NCLA Podcast

In this episode, we are joined by Dr. Christopher Bonn to discuss the role of Career and Technical Education in getting failing schools out of trouble. Dr. Bonn is a highly accomplished educator and leader with over 32 years of experience in various roles, including as an educator, athletic coach, culinary arts teacher, special education teacher, principal, university faculty, mentor, and superintendent. He is the President and CEO of Bonfire Leadership Solutions, a renowned authority, and speaker on transforming failing schools and school districts using innovative and non-conventional practices. Throughout his career, Dr. Bonn has worked in Arizona, California, and New Mexico and has contributed his success to Career and Technical Education, Extra-Curricular Activities, and Classrooms without Walls. He firmly believes that Career and Technical Education is the future and will repair antiquated educational systems that are failing miserably. Dr. Bonn's extensive experience has equipped him with the knowledge and expertise to provide practical and effective solutions for schools and districts facing challenges. His passion for education and commitment to improving students' lives has made him a sought-after speaker and consultant.

In this episode, Dr. Sara Vande Kamp and Fawn Wilde discuss best practices in establishing and sustaining a successful statewide consortia model for stronger networking, collaboration, and greater use of Perkins funds. Learn more about this initiative in this podcast and by diving into the resources below:

In this episode, Rachael Mann and Dr. Ranucci discuss engaging students in future emerging technologies and the growing role that Academic Esports is playing in Career and Technical Education.

Meet Dr. Ranucci:

Dr. Jill Ranucci is a College and Career Readiness advocate and has an extensive

background in Career and Technical Education (CTE) as an administrator and teacher.

Dr. Ranucci has held district positions in CTE in Arizona and Texas, as well as, serving

as an Assistant Principal in Arizona. Additionally, Dr. Ranucci taught for 7 years at the

University of Northern Iowa and 3 years at the University of Akron. Recently, Dr.

Ranucci has been consulting for several CTE companies to help them align resources

to state standards, state initiatives, industry recognized credentials/certifications and

academic integration. Jill believes every CTE courses must provide premiere curricular

resources to promote successful student outcomes.

She earned a Ph.D. in Teaching and Teacher Education/Curriculum and Instruction and

Education Leadership from the University of Arizona, a MS in Sport Physiology and a

BS in Education with K-12 certifications in several core and CTE content areas.

Dr. Ranucci speaks and publishes nationally for educational organizations and has

been part of national CTE committees for school reform to endorse college and career

readiness curricular initiatives. Through her leadership, campuses have benefited from

rigorous and academically integrated CTE courses.

"One of my passions is changing the perception of all stakeholders that CTE students are “less than”  vs. “greater than.” As educators, we all know that there are many professions out there that make an  exorbitant amount of money in comparison to teaching. We also know that many of these professions  require far less formal college education, but yet, we still hesitate to promote these careers. Why? I’ve thought about this a lot over the last several years and I think the answer is simple. I think it is  lack of familiarity or knowledge of these career paths. Many educators I have seen support students  in choosing trade careers are those whose spouse is in that career, or their parent was in that type of  career, so they have a frame of reference and understanding. 

Unfortunately, we still live in a society where if I lined up 100 seniors and asked them what they  were going to do next school year, chances are all 100 would say “college” because that has become  the societal expectation for graduates. How do we change that perception and congratulate and  support the many students who chose an alternative post-secondary path?  

Postsecondary education will always be important, and I think every young professional needs to  continue their education; but this does not have to come in the traditional format of a two-year or  four-year university. There are so many more postsecondary options that students can take advantage  of if we as educators stop limiting them to only traditional paths. 

About Dave Conelias: 

Dave jumped into entrepreneurship in the education industry running after school and summer camps, evolved into being a full-time classroom teacher, and is now a well-rounded STEM educator who loves sharing his experiences and teaching others. Before education, Dave worked in both large and small engineering companies holding a variety of positions including leadership level.  His career was cross-disciplinary in electrical, pneumatics, hydraulics, systems, design, and manufacturing.  Dave supported production, prototype and, development programs throughout his engineering career.

