven by their 1669 love of learning. They convey enthusiasm to their students and cultivate a similar sense of 1670

excitement in them, establishing a culture of proactive inquiry that encourages curiosity, supports 1671 learning, and leads to student growth. CTE teachers urge students to take risks, ask questions, 1672 and explore answers so students can acquire knowledge, take pride in their discoveries, and 1673 develop their areas of professional interest. Instructors achieve this goal by designing projects 1674 that are rooted in student interests and evolve with their students—these projects gain complexity 1675 and depth through student feedback and teacher guidance. For example, a visual media instructor 1676



might teach students the fundamentals of photography and end the course with a photo shoot 1677

requiring students to demonstrate mastery of lighting and composition issues that challenged 1678 them along the way. CTE teachers structure the learning process so students can reflect on their 1679 needs and desires in consultation with their teachers as they become fully invested in their 1680

educations. Teachers demonstrate the importance of lifelong learning and build a community of 1681 learners by describing the intellectual activities that they pursue, inside or outside of the learning 1682 environment. They foster their students as individual thinkers with unique learning styles and 1683 educational goals and support the inquisitiveness of their students whether it stems from 1684 industry-specific, cross-disciplinary, or general academic questions. 1685

1686 Accomplished CTE instructors understand that thoughtful risk taking can help students 1687

gain invaluable experience as thinkers while building their confidence as future professionals. 1688 They therefore encourage students to take learning risks that will cause them no physical harm. 1689

Educators allow students to try out their ideas even when they know students have not chosen the 1690 best way of achieving their goals. Experiments like these allow students to obtain a deeper 1691

understanding of the skills and abilities they are acquiring. Letting students make mistakes 1692 before engaging them in reflection helps them realize why one method may work better than 1693

another—not only in the immediate situation but in related situations as well. For instance, a 1694 horticulture student trying to optimize seedling growth might use a rich soil mix that promotes 1695 fast germination but produces tall, lanky seedlings; after discussing the situation with her teacher 1696

and considering the scientific rationale for the results she achieved, the student might have a 1697 more thorough understanding of how to amend the soil and produce a better mix in the future. To 1698

extend student knowledge, teachers strive to remove barriers from the learning process and invite 1699 their students to initiate discussions and address issues, even controversial ones. For example, an 1700 advertising instructor may facilitate a debate regarding the appropriateness of marketing 1701

prescription drugs directly to consumers. Importantly, CTE teachers try to make sure their 1702

students feel comfortable expressing themselves in the learning environment so they are neither 1703 afraid of taking risks nor ashamed of making mistakes. 1704

1705

While empowering students to take charge of their education, accomplished CTE 1706 teachers instill the importance of intellectual discipline as well. They push themselves, their 1707

colleagues, and their students to think rigorously and act decisively to improve learning 1708 outcomes. CTE instructors model a strong work ethic in everything they do, from the careful 1709

attention they bring to classroom instruction to the “can do” attitude they take with students and 1710 way they overcome learning challenges. When students are ready, instructors transition from 1711 more to less prescriptive methods of facilitation to help students develop into creative, mature 1712 thinkers, capable of pursuing independent learning. For instance, an instructor in a teacher 1713 preparation program may initially facilitate tutoring sessions with a student, but by the end of the 1714

course may opt to observe the student instead and reflect with her afterwards regarding 1715 instructional methodologies. As students grow and succeed in their work, accomplished CTE 1716

teachers encourage them to assume leadership responsibilities and take greater initiative. 1717 1718

Maintaining a Safe Learning Environment 1719 1720 Accomplished CTE teachers ensure that their learning environments are both physically and 1721 emotionally safe for all students and thus capable of supporting their growth and development. 1722



Instructors approach this responsibility in a deliberate and proactive manner, establishing clear 1723

expectations for classroom activities and interactions, teaching students how to use equipment 1724 and materials safely, and establishing classroom cultures in which students treat each other 1725 respectfully and professionally. Accomplished CTE teachers set high standards of conduct for 1726

their students throughout the learning process. 1727 1728

CTE classrooms, labs, and worksites are often filled with machinery, equipment, and 1729 materials that could be dangerous to students or cause property damage if used improperly. 1730 Safety instruction is thus central to career and technical education programs. Accomplished CTE 1731

teachers not only teach their students the safety protocols necessary to function competently and 1732 safely, but also cultivate their students’ ability to take leadership roles when it comes to 1733 maintaining safety. For example, an instructor might assign students safety monitoring 1734 responsibilities or have students teach their peers refresher lessons on specific safety steps and 1735

processes. Accomplished teachers ensure that students with exceptional needs can also 1736 participate fully and safely in their programs and they work with students and their support teams 1737

to identify the best ways to accommodate students’ needs without placing undue restrictions on 1738 their participation in class activities. For instance, in an event management class, students with 1739

exceptional needs who are acting as servers in a simulation of a fast-paced sports concession 1740 facility may be paired with mentors who help them complete tasks while remaining as neutral as 1741 possible—one student with a cognitive impairment might repeat orders verbally so her mentor 1742

can write them down, while another student with a hearing issue may have his mentor repeat 1743 orders so he can write them down. Alternatively, in an automotive technology course, a teacher 1744

working with a student in a wheelchair may strategize different ways for the student to complete 1745 work tasks based on her upper body strength and position the car lift in various positions so she 1746 can complete different repairs. CTE instructors obtain the learning resources they need and 1747

create meaningful accommodations to provide students with access to the same learning 1748

opportunities as their classmates while safeguarding them from potentially dangerous or 1749 overwhelming situations. 1750 1751

Accomplished CTE teachers understand it is essential to protect students’ emotional 1752 safety as well as their physical safety. Therefore, they take multiple steps to ensure their learning 1753

environments are free from harassment, bullying, intimidation, social aggression, and exclusion. 1754 Instructors work with their students to establish class rules and guidelines for interpersonal 1755

communications and enforce these expectations consistently. They teach and model the 1756 importance of valuing differences and communicating respectfully, designing lessons and 1757 activities that reinforce these principles. For instance, a counseling teacher who has a gifted 1758 student with high verbal acuity but weaker communication skills may allow the student to use 1759 pre-scripted note cards during mock counseling sessions so she can develop therapeutic rapport 1760

among her peer group. Accomplished educators create inclusive learning environments, in which 1761 students with exceptional needs and students from underrepresented groups are accepted 1762

members of the class community, treated fairly and never marginalized. To determine whether 1763 all students feel comfortable, respected, and welcome within the learning environment, teachers 1764 supplement their perceptions and observations with regular one-on-one conversations. They ask 1765 students whether they are facing any challenges and work with them to resolve problems as 1766 necessary so students feel valued as full participants in the learning community. 1767 1768



Utilizing Technology in CTE Programs 1769 1770 Electronic devices and software can automate safety procedures, increase the speed of process-1771 driven applications, store data, and help students research and share ideas. Accomplished CTE 1772

teachers employ technology to support student learning, and they address it as a topic of 1773 instruction. CTE instructors are skilled at integrating technology seamlessly within their learning 1774 environments. 1775 1776

Accomplished CTE instructors use a variety of tools to manage their classrooms and labs 1777

effectively and monitor student growth efficiently. For example, some CTE teachers may upload 1778 manuals to mobile devices so students have immediate access to the safety warnings, operating 1779 procedures, and maintenance information they need; others may use tracking instruments so 1780 students can register their information and check out bar coded equipment in an orderly manner. 1781

Software used to create, administer, and score educational assessments may also allow teachers 1782 to evaluate their students online, refine their instruction based on the analyzed data, and reflect 1783

with students in a timely manner. For instance, a teacher may employ audience response 1784 technology as part of a formative assessment to monitor student understanding during 1785

instruction. Accomplished instructors may involve students in data tracking as well. For 1786 example, in a middle school information technology class, a teacher may have students record 1787 their weekly typing speeds by creating and updating a computerized spreadsheet of the data. 1788