Stats:

Bob DiPietro has dedicated his life to his calling as a fire fighter, and now to spreading that passion to young people as a Fire Science Instructor at Central Arizona Institute of Technology (CAVIT). 

Connect with Bob at rbipietro@cavitschools.org and follow his work on social media:

LinkedIn: rdipietro14

Twitter: dipietro1414

Books that Bob recommends in this podcast:

We all deal with a small percentage of lives and work that is really hard. Sometimes it's 5% and sometimes it may feel much larger. In this episode of the NCLA podcast, Rachael Mann is joined by Dr. Jill Siler for a countdown of ideas to help you along your leadership journey and for tips on how to ensure that the percentage that is hard doesn't overshadow the purpose and portion that brings joy.  

Jill Siler, Ed.D is a leader, speaker and author. Dive deeper into Dr. Jill's work on practical truths to powerfully lead through challenging times:

In this episode of the NCLA podcast, Evin Jarrett, aka The Dope Teacher shares his innovative approaches to teaching young minds. He is the Building Trades instructor at the Mayfair School. It’s the first and only Building trades program for Middle School Students in the Philadelphia School District. His program has been featured on: 

Dr. Doug Darling has been President of Lake Region State College since May 2013. Dr. Darling has 34 years of experience in Higher Education, Career and Technical Education, Workforce Development and Work Force Training.  He has led the development of numerous CTE programs to meet industry employment needs in North Dakota. Dr. Darling believes strongly in the Community College mission and in providing access for all to education and training. Under his leadership, Lake Region State College has developed innovative models for distance delivery of degree programs.

Darling received his PhD in Education from North Dakota State University in 2012 and Master of Science in Vocational Education from the University of North Dakota in 1992.  Prior to coming to Lake Region State College as Instructional Services Vice President in 1998, Darling served as director of the Lake Area Vocational Technical Center in Devils Lake, as Continuing Education Director, Interactive Video Network Coordinator, Public Information Officer and Marketing/Management faculty at Lake Region State College.

Darling is active in many organizations both personally and professionally.  In 2016, Phi Theta Kappa awarded Doug the Shirley B. Gordon award for Community College Presidents. He currently serves as Board Chair for Forward Devils Lake Economic Development Corporation. He was named ND Career and Technical Education’s Administrator of the Year in 2011. He served on the Connect ND Executive Steering Committee from 2001-2005, the NDUS Information Technology Council, and the North Dakota University System Online Advisory Committee since 1999. In 2003 Darling attended Harvard Institutes for Higher Education, Management and Leadership in Education. He chaired the North Dakota Distance Education Strategic Advisory Committee from 1993 to 1995 and was named Young Marketing Educator of the Year Award in 1991.

Dr. Kevin Fleming is a CTE administrator, keynote speaker, CEO of Catapult, and author. He has dedicated over 20 years to advancing the dialogue around eliminating the skills gap and helping students secure a competitive advantage upon graduation.

He has produced multiple viral animation videos, including Success in the New Economy, and he has written four books, including the educational bestseller, (Re)Defining the Goal and the CTE children’s book, There’s a Hat for That!

Dr. Fleming has secured and managed over $80 Million in grants to advance economic & educational opportunities within the community college system having served as a business faculty member, CTE Dean, Workforce Development Vice President, and most recently as Vice President of Planning & Development. He currently serves as the Chief Innovation & Engagement Officer for the Los Angeles Regional Consortium, supporting 19 community college CTE Deans and their programs so that all learners can equip their purpose on purpose.

A few notes:

Additional Information:

Sylvester is the CEO and founder of Global CTE, an online career and technical education publishing company. He is responsible for developing strategic partnerships with school districts and colleges to provide digital curriculum and books that serve over 50,000 students in over 600 school districts across the country.

Sylvester keeps a busy schedule traveling the world as a keynote speaker and consultant for fortune 500 companies like Fedex and Enterprise; Organizations like NBMBAA; US government agencies like the SBA and US Embassy; and internationally with ministries of education in Brazil and Costa Rica. He is also the author of four books on entrepreneurship and mindset including the one from his TED Talk, "Manifest Greatness, How To Live Without Limits."