Graphs, charts, and other visual aids used to store and present information related to student 1789 performance support long-term statistical measurement and facilitate conversations with 1790

colleagues, students, and their families. 1791 1792

Sharing information related to program activity allows accomplished CTE teachers to 1793

involve their stakeholders in the educational process in meaningful ways. Instructors understand 1794

how to increase the transparency of data collection and analysis while protecting student privacy 1795 by using aggregated results as appropriate. They utilize technology responsibly to extend 1796 learning communities for the purpose of improving student outcomes. For example, CTE 1797

teachers may employ mobile tracking, real-time document sharing, or video conferencing to 1798 work with documents or spreadsheets during meetings and conferences; they may also set up 1799

notification systems to provide educational partners with fast, reliable communication of 1800 significant events and alerts. The tools available in collaborative networks help teachers remain 1801

connected even if they work in remote locations. Technology facilitates the dissemination of best 1802 practices among all educators, allowing them to promote student needs and interests as 1803 advantageously as possible. 1804

1805 Within the learning environment, accomplished CTE teachers model digital literacy and 1806

creativity for their students, encouraging them to practice and experiment responsibly to improve 1807 their facility with technology. Instructors urge their students to take an inductive rather than a 1808

deductive approach to the selection of appropriate technology, so students base their conclusions 1809 on specific advantages and disadvantages of working with one form of technology over the 1810 other. While doing so, teachers emphasize fundamental aspects of digital citizenship, showing 1811 their students the principles of ethical behavior on the web and the “netiquette” they should 1812 observe when communicating and collaborating online. To accomplish these objectives, teachers 1813 begin by identifying technological resources available to their students. For example, a business, 1814



marketing, and financial services instructor who specializes in e-commerce may facilitate a 1815

project in which students design, construct, and maintain a website using online tools. Or a 1816 theatre teacher may show his students how to age their faces digitally so they have older models 1817 of themselves for the application of “old age” stage make-up. Accomplished teachers guide their 1818

students as needed while allowing them the freedom to explore technology on their own as they 1819 advance their learning through project-based experiences they help design. For instance, a CTE 1820 teacher may have film students investigate lighting and sound solutions to learn the benefits and 1821 drawbacks of different technologies and determine the options they prefer given their set 1822 location, scene, time of day, and weather conditions. Field experience outside the classroom or 1823

lab, online or otherwise, represents an important way of learning about technology. As with all 1824 aspects of their education, CTE instructors support and encourage their students to become 1825 autonomous, independent learners. 1826

1827

Accomplished CTE teachers create stimulating learning environments that challenge 1828 students with compelling projects and give them real world experiences that will prepare them 1829

for postsecondary opportunities and demands. By providing their students with attention, 1830 affirmation, and affection, instructors inspire them to work at their full potential, take 1831

responsibility for their own educations, and develop into lifelong learners. Through rigorous and 1832 relevant instruction, teachers motivate their students further by generating enthusiasm for the 1833 journey to college and career success. Educators foster intellectual curiosity on all fronts so that 1834

students become well-rounded and self-reliant. Implementing organizational structures and 1835 teaching practices that target the needs of individuals while enriching group dynamics and 1836

encouraging teamwork, CTE instructors help their students become mature, self-reflective 1837 learners and versatile, capable professionals. 1838

1839

1840

1841

1842

1843

1844

1845

1846

1847

1848

1849

1850

1851

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1853

Standard VI 1854

Partnerships and Collaborations 1855 1856 Accomplished CTE teachers collaborate with family, education, industry, and community 1857 partners to create challenging real world opportunities and support networks that help students 1858 plan, develop, and achieve their career goals. 1859 1860

Accomplished career and technical education (CTE) teachers work collaboratively with family, 1861 education, and business partners to develop meaningful opportunities for student growth based 1862 on students’ individual needs. Early exposure to a variety of careers allows CTE students to 1863 carefully select training and coursework that best suits their personal and professional goals. 1864 CTE programs provide students with work-based experiences in various professions through 1865

classroom projects, internship positions, job shadowing, and career-related activities sponsored 1866

by student organizations and guided by industry professionals. Accomplished CTE teachers are 1867 invested in engaging stakeholders within the learning environment and throughout the 1868 community in their students’ educations, to help students plan, develop, and achieve their career 1869

goals. 1870 1871

Collaborating with Family Partners 1872 1873 Accomplished CTE teachers know that family members can become their strongest allies in the 1874

education of adolescents and young adults. Teachers value the central and distinctive role that 1875 families play in the lives of students and strive to form strong partnerships with them by 1876

communicating routinely with families. Instructors welcome family members into the CTE 1877

learning environment, encouraging them to participate in activities and contribute to the 1878

education of their children. Accomplished teachers understand that family partners can offer 1879 insightful stories and firsthand knowledge that lend fresh perspective to discussions about 1880 students’ career opportunities while enriching the learning environment. Teachers foster this type 1881

of input on all occasions, clearly signaling through word and deed that families and educators 1882 share a mutual interest in seeing students succeed and should thus work together to prepare 1883

young people for the future. 1884 1885

Welcoming Families to the Learning Environment 1886 1887 To build positive relationships and establish productive rapport, accomplished CTE teachers 1888 initiate regular interaction with families. They convey respect for family partners and nurture a 1889 high level of trust, speaking and listening with equal care so they can relay and receive 1890

information that is meaningful to all parties. For example, a CTE teacher might cofacilitate a 1891 college night in which students, counselors, and partners from higher educational institutions 1892

gather to discuss postsecondary opportunities and admission requirements so students and their 1893 families can understand the many options available. Teachers describe students’ successes and 1894 accomplishments as well as areas requiring improvement for students to achieve their future 1895 goals. Instructors establish high expectations and provide supportive guidance when discussing 1896 students’ professional interests and explaining assessment data related to students’ college and 1897 career readiness skills. At the middle school level, they converse with students and parents about 1898



career exploration based on student interests and aptitudes so they can help students select future 1899

coursework. For example, a middle school CTE teacher and her students may invite parents and 1900 community members to a career and technology student organization (CTSO) exhibition that 1901 showcases how CTSO competitions relate to and support career pathways. At the high school 1902

level, teachers continue this dialogue by informing students and families about specific 1903 postsecondary educational training that would help students achieve their identified college and 1904 career goals. Accomplished teachers maintain open lines of communication with parents and 1905 caregivers throughout their children’s education, encouraging family members to share details 1906 about experiences and events that might affect student performance. These exchanges help 1907

accomplished teachers learn the expectations and aspirations that families have for their children 1908 while suggesting ways teachers might tailor curricula and instruction to address their students’ 1909 personal influences and needs. 1910 1911

When they communicate with families, accomplished CTE teachers invite parental 1912 support for, and involvement in, their children’s education by making sure parents and guardians 1913

understand the many ways they can participate in learning activities. Instructors inform families 1914 about schoolwide and CTE-specific events and work to reduce any barriers to their involvement. 1915

Invested in the importance of dialogues with families, teachers use multiple modes of 1916 communication to reach families based on their technological resources, cultural backgrounds, 1917 and socioeconomic conditions. Teachers encourage parents to take part in classroom discussions 1918

and simulations as well as community events sponsored by CTE programs and career-related 1919 student organizations so parents can witness learning environments in action. They also invite 1920

parents to attend career days and observe job shadowing at the workplace so parents can learn 1921 about professional activities geared toward building postsecondary readiness. Finally, they urge 1922 parents to serve on CTE advisory boards and other school committees so parents can contribute 1923

to curriculum planning and program management. Through these avenues, accomplished CTE 1924

teachers help parents acquire greater knowledge about classroom expectations, program goals, 1925 industry trends, and postsecondary demands. 1926

1927

Extending Student Support Networks 1928 1929

As appropriate and when possible, teachers engage support providers in conversations with 1930 families and students, discussing instructional activities with all parties to ensure that students 1931

receive the full benefit of the relationship among school, family, and support provider. For 1932 example, a CTE instructor may include a vocational rehabilitation case manager in a student-led 1933 conference about the status of her skill development in a course. In this meeting, the student 1934 could advocate for herself and work with a team of providers to select a career training program 1935 after graduation. Working in conjunction with school counselors, teachers help families 1936

understand what CTE programs have to offer their children and how students can make the best 1937 use of postsecondary opportunities. 1938

1939 Accomplished CTE teachers understand that, despite their best efforts, relationships with 1940

families may not always be congenial or effective. When confronted with such difficulties, they 1941 seek common ground to build understanding that best serves their students’ interests. For 1942 example, a teacher may advocate for a student with disabilities who requires long-term medical 1943 care by engaging his reluctant parents in a series of conversations, in the hope of convincing 1944



them that their child should continue pursuing his dreams without delay by working with the 1945

teacher in the family home. Likewise, an instructor with a student who has career interests that 1946 her parents do not approve of may broker family support by telling them how talented and 1947 passionate their child is and how lucrative job prospects could be for someone as skilled as she 1948

is. Throughout discussions like these, CTE instructors project a positive and respectful demeanor 1949 with family members. Knowing that students need effective support systems to achieve their 1950 college and career goals, teachers develop productive working relationships with families and 1951 support providers to help students negotiate family, school, and social demands. 1952 1953

Collaborating with Education and Business Partners 1954 1955 By building substantial networks with education and business partners, accomplished teachers 1956 sustain the educational goals of CTE programs and secure a wide range of postsecondary 1957

opportunities for their students. Instructors pride themselves on their ability to make the best 1958 possible connections for their students based on local resources and industry demands. At the 1959

middle school level, these connections may be forged primarily with colleagues at the high 1960 school level and focus on strengthening vertical alignment. High school teachers expand 1961

collaborative relationships with instructors at institutions of higher education as well as 1962 professional colleagues and business and corporate representatives. Partnerships like these are 1963 integral to CTE program design and implementation because they ensure that curricula remain 1964

well aligned with the demands of postsecondary education and closely tied with the realities of 1965 the workplace. Education and business partners help CTE teachers connect theory with practice 1966

so their students can achieve future goals as efficiently and effectively as possible. 1967 1968

Strengthening Curricula 1969 1970

Accomplished CTE teachers collaborate with instructors in all departments, working at all 1971 educational levels, to strengthen their curricula. They promote the vertical alignment of technical 1972 skills and cross-disciplinary knowledge between grades as well as horizontal alignment within 1973

grades. CTE teachers know that wide gulfs often separate them from teachers in general 1974 education programs and work to build bridges to their colleagues in these instances, removing 1975

barriers to professional interaction whenever and wherever possible, for the benefit of all 1976 students. Working with educators within their schools and districts, CTE middle and high school 1977

teachers ensure that course objectives support the logical progression of students’ career and 1978 technical skill sets as they advance to graduation. (See Postsecondary Readiness.) CTE teachers 1979 also meet with instructors in general education departments to sponsor and sustain cross-1980 curricular activities that encourage the development of students’ interdisciplinary knowledge at 1981 each grade level. In units they teach with other educators and in courses they lead on their own, 1982

CTE teachers embed the instruction of cross-disciplinary skills within work-based projects. For 1983 example, a sewing instructor may team with a social studies instructor to present a unit on civil 1984

rights activism in which students integrate historical theories with geometric principles and 1985 technical skills to select textiles, design patterns, and produce freedom quilts. Using applied 1986 contexts to clarify learning concepts and reinforce their significance, CTE teachers help students 1987 build their interdisciplinary knowledge and improve their academic achievement in all classes. 1988 (See Leadership in the Profession.) 1989 1990



Accomplished CTE teachers help their students achieve smooth transitions to 1991

postsecondary education. They do so at the high school level by securing articulation agreements 1992 with postsecondary programs and institutions, promoting dual enrollment and early college 1993 admission, and advocating certification training. CTE instructors develop partnerships with 1994

postsecondary faculty and staff to ensure that curricular objectives meet postsecondary 1995 requirements and that CTE program goals are thus closely aligned with the demands of higher 1996 education. For instance, a teacher may serve on a committee with college or university officials 1997 to review entrance qualifications and standardized assessments for various programs of study. 1998 CTE instructors inform their students about postsecondary educational opportunities and 1999

encourage students to make good use of them. They raise student awareness in many ways, for 2000 instance, by hosting or attending career fairs, organizing campus visits, inviting guest speakers, 2001 or attending competitions designed to showcase various opportunities in career and technical 2002 education. Accomplished teachers know that the creation of seamless curricula from secondary 2003

to postsecondary institutions requires the careful sequencing of CTE coursework. Further, they 2004 understand that this continuity is critical for students because it positions them for postsecondary 2005

success and shows them the rewards of becoming lifelong learners. 2006 2007

Developing Employment Opportunities 2008 2009 Accomplished CTE teachers network with business partners by maintaining active memberships 2010

in professional and technical organizations and by participating in advisory committees, local 2011 chambers of commerce, and other civic groups. They attend meetings and other functions, 2012

understanding that this type of interaction can help them gain human and financial resources 2013 critical to the success of their programs and their students’ careers, such as on-the-job training 2014 and other avenues for career exploration. Corporate partners and policy makers also share timely 2015

information with CTE instructors about industry standards and economic fluctuations affecting 2016

the job market. This information helps teachers maintain strong connections between CTE 2017 course objectives and real world demands, as well as advocate for their programs and leverage 2018 their resources. For example, a welding instructor may attend a conference to stay abreast of the 2019

industry forecast within her state; after learning about opportunities related to underwater 2020 welding, she could share these findings with her colleagues, collaborate with them to attain 2021

funding, and purchase the equipment needed to offer instruction in this field. The business 2022 alliances that CTE teachers form thus promote the viability of their programs on multiple fronts, 2023

all geared toward improving student outcomes in relation to workplace preparation and hiring 2024 prospects. 2025 2026

While partnerships may vary based on the trends and demands of local industries, 2027 accomplished CTE instructors seek multifaceted alliances to attain a range of real world 2028

experiences for their students, including apprenticeships, internships, and job shadowing as 2029 available. Active immersion in work settings allows students to confront professional issues, 2030

address problems, and put solutions into practice, leading to the type of reflection that empowers 2031 career planning. The chance to experience workplace demands and dynamics firsthand provides 2032 CTE students with excellent preparation for future employment. For example, a family and 2033 consumer science instructor who teaches culinary arts might facilitate an internship at a local 2034 bakery so a student interested in becoming a pastry chef could learn the daily challenges of this 2035 job. Based on what they know about students before, during, and after work-based learning 2036



experiences, CTE teachers understand the efficacy of using these opportunities to guide career 2037

exploration and job placement. They gain information about the value of these experiences in 2038 various ways, such as by speaking with job supervisors, examining student portfolios, or 2039 evaluating surveys submitted by students and their employers. CTE teachers highlight their 2040

students’ success in the community to demonstrate their strengths and skills and show the value 2041 that work-based learning experiences hold for all participants, students and employers alike. 2042 Teachers know that creating this type of awareness in the business community will attract 2043 opportunities for other students in turn and advertise the contributions that CTE students as a 2044 whole can make to the workforce. 2045

2046

Extending CTE Programs into Communities 2047 2048 Meaningful interaction with family, education, and business partners expands the boundaries of 2049

the CTE learning environment. Accomplished teachers are dedicated to providing their students 2050 with useful, practical experiences by extending CTE programs into communities where people 2051

live and work. Instructors thus do more than prepare students for the challenges of postsecondary 2052 education and employment—they encourage students to become active members of their cities 2053

and towns. 2054 2055

For many students, participation in local clubs, community groups, and volunteer or 2056

service organizations may already be an important part of their lives. Accomplished CTE 2057 teachers build on these experiences to nurture their students’ social engagement and strengthen 2058

their commitment to the concept of community. Educators emphasize the rewards associated 2059 with civic involvement, showing students how their contributions can positively affect 2060 themselves, their families, and other members of the community. Through CTE-sponsored 2061

participation in community activities and events, students assume responsibility, take action, and 2062

exercise leadership as they cultivate transferable skills. For instance, an industrial technology 2063 teacher may organize a project so students can work with a local contractor to build homes for 2064 people in need. Similarly, students in a business marketing course may band together to design 2065

posters advertising a local charity event. Whether working as individuals with education and 2066 business partners or as members of a career-related student organization, students develop a vital 2067

sense of initiative. 2068 2069

The contributions that students make to their communities benefit all participants and 2070 develop support for CTE programs. Accomplished CTE teachers empower their students to 2071 assume leadership roles and raise awareness of their programs. For example, members of student 2072 organizations may represent their programs by delivering presentations at local rotary clubs, 2073 chambers of commerce, or career fairs. Accomplished CTE instructors marshal the advantages of 2074

applied instruction showcased in these and other venues to promote their programs and advocate 2075 for resources among parents, alumni, community members, and elected officials. They share 2076

success stories to increase the network of individuals interested in advancing the goals of CTE. 2077 By demonstrating the tangible results of career and technical education to policy makers, 2078 teachers and their students encourage broader participation in CTE programs that foster student 2079 success. 2080