From starting his first company at the age of 17 with only a water hose, a bucket, and a dream Sylvester has garnered over 20 years of entrepreneurial and business experience. His ideas on business innovation and his companies have been featured in The Wall Street Journal, Forbes, INC., Steve Harvey and more. Sylvester's inspiring personal stories and helpful strategies have reached more than a million business leaders, students and entrepreneurs across the globe.

Stanley S. Litow is a Professor at both Columbia and Duke University. At Duke University, he

also serves as Innovator in Residence. Stan is the author of The Challenge for Business and

Society: From Risk to Reward and co-author of Breaking Barriers: How P-Tech Schools Create a

Pathway from High School to College to Career.

He previously served as President of the IBM International Foundation and as Deputy

Chancellor of Schools for the City of New York. Before his service at IBM and the NYC public

schools, he served as President and Founder of Interface and as Executive Director of the NYC

Urban Corps, operated out of the Mayor’s Office.

He has served on a multiple of Presidential and Gubernatorial Commissions and in addition to

his service on the SUNY Board of Trustees; he also serves on the board of Roosevelt House and

the Citizens Budget Commission.

Stan helped devise the innovative school to college to career program called, PTECH as well as

the IBM Corporate Service Corps, often referenced as the corporate version of the Peace Corps.

He has received multiple awards for his community service, from organizations such as the Ann

Frank Commission, the Marin Luther King Commission, and the Center for an Urban Future as

well as the Corning Award from the New York State Business Council.

Maureen O’Shaughnessy is on a mission to connect the dots between education, belonging, and youth empowerment. She is the founder of the human-centered micro-school, LEADPrep. This learner-focused middle / high school is a national model for micro-schools, helping students learn from a place of love and personal alignment. Dr. O’Shaughnessy is the author of Creating Micro-Schools for Colorful Mismatched Kids, host of the Education Evolution podcast, and co-founder of the EdActive Collective. She recently shared innovation ideas on her TEDx talk: Changing My Mind to Change Schools.

Social Links

Larry Martinez, Ed. S. has been an educator for over 30 years, serving K12 students with a passion for improving academic achievement. He has had many roles in the educational environment as a teacher, administrator, educational consultant, and Director. His work has been primarily in high minority and low socio-economic schools. Larry retired as the Director of Curriculum in Queen Creek, AZ. Prior to this, he served as a Deputy Director for Turnaround in the Denver Public Schools and Network Director for Blueprint Schools Network in Boston. He also worked with WestEd, supporting underperforming/high-performing schools/districts throughout the United States. Larry is currently the Senior Education Director for Generation Schools Network and the founder of A2Z Teach, an educational firm.

Education:
Northern Arizona University   Bachelors of Science  B.S. Ed.
University of Arizona                 Masters of Education  M. Ed.
University of Arizona                 Education Specialist    Ed. S.

Jim Michlig is the Director of the Muskego-Norway School Districts CONNECT Academy. Through Muskego’s CONNECT Academy, Jim’s role is to build partnerships with local and national businesses, so students are able to develop their professional portfolios by gaining real-world experience.

In one year, Jim increased opportunities for students by 200%. He believes this success is due to having a strong vision and open and honest communication between business partners, students, parents, and community members.

Jim and his wife Andrea have a 13-year-old daughter who is actively involved in dance and enjoys reading and a 10-year-old son who loves playing football, baseball, and wrestling. Jim enjoys biking, working out, and going zip-lining.

Connect with Jim: 262.971.1790 ext.4550

Dr. William Sprankles currently serves as the Assistant Superintendent of Innovation, Teaching & Learning for Butler Technology Career & Development Campuses just north of Cincinnati, Ohio.  William oversees the instructional culture for Butler Tech’s 4 campuses, 11 associate school districts, and over 250 teachers. He collaborates with others to lead the district with strategic planning, development of coaching and instructional models, strategic resourcing, and emerging best practices. Prior to Butler Tech, Sprankles served as Executive Coach and Partnership Manager for the Center for Transformative Teacher Training (CT3), where he worked with school districts in major cities providing strategic guidance on strengthening school culture, leadership, classroom management, and teaching methods. He previously served as Executive Director of Teaching and Learning at Princeton City Schools, where he oversaw comprehensive school improvement processes for more than 300 educators and 3,000 students. This includes de-tracking and desegregation efforts of students in the mainstream curriculum, resulting in a 98% graduation rate for all students in one of Ohio’s most diverse school districts. Prior to earning his EdD from Miami University in April of 2021, Sprankles earned his bachelor’s degree in English education at Northern Kentucky University and his master’s in Educational Leadership at Xavier University. In 2010, the Cincinnati Human Relations Commission presented him with the Merlin G. Pope, Jr. Diversity Leadership Award.