2081

2082



2083

Standard VII 2084

Postsecondary Readiness 2085 2086

Accomplished CTE teachers facilitate career exploration and promote the acquisition of 2087 knowledge and skills so students can make informed career decisions that match their interests 2088 and aptitudes with the needs, expectations, and requirements of industry. 2089 2090

Accomplished career and technical education (CTE) teachers prepare their students for 2091 opportunities beyond middle and high school by helping them acquire knowledge, skills, and 2092 dispositions critical to future success. From the middle to high school levels, teachers support 2093 students as they advance from career exploration to work-based learning experiences focused on 2094 their professional choices. Educators foster their students’ growth and development after 2095

graduation by encouraging them to attend academic degree programs or career-specific 2096

accreditation programs offering certifications, licensures, or diplomas and by assisting students 2097 as they enter the job market. Accomplished CTE instructors help their students define and pursue 2098 postsecondary opportunities that best fulfill their personal needs, interests, and aspirations. 2099

2100

Defining Postsecondary Opportunities 2101 2102 Students have a wide range of educational and professional opportunities available to them after 2103 high school graduation. Accomplished CTE teachers help their students explore these options 2104

carefully, enabling students to make informed decisions while formulating their postsecondary 2105 plans. Teachers have their students complete career interest inventories and review the results 2106

with them so students can match their interests and aptitudes with potential professions. CTE 2107

instructors also coordinate activities such as college visits, career fairs, and workplace field trips 2108

so students can learn more about the types of work done at various business organizations and 2109 educational institutions. Instructors inform their students about industry specifications, having 2110 them research professions to compile information about hiring outlooks, salary ranges, 2111

educational backgrounds needed, and other key factors related to career fields. Importantly, 2112 teachers expand their students’ investigations of career requirements and rewards by providing 2113

them with the benefits of real world experience. They urge students to seek work-based learning 2114 opportunities through internships, job shadowing, apprenticeships, and other experiences 2115

supported in partnership with local colleges, universities, and businesses, all to help students 2116 discover as much as possible about the postsecondary opportunities they could pursue. 2117

2118 Accomplished CTE instructors ensure that their programs are structured to support 2119

students in the formation and achievement of their goals. Teachers know that postsecondary 2120

readiness begins in elementary school and continues through high school, so they collaborate 2121 with stakeholders to coordinate educational planning across grade levels. For example, a CTE 2122

middle school instructor may work with elementary teachers to promote students’ technological 2123 literacy by setting up peer tutoring programs; meanwhile, another CTE middle school teacher 2124 might analyze assessment data to design and coordinate transition programs with high school 2125 teachers; finally, one CTE high school teacher might contact local businesses to identify 2126 workplace readiness skills and confirm that the curricular goals of his program align with 2127 industry needs, while another high school teacher might meet with staff at a postsecondary 2128



institution to establish an articulation agreement. Accomplished teachers at all grade levels 2129

reinforce the vertical alignment of curricula to make sure their students have the means of 2130 transforming postsecondary possibilities into realities. 2131

2132

Pursuing Postsecondary Opportunities 2133 2134 Accomplished CTE teachers know that obtaining information about postsecondary opportunities 2135 and conveying that information to students and their families are integral aspects of their jobs as 2136 educational professionals. CTE instructors conduct ongoing research to maintain a current 2137

understanding of the many paths to postsecondary success. They reflect on their professional 2138 experiences, stay abreast of the latest career and educational trends, and forge collaborative 2139 partnerships with school and career development counselors as well as representatives from 2140 higher education. Teachers review programs of study within their areas of specialty and 2141

reacquaint themselves with university requirements and certification criteria on a regular basis so 2142 they can assist students with individualized course scheduling, help them earn college credits, 2143

and show them how to pursue professional credentials. Teachers also find out about scholarships 2144 and other financial support that will help students gain access to higher education. They share all 2145

this information with students and encourage them to further research postsecondary programs 2146 based on their individual academic and career preparation needs rather than a generic ranking of 2147 institutions. Teachers urge their students to investigate factors such as acceptance, retention, and 2148

job placement rates so students can make knowledgeable choices about educational institutions. 2149 CTE instructors understand that parents are vital stakeholders in this process as well, as they are 2150

in all aspects of their children’s educations, so instructors work with parents to acquaint them 2151 with postsecondary alternatives that may benefit their children. CTE teachers facilitate their 2152 students’ postsecondary planning at any and every turn. 2153

2154

By informing students about available resources and nurturing their sense of self-2155 efficacy, accomplished CTE instructors help them make the best possible use of the tools 2156 available to them. Teachers provide their students with the chance to develop self-awareness and 2157

personal confidence based on their unique skills, abilities, and talents. For example, a CTE 2158 teacher may invite students to participate in career and technical student organizations (CTSOs) 2159

or conduct service projects so students can explore their interests and build employability skills. 2160 Instructors ask students to reflect on their experience in order to articulate their ambitions, 2161

establish personal goals, and design their own plans for achieving future success. CTE teachers 2162 mentor their students to help them face the challenges and earn the rewards awaiting them in the 2163 postsecondary world. For instance, an educator may not only inform students about financial aid 2164 options, but also assist them with applications so students can learn how to obtain the resources 2165 they need to realize their dreams. Similarly, another instructor may review his students’ 2166

professional portfolios so they can understand how to make themselves more attractive to 2167 potential employers. Accomplished teachers support their students by encouraging them to take 2168

ownership of their postsecondary planning and inspiring them to become autonomous decision 2169 makers. 2170 2171 Accomplished CTE teachers are invested in improving the employability of their 2172 students, whether they seek work-based learning opportunities during high school, seek 2173 employment immediately after graduation, or plan to enter the job market during or after a 2174



postsecondary program. Teachers help students attain the skills they need for employment during 2175

and after high school or college. In all instances, they know that industry professionals expect 2176 applicants to be college- and career ready—to possess content-related skills like literacy and 2177 numeracy as well as employability skills such as creativity and critical thinking. CTE instructors 2178

help their students develop a comprehensive knowledge base that includes industry-specific and 2179 cross-disciplinary skills, as well as transferable ones. (See Knowledge of Content.) 2180 2181 To make sure their students remain as competitive as possible in a fast-paced global 2182 marketplace, accomplished CTE teachers foster the growth of positive and productive attitudes 2183

toward working in diverse settings, collaborating with others, communicating clearly, remaining 2184 flexible, dealing with pressure, learning from criticism, and maintaining a strong work ethic. 2185 Instructors emphasize the importance of having students become agile professionals and 2186 entrepreneurs, capable of marketing their skills based on the changing needs of industry. 2187

Teachers have their students practice strategies and techniques that will help them function 2188 efficiently and effectively in the workplace, such as scheduling, organization, and multitasking, 2189

as well as time and stress management. CTE teachers also familiarize their students with 2190 workplace etiquette. They show students the importance of professional conduct, maintaining 2191

personal grooming and appropriate dress, observing attendance rules, and meeting workplace 2192 requirements related to labor and industry regulations. CTE teachers underscore the importance 2193 of behaving in a professionally ethical manner characterized by the demonstration of honesty, 2194

loyalty, integrity, accountability, and respect. Notably, accomplished teachers stress the 2195 significance of all these qualities and characteristics in context, as students practice their 2196

technical skills in work-based projects. Teachers establish a culture of teamwork, evaluating the 2197 effectiveness of group interactions and the quality of group dynamics with the aim of ensuring 2198 that students work cooperatively and productively. For example, a floral design instructor may 2199

have students create arrangements for a mock wedding and assume different roles for the 2200

ceremony; after the event, students could use team rubrics to evaluate every student’s 2201 contribution during the project, focusing on the demonstration of employability skills. Providing 2202 students with real-world projects helps them synthesize the workplace readiness skills they need 2203

to become employable and competitive within industry. 2204 2205

Accomplished CTE teachers promote the employability of their students with an eye 2206 toward their overall well-being. While they advise students during the employment process as 2207

they write resumes and cover letters, acquire recommendations, and interview for jobs, teachers 2208 also speak with students about the larger challenges of assuming adult roles. They engage 2209 students in conversations about making positive life choices, balancing personal and professional 2210 obligations, resolving conflicts, and gaining financial literacy. Educators also help students 2211 revisit their career goals based on their developing interests to ensure that students position 2212

themselves for success within their professional careers and personal lives. In all aspects of 2213 postsecondary preparation, accomplished CTE teachers commit themselves to addressing the 2214

“whole student,” to providing students with the knowledge, skills, and ability needed to thrive 2215 throughout their lives. 2216

2217

2218

2219



Standard VIII 2220

Program Design and Management 2221 2222

Accomplished CTE teachers design and market quality programs aligned with industry demands. 2223

They manage materials and resources to enrich their programs and sustain meaningful 2224 educational experiences for their students. 2225

2226 Accomplished career and technical education (CTE) teachers are leaders who take an active role 2227 in the design and management of their programs. They vary their approach based on the unique 2228

qualities and characteristics of their CTE programs, similar to the way they differentiate their 2229 instruction based on the needs and interests of their students. Importantly, accomplished CTE 2230 teachers function as program managers regardless of their grade level, regional location, student 2231 demographic, or professional area of expertise. No matter the school setting, all CTE teachers 2232

engage in some form of curricular design, data assessment, and program advocacy. They seek 2233 opportunities to become involved in course and program design or curricular mapping at the 2234

school, district, state, or national level, working through professional associations, career and 2235 technical students organizations (CTSOs), or other educational networks to sustain the efficacy 2236

of their programs and promote the educational goals of their students. 2237 2238

Program Design 2239 2240 Accomplished CTE teachers ensure they are integrally involved in the development and 2241

improvement of their programs. The design process in which they participate is a multifaceted 2242 operation. Teachers begin by assessing stakeholder needs to validate the creation and refinement 2243 of their programs. They speak with school administrators and advisory committees while 2244

evaluating their districts’ educational missions and standards; they collaborate with 2245

representatives from postsecondary institutions while reviewing cooperative alliances and dual 2246 credit or articulation agreements; they confer with community and business leaders while 2247 reviewing labor demand and supply data that affect the local job market; and they consult parents 2248

and students while considering their students’ postsecondary needs and interests. Accomplished 2249 teachers use stakeholder findings to determine how a program should be designed or modified to 2250

achieve educational outcomes and provide technical training currently in demand; during this 2251 stage, they may also determine, along with other educators, that a program is no longer viable. 2252

For those programs still active, teachers proceed by employing backward design to specify data 2253 assessment methods, which leads them to curricular mapping and material and resource selection 2254 for the newly designed or reconceived program. Sometimes, during this process, CTE instructors 2255 may experience challenges, such as concerns about program funding, student interest, or lack of 2256 administrative support. At these times, accomplished teachers persevere by adopting constructive 2257

strategies to overcome challenges. For instance, they may secure grant funds to cover budgeting 2258 shortfalls, initiate recruitment plans to generate student participation, or facilitate meetings with 2259

community and business partners and school officials to establish arrangements that are 2260 beneficial for all parties. CTE teachers work collaboratively and cooperatively to implement 2261 solutions that will support the livelihood of their programs. 2262 2263

To safeguard the continuation of CTE programs, accomplished teachers develop or 2264 contribute to strategic plans that sustain program quality through targeted curricular 2265



modifications. For instance, an educator might use a new instructional resource, or a school 2266

district might adopt a new textbook, to ensure that teaching objectives remain current and 2267 relevant. Technology that supports instruction, or constitutes a topic of instruction in itself, is 2268 constantly evolving; accomplished CTE teachers evaluate these changes in an ongoing manner, 2269

determine how they may best use new technology in the learning environment, and employ 2270 systematic methods for assessing the value of the technology. For example, before purchasing 2271 virtual business software for a marketing program, an instructor might run a pilot test of various 2272 software packages for a semester to evaluate their usability and effectiveness first. Accomplished 2273 teachers research their options fully to ensure that any changes they make to their programs are 2274

well chosen. 2275 2276 Deeply invested in the success of their programs, accomplished CTE teachers are 2277

proactive, creating evaluation plans that generate the type of robust data needed to identify 2278

changes that will improve curricular design. Effective plans use multiple methods of 2279 investigation to measure a range of stakeholder expectations and outcomes that can shed light on 2280

unique aspects of program performance. For example, one CTE teacher involved in a program 2281 evaluation might interview former students to assess potential areas of curricular strength or 2282

weakness, another teacher may survey employers to determine whether the interns from her 2283 program are demonstrating effective workplace readiness skills, while a third teacher might 2284 study student performance on end-of-course exams to conduct a gap analysis and identify 2285

potential deficiencies in curricula. Evaluation plans characterize and compare stakeholder 2286 expectations and outcomes, making it possible to analyze factors that affect the satisfaction of 2287

local, state, and federal standards and the successful achievement of learning goals. 2288 2289

Program Management 2290 2291

Accomplished CTE teachers contribute to the ongoing management of their programs in various 2292 ways. They monitor and maintain student data related to enrollment, placement, retention, and 2293 certification to demonstrate successful program outcomes. They inventory and maintain 2294

resources such as classroom equipment, materials, or financial funds to protect program 2295 investments. Instructors also facilitate cocurricular CTE-related student organizations to motivate 2296

students and extend the impact of CTE learning environments. Finally, teachers evaluate the 2297 vertical alignment between middle and high school programs and between secondary and 2298

postsecondary programs to preserve articulation agreements held by their schools vis-à-vis dual 2299 enrollment, dual credit, or postsecondary credit. So, for instance, an instructor who teaches law 2300 and public safety might invite a professor from a local criminal justice program onto her 2301 advisory board to promote curricular alignment, to provide her students with the chance to 2302 matriculate seamlessly into a postsecondary course of study, and possibly even to champion an 2303

opportunity for students to earn college credits. The vigilant management of CTE learning 2304 environments ensures that programs remain productive and useful for students. 2305

2306 The information that accomplished CTE teachers gather and examine during management 2307

activities supports their advocacy for students and programs. Instructors collect data to 2308 demonstrate how CTE programs help schools and districts fulfill their educational goals. For 2309 example, a teacher might use pre- and posttesting to identify how the applied mathematical and 2310 technical reading components of his program contribute to district objectives for improving 2311



numeracy and literacy. Similarly, a teacher might measure program outputs—the number of 2312

students who completed the sequence of courses in her program, the number who pursued 2313 postsecondary education, or the number who obtained employment in their field—to demonstrate 2314 the educational value of her program. Coupled with evidence collected through student and 2315

employer surveys or interviews, this information could be disseminated to administrators and 2316 school board members or as part of the program’s marketing materials for potential students and 2317 their parents. Accomplished teachers use data strategically to promote their programs and gain 2318 stakeholder support. 2319

2320

By forming collaborative relationships and building professional networks, accomplished 2321 CTE teachers develop sustainability plans that enrich their programs. They seek supplemental 2322 funding from private or public sources at the local, state, or federal level so they can subsidize 2323 CTE classes and expand course offerings when possible. Teachers also form active alliances with 2324

companies and businesses to increase their programs’ appeal and invite the participation of 2325 students, parents, and community members. For example, a family and consumer science 2326

instructor who teaches apparel production may partner with a local theater to have her students 2327 assist with costume construction so they can gain hands-on experience while the program enjoys 2328

beneficial exposure. Instructors market their classes to students so they can raise program 2329 awareness and promote broader participation in CTE programs. They may also increase student 2330 diversity and address equity issues by recruiting students who have traditionally been 2331

underrepresented in specific career pathways. Accomplished CTE teachers integrate program 2332 management and advocacy to develop multivalent strategies that make their programs more 2333

expansive and rewarding for all stakeholders. 2334 2335 Because career and technical education serves many interests, effective program design is 2336

critical. Programs must be aligned with postsecondary educational requirements and workplace 2337

demands so students can make informed decisions and prepare themselves for future challenges. 2338 Communicating the value of CTE programs to stakeholders across educational and professional 2339 communities promotes widespread understanding of the many ways career and technical 2340

education prepares students for successful lives. By demonstrating how applied instruction 2341 enhances cross-disciplinary knowledge, builds technical understanding, and develops 2342

employability skills, teachers show themselves, their colleagues, and the education profession at 2343 large what a significant contribution CTE makes to student learning. Information on the number 2344

of students who enter postsecondary education programs and gain employment in various 2345 industries reinforces just how profound the impact of that contribution is. Effective program 2346 design supports the development of productive programs, while strategic program management 2347 ensures that CTE learning environments foster student success for years to come. 2348

2349

2350

2351

2352

2353

2354



Standard IX 2355

Reflective Practice 2356 2357

Accomplished CTE teachers reflect analytically throughout the instructional process based on 2358

their understanding of students and evaluation of the learning environment. They use 2359 multifaceted feedback to increase the efficacy of their teaching and strengthen its impact on 2360 student achievement. Continuous and deliberate reflection allows educators to model the 2361 significance of lifelong learning. 2362 2363

The act of reflection may assume different forms based on the unique characteristics and 2364 outlooks of teachers as individuals, but for accomplished career and technical (CTE) instructors 2365 it is always characterized by a fundamental reliance on higher order thinking skills. Analysis, 2366 evaluation, and synthesis form the cornerstones of reflective thought. Accomplished teachers 2367

analyze every aspect of their learning environments, from the students and stakeholders who 2368 interact within work spaces to the outcomes they achieve. Instructors evaluate the meaning of 2369

words, deeds, and expressions, sensitive to fluctuations in the learning dynamic within their 2370 classrooms. They continually synthesize all these elements, considering the significance of 2371

interactions between classroom participants so they can understand the crucial relationship 2372 between instructional objectives and learning outcomes. Accomplished CTE teachers ask 2373 themselves which strategies work well in a given situation, how they might be improved, and 2374

when they might prove useful again in the future. They ask these questions in the moment, as 2375 they teach and students learn, so they can modify their instructional approach as needed. They 2376

ask these questions in retrospect as well, after they have left the classroom, when they further 2377 develop their thoughts in quiet contemplation. Accomplished CTE teachers reflect on all aspects 2378 of their practice at all times. 2379

2380

Accomplished CTE teachers reflect analytically throughout the instructional process, 2381 while planning lessons and projects, evaluating the effectiveness of their strategies and 2382 techniques, and assessing the nature of student understanding. Reflection takes place before, 2383

during, and after working with students in the learning environment, defining every aspect of 2384 accomplished teaching and professionalism. It is an ongoing habit of mind, cyclical in nature; 2385

inspired by careful observation, reflection influences CTE instructors and affects their practice. 2386 Accomplished educators think about the context of teaching as well as the many factors that can 2387

influence learning, for instance, by considering how the scope and sequence of a curricular unit, 2388 the hour of instruction, or individual personality traits may affect student understanding. 2389 Educators contemplate their teaching skills, examining their interactions in the learning 2390 environment and studying feedback from stakeholders to hone their instructional approaches. 2391 They understand that reflection is a multifaceted pursuit. Instructors use it to improve student 2392

outcomes, strengthen the efficacy of their teaching, and foster lifelong learning. They model the 2393 benefits of reflection for other members of the learning environment, from students to colleagues 2394

and other educational partners. As a result of their reflective practice, accomplished teachers 2395 avoid impulsive decision making and promote careful reasoning. They deliver responsive, 2396 insightful instruction that not only inspires their students, but also contributes to their 2397 development as professionals. 2398 2399

Analyzing Instruction 2400



2401

Accomplished CTE teachers consistently engage in reflection as they design projects and units of 2402 study. They analyze various factors that can influence classroom activities, taking into 2403 consideration their students’ knowledge bases, learning styles, and diverse attributes when 2404

deciding how to implement instruction. For instance, to meet the needs of visual, auditory, and 2405 kinesthetic learners, a CTE teacher might have students learn about their chosen professions by 2406 interviewing industry professionals, conducting research, or participating in job shadowing. The 2407 careful analysis of their students’ qualities and characteristics helps to inform the content that 2408 accomplished educators address on a daily and weekly basis as well as the methods they adopt to 2409

scaffold learning. Guided by their students’ unique needs and personal experiences, 2410 accomplished teachers choose materials and structure activities to cover course objectives in a 2411 way that maximizes student engagement while satisfying curricular requirements. For example, a 2412 CTE teacher with students from predominantly non-English-speaking communities might obtain 2413

trade manuals written at different reading levels so all students can focus on the acquisition of 2414 technical skills and knowledge regardless of language proficiency. Similarly, an automotive 2415

technology teacher with a student who uses a wheelchair may modify the physical layout of the 2416 garage based on universal design principles that promote accessibility to ensure that her student 2417

can participate actively with everyone else in the class. Reflection helps teachers meet students’ 2418 individual needs while advancing the learning of all students. 2419 2420

Knowing that the social and emotional development of students directly affects their 2421 success in the classroom, accomplished CTE instructors reflect on how they can support their 2422

students’ growth in these areas. Teachers remain attentive to their students’ socioeconomic status 2423 as well as their cultural backgrounds to achieve this end. Educators take their students’ personal 2424 resources into account as they plan learning activities. For example, a teacher with students who 2425

have restricted access to technology may build in class time at her school’s media center, provide 2426

her students with printed materials, or give her students information about a computer lab they 2427 can use at the public library to complete project tasks. Accomplished teachers organize their 2428 instructional activities to encourage student participation and avoid obstacles that might impede 2429

learning. They promote inclusive and nurturing learning environments based on their students’ 2430 individual needs. For instance, a family and consumer science instructor who teaches apparel 2431

design in a Native American community may allow her students to work on traditional dress in 2432 lieu of another clothing article so students can construct the garments they need for cultural 2433

activities while completing their class assignment and saving money at home. Sensitivity to their 2434 students’ cultural values and social conditions allows accomplished teachers to build their 2435 students’ self-esteem while supporting instructional goals. 2436

2437 The thoughtful reflection that accomplished CTE teachers undertake before entering the 2438

learning environment continues during instruction. As they teach, educators judge how well 2439 students engage with the material, why certain strategies may work better than others, where 2440

more attention or different techniques may be needed, and what must take place during the next 2441 session to advance student learning. For example, a lodging and tourism instructor using 2442 reservation software to teach booking methods that maximize hotel profits may realize, based on 2443 students’ questions, that students are finding the content confusing. As a result, the teacher may 2444 decide to facilitate whole group discussion on the spot to scaffold the lesson. Educators also 2445 consider how they may customize instruction to meet unique student needs within their 2446



classrooms. For instance, a teacher with gifted students who require enrichment may create 2447

challenges by having the students conduct peer reviews, work on advanced assignments, or 2448 pursue independent study. Teachers take advantage of every opportunity to optimize learning 2449 while they are in the learning environment. 2450

2451 After instruction, CTE teachers further analyze the dynamics of the learning environment 2452

so they can determine how best to move forward, from day to day, term to term, and year to year. 2453 For instance, a teacher may take anecdotal notes about a unit of study to assess the effectiveness 2454 of instructional strategies for a current group of students and use this information to make 2455

decisions about lesson delivery for a future group. Instructors also evaluate their assessment 2456 strategies to ensure they acquire meaningful and reliable measures of student growth. For 2457 example, a teacher who determines that his unit is effective based on student performance may 2458 consider how he can further enhance the unit and improve the measurement of student 2459

achievement by incorporating more technology into his instruction. Accomplished instructors 2460 continuously reflect on how they can fine-tune their teaching practices to improve student 2461

outcomes. 2462 2463

Accomplished CTE teachers extend their reflection about the learning environment by 2464 also considering the impact that program management has on the instructional process. Teachers 2465 analyze enrollment trends and retention patterns to evaluate student interest and engagement, and 2466

they adjust their recruitment strategies as needed. They gauge the nature of cocurricular 2467 activities, some of which may include career and technical student organization (CTSO) 2468

activities, so they can assess program efficacy and the availability of postsecondary positions. 2469 Instructors also consider the ongoing effectiveness of their advisory boards to see if student 2470 needs are being met. They develop rubrics with board members to evaluate total program 2471

performance and ensure that learning environments are benefitting adequately from stakeholder 2472

expertise. Working with board members, teachers collect statistical information related to factors 2473 such as cocurricular activity, work-based learning opportunities, and postsecondary placement. 2474 Accomplished instructors reflect on the program and classroom level to provide the resources 2475

and support their students need to achieve their occupational goals. 2476 2477

Pursuing Professional Growth 2478 2479

While accomplished CTE teachers reflect productively based on their own observations, they 2480 also solicit and welcome feedback from other stakeholders. Instructors know that students, 2481 parents, colleagues, and industry partners all have unique perspectives and thus offer different 2482 insights on activities in the learning environment. Educators value these viewpoints and use them 2483 to improve their teaching methods and to verify that students receive rigorous instruction of 2484

relevant content. 2485 2486

Accomplished CTE teachers begin by engaging students and their parents as active 2487 partners in the educational process. They use formative and summative assessments such as 2488 student surveys, exit slips, journals, and competency exams to determine which teaching 2489 practices students find effective and which ones ineffective. Mature educators monitor nonverbal 2490 cues as well. During instruction, they evaluate signs such as body language and facial expression 2491 to gauge student understanding. To increase the usefulness of this feedback, teachers ask their 2492



students timely questions about what affected their comprehension of the subject matter and how 2493

they think teachers might improve instruction. CTE instructors speak with families about the 2494 learning environment as well, maintaining regular contact and exchanging information through 2495 newsletters, surveys, and other means of communication. Teachers honor the knowledge that 2496

parents have of their children, converse with them to learn more about students, and react to this 2497 feedback by formulating strategic, measured responses in the classroom that meet students’ 2498 instructional needs and foster their success. 2499

2500 Colleagues, including instructors, administrators, and other members of professional 2501

learning communities contribute significantly to the growth of accomplished CTE teachers. 2502 Classroom walkthroughs, evaluation notes, and other forms of collaboration with educational 2503 partners can guide teacher reflection and help improve their instructional practice. For example, 2504 a JROTC instructor might consult a physical education teacher about physical training to find out 2505

how she could improve a lesson plan and strengthen interdisciplinary integration within her 2506 program. The teachers in a professional learning community may review and help revise each 2507

others’ lessons to ensure they align with student needs and learning objectives; these teachers 2508 may also reconvene to discuss lesson outcomes and tune future lessons. Accomplished teachers 2509

are willing to host and participate in activities such as peer observations and instructional rounds 2510 to glean best practices and engage in meaningful feedback that supports a culture of teaching 2511 excellence. For accomplished instructors, a network of respected colleagues who meet to have 2512

structured conversations about students and their learning can become a powerful catalyst for 2513 reflection. 2514

2515 Accomplished CTE teachers work with business professionals as well to sharpen their 2516

technical skills and remain current with relevant technologies, standards, and industry trends. For 2517

example, a health services teacher who recognizes that changes to a health care system require 2518

the implementation of electronic records may speak with a medical office manager to consider 2519 how these changes should affect curricular plans and classroom equipment. Accomplished CTE 2520 teachers know they must continue developing their technical knowledge as well as their 2521

instructional skills to support the future success of their students in the evolving world of work. 2522 They analyze their strengths and weaknesses using stakeholder feedback and assessment data to 2523

identify areas requiring growth and target opportunities for professional development. 2524 Accomplished educators understand that reflection is not a finite process but instead represents 2525

an open-ended pursuit of deliberate consideration and dedicated improvement. 2526 2527

Promoting Lifelong Learning 2528 2529 As lifelong learners, accomplished CTE teachers know that reflection helps them address 2530

changing educational needs. It takes place continuously, over the course of a day, a unit, a term, 2531 and a career. CTE instructors are vigilant about maintaining professional rigor and agility in their 2532

approach, examining and strengthening their technical skills and teaching practices to improve 2533 student outcomes. They nurture a similar sense of purpose in their students as well, helping them 2534 understand the need to consider new ideas, advance their knowledge, and mature as learners 2535 through sustained reflection. 2536 2537



Accomplished CTE teachers build opportunities for student reflection into their curricular 2538

plans through peer activities and intrapersonal exercises. Instructors know that giving students 2539 feedback on task performance and analyzing assessment data with them can help students 2540 identify their strengths and weaknesses. Students can form a better understanding of their 2541

learning styles, realize what works best for them, and reach useful insights about their 2542 educational development. Teachers relay this type of feedback in visual, written, or oral formats. 2543 For example, a sign language instructor may record students translating a speech so they can 2544 analyze their posture, demeanor, hand gestures, and other nonverbal cues and evaluate how well 2545 they communicate with their intended audience. Similarly, a video production teacher may 2546

observe his students and give them oral feedback to help them resolve problems transitioning 2547 between cameras due to misunderstanding of the process or difficulties following teacher 2548 prompts. Importantly, teachers provide students with structured feedback and model its 2549 evaluation to ensure that students learn how to reflect productively. 2550

2551 Accomplished CTE teachers make good use of any opportunity to reflect purposefully 2552

with their students. So, for instance, a team of junior apprentice HVAC students who encounter a 2553 hostile customer may speak with their supervising teacher after a service call to consider how 2554

changes in their actions and behavior could promote a more cooperative dynamic and optimal 2555 outcome in the future. Or an instructor may use examples of inappropriate or unproductive 2556 student behavior, such as verbal insults or an unwillingness to collaborate, as teachable moments 2557

to emphasize the significance of a positive outlook or attitude that students may have initially 2558 dismissed. CTE instructors help their students understand the far-ranging benefits of reflection to 2559

discourage habits that impede their academic progress and to support the advancement of their 2560 career goals. 2561 2562

Accomplished CTE teachers embrace a holistic view of lifelong reflection. They engage 2563

in timely pre- and postinstructional analysis aimed at advancing student knowledge by 2564 responding to the factors that drive student learning. Instructors view their reflections through a 2565 variety of lenses that encompass the feedback of students, parents, colleagues, and other 2566

stakeholders. Through reflection, accomplished teachers conscientiously pursue professional 2567 growth. Through their actions in the learning environment, they convey the importance of 2568

continuous improvement to everyone with whom they interact and thereby promote the value of 2569 lifelong learning to their students. 2570

2571

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2573

2574

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2577

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2579

Standard X 2580

Responding to Diversity 2581 2582 Accomplished CTE teachers create learning environments characterized by fairness, equity, and 2583 a respect for diversity. They use inclusive teaching practices and advocate to ensure that all 2584 students receive a quality career and technical education. 2585 2586

Like workplaces in the world at large, career and technical education (CTE) classrooms and labs 2587 are diverse. Accomplished CTE teachers embrace the diversity of their learning environments 2588 and educational communities, recognizing the ways in which we are the same and different 2589 based on factors such as learning styles, gender, sexual orientation, race, ethnicity, age, national 2590 origin, socioeconomic status, culture, and religion. Teachers acknowledge that individuals come 2591

to their programs with a wide range of political, philosophical, and ideological beliefs and 2592

affiliations. They recognize the broad array of ability levels and background knowledge that 2593 students bring to their courses and they engage groups of students to work together and achieve 2594 common goals in this context. Accomplished teachers not only accept and support the diversity 2595

in their classrooms—they capitalize on it to enrich and extend their students’ learning 2596 opportunities. 2597

2598 The advantages of working successfully with people who have different perspectives and 2599

talents are immense. Accomplished CTE teachers understand the importance of this view and 2600

communicate it to students through their words, actions, and attitudes. Instructors strive to ensure 2601 that everyone is treated fairly and respectfully in their classrooms and labs, regardless of 2602

individual qualities, characteristics, or distinctions. They support the expression of different ideas 2603

and incorporate contributions from all students during the planning, management, and 2604

completion of work-based projects. Accomplished teachers are deliberate about instructional 2605 inclusivity, meeting each student where she or he stands, developing their practices to help each 2606 student move forward, and consistently setting high expectations for everyone to share. 2607

Instructors continually monitor their learning environments to make sure all students have access 2608 to a quality career and technical education and work with students so that they leave CTE 2609

programs with a thorough grasp of the behaviors and beliefs likely to bring them satisfaction and 2610 success in the world of work. CTE teachers are proactive, dedicated to advancing awareness of 2611

and engagement with diversity to create quality educational experiences in programs that 2612 welcome and include all students. 2613 2614

Accomplished CTE teachers understand that creating open and inviting learning 2615 environments free from harassment or bullying is essential to promoting full access to, and 2616

retention in, career and technical education. To make sure all students feel valued, respected, and 2617 supported in their classrooms and labs, educators create emotionally safe environments in which 2618

students are comfortable interacting in every context, whether with their peers or teachers. 2619 Instructors achieve this goal by modeling respectful communication, establishing clear 2620 expectations and ground rules, and educating students about what does and does not constitute 2621 appropriate or acceptable behavior in the learning environment. During course orientations, CTE 2622 teachers clearly outline expectations for successful communication while actively engaging 2623 students in formulating classroom guidelines linked to workplace practices. 2624



2625

By showing respect for all individuals, valuing their input, and insisting that students 2626 treat each other with fairness and dignity, accomplished CTE teachers model and promote the 2627 behavior necessary for citizenship in a multicultural society and success in a globally 2628

competitive and increasingly transnational workplace. Teachers know that the attitudes they 2629 manifest as they work with students, families, colleagues, community members, and all other 2630 stakeholders provide powerful exemplars for their students; therefore, accomplished teachers 2631 conscientiously demonstrate the kind of behavior they expect to see in their students. Instructors 2632 engage students in conversations about their attitudes and demeanor as well to reinforce the 2633

importance of demonstrating consideration for others and to show students the benefits of 2634 considering various viewpoints and insights. Accomplished teachers know that for some of their 2635 students, being aware of and responding appropriately to diverse people and points of view may 2636 be a new experience. CTE instructors are careful to help these students understand the rationale 2637

for professional and ethical behavior. Teachers understand that some students may harbor beliefs 2638 and biases that are at odds with the attitudes they, as role models and mentors, are working to 2639

develop. Accomplished teachers respond directly to such challenges, emphasizing the value and 2640 significance of fairness, equality, and respect in learning environments, communities, and the 2641

workplace. Strategies may include one-on-one conversations with students, facilitated class 2642 discussions, or learning activities designed to enhance student awareness and understanding. For 2643 instance, a business law teacher with students who continually disagree as they prepare for a 2644

mock trial might have the students exchange roles as attorneys, judges, and witnesses so they can 2645 appreciate the challenges and biases their peers face and perhaps modify their behavior and 2646

resolve their conflicts going forward. Accomplished teachers draw on a range of possible 2647 intervention strategies to address student bias. 2648 2649

Accomplished CTE teachers know that they themselves also come to the learning 2650

environment with opinions and biases based on their own experiences. These views can relate to 2651 any aspect of diversity, from sexual orientation to personal appearance, but accomplished 2652 teachers acknowledge their values and beliefs, develop a deeper sense of self-awareness, and 2653

strive to ensure that their personal views do not adversely affect student learning. For example, 2654 the older brother of a current student may have been highly gifted in aptitude and effort, but an 2655

accomplished teacher would not burden the younger brother with unmerited expectations based 2656 on this familial connection. To avoid prejudice, CTE instructors take the time to assess the 2657

academic potential of each student individually. They may have strong intellectual opinions 2658 about the direction in which a project or lesson should proceed but will provide instruction 2659 guided by students needs rather than preconceived ideas. So, for instance, an instructor who 2660 typically works with students from an advanced mathematics course on design competitions 2661 would support the participation of interested students from a lower level class. Accomplished 2662

teachers make pedagogical decisions with an open mind, reaching conclusions based on facts and 2663 valid data. 2664

2665



To support the implementation of equitable and inclusive teaching practices, 2666

accomplished CTE teachers regularly review their instructional materials for bias as well. They 2667 work to ensure that teaching materials do not perpetuate racial, ethnic, cultural, socioeconomic, 2668 or gender stereotypes and confirm that the materials are accessible to and inclusive of all their 2669

students. For example, a natural resources teacher who recognizes that a textbook does not 2670 present enough examples of women working in the field may supplement the curriculum with 2671 lessons targeting women’s significant professional contributions. Similarly, a family and 2672 consumer science instructor who teaches culinary arts may encourage student input while 2673 planning labs so students can learn about the cultural and ethnic backgrounds of their classmates 2674

through their native cuisine. When developing lesson plans, accomplished CTE teachers consider 2675 how they can make instruction as responsive to the needs and interests of their students as 2676 possible. They take into account the composition of students within their learning environments 2677 so they can design lessons that address diversity in strong and meaningful ways. For instance, a 2678

public administration instructor who teaches in a classroom with a large number of Hispanic 2679 students might supplement a text by U.S. Supreme Court justice Thurgood Marshall with a 2680

speech by César Chavez to begin adding more voices to a discussion of civil rights. Techniques 2681 like this help accomplished educators increase the positive impact of their teaching on students. 2682

2683 Accomplished CTE teachers regularly expose their students to people, cultures, and 2684 situations that might be new to them and help students develop comfort and ease interacting with 2685

individuals in these settings. Teachers utilize a number of strategies to meet this objective, such 2686 as including role models from diverse groups when inviting guest speakers and instructors to 2687

their classrooms. So, for example, an automotive technology teacher might intentionally bring in 2688 a female auto technician to lead a unit on the maintenance of hybrid cars. CTE instructors 2689 provide their students with the opportunities they require as individuals to strengthen their 2690

interpersonal skills, develop communication techniques, and build confidence collaborating with 2691

various people in the workplace. Teachers deliberately change student groupings as well so 2692 students experience the full diversity of skills, beliefs, aptitudes, and attitudes inherent within 2693 classrooms and labs. Instructors pay close attention to how interactions change when students 2694

work with each other and may have groups confront workplace problems during role-playing 2695 exercises, or in the midst of project work, so students can learn conflict resolution skills. 2696

Accomplished teachers know that students who work collaboratively stand a far greater chance 2697 of succeeding in the global marketplace and they have students practice the skills they need to 2698

work on diverse teams. In all these ways, CTE teachers help their students distinguish between 2699 attitudes and behaviors likely to engender disruption or dissent in the workplace and those likely 2700 to bring success and satisfaction. 2701 2702

Accomplished CTE teachers not only show their students the professional benefits of 2703

working on teams with different groups of people, but also instruct their students in the social 2704 imperative of respecting workplace diversity. Teachers help students understand the laws and 2705

policies that protect individuals from discrimination, harassment, and bullying. CTE instructors 2706 are aware that some students may misunderstand or have strong feelings about such regulations 2707 and that others may already have direct experience in these areas. In these instances, teachers 2708 help students expand their knowledge base and make informed decisions by sharing additional 2709 information as appropriate. For example, a CTE teacher may highlight issues related to 2710 harassment and bullying covered in the media and explain school and classroom policies in light 2711



of these realities. Accomplished CTE instructors provide their students with opportunities to 2712

discuss the ways that laws, policies, and societal expectations related to diversity may affect their 2713 lives. 2714 2715

The use of equitable and inclusive teaching practices allows accomplished CTE 2716 instructors to address diversity in a straightforward and constructive manner that benefits 2717 everyone in the learning environment. When students understand the challenges and rewards that 2718 diversity brings, they feel comfortable and confident contributing to the educational experience 2719 they share with others. Building an awareness of diversity issues allows students to function 2720

better in the workplace and helps them develop emotional intelligence that will enrich their 2721 personal lives as well. 2722

2723

cte standards for public comment march 2014

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