Connect with William and read some of his published works: 

In this episode, Michael Herrera, Ed.D., shares how to refocus on the skilled trades to reduce the critical skills gap in a post-pandemic world. Dr. Herrera is a proven, innovative, collaborative, and nationally recognized school leader & workforce development professional. Served eighteen years as a successful and published CTE administrator in two states. Additional experiences include serving one rewarding year as principal of a large comprehensive high school. Dr. Herrera is currently serving as the acting executive director of Upper Bucks County Technical School.

As many college-age students will explain, when they reach their later years of high school, teachers, advisors, and counselors begin introducing them to possible career paths. This type of preparation serves as an introduction to the typical four-year college experience, which seems to be the mainstream expectation for planning after high school. The issue with this limited approach to career prep is that it gives students a narrow view of the opportunities that lie ahead of them, which is an injustice to students, as well as a variety of industries.

All students deserve to be exposed to possible careers at a young age. If they are only given that guidance just before graduating high school, their understanding of their own potential stays far below what they deserve. That is why my mission is to introduce Career and Technical Education to middle school students, while they still have years to discover their interests and skills. CTE opens up pathways that standard college and career preparation do not.

"If you can learn a name, you can change a life."

"Rapport before reports." 

"Open minds lead to open doors."

When I was asked to teach grade 7 math for the first time, I had been working as a special education teacher for a few years, teaching at both the elementary and secondary level. Like anyone would do given a new position, I reached out to the people I would be working with and let them know that I would happily take anything and everything that they could provide. I was lucky. The whole curriculum was mapped out by week, assessments had already been made, many slide decks of notes created. This was a dream come true and meant that I could focus on my classroom management, delivery, and developing student relationships and trust. I had been teaching for five years at that point, and had taught students from age 5 to 18, so I was comfortable at the front of the classroom. But I became bored quickly, and it was evident that the students were too. 

It was no shock to me, then, that the traditional way of teaching math was not working for me or my students. The course was laid out by unit, each day planned a month or more in advance and divided by topic. Lessons were structured the same way, every day: Bell ringer problem, correction, 10-20 minute mini-lesson, students take notes on the algorithmic way for solving problems that I wanted them to use, then workbook practice completing upward of 20 different versions of the same question, then if there was time, correction. Rinse and repeat. This Groundhog Day approach to math might be dependable, but it is not inspiring, fun, or challenging.

I branched out. Having changed teaching positions so often, I was always one look to current trends and research to inform my practice. A quick search for math education brought me to first to Peter Liljedahl. Dr. Liljedahl is a math education researcher out of the University of British Columbia, Canada, who has been studying math education for decades. He experienced the same feelings toward the traditional way of teaching math as I had, knowing full well that it was not working. He analyzed what was not working, tested changes, published his findings, and recently released the influential book Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning. Prior to the release of his book, however, his research introduced me to rich tasks, where the object isn’t about completing slight variations of the same question ad nauseum, but about presenting students with situations or challenges with layers of complexity. This encourages curiosity, autonomy, and playing with strategies and mistakes. 

In this episode of the NCLA podcast, our host, Rachael Mann, is joined by guests Lindsey Balderaz and John Turcic to discuss the formation and related evolution of their Education-Business Partnership Development program. Tune in to hear about this innovative approach to transforming learning spaces in order to equip students for tomorrow. 

To learn more about today's guests and these initiatives, visit:

Tune in to this episode to discover how to overcome the challenge of a "that's the way we have always done it" culture while pursuing what's best for students. Great Oaks Career Campuses increases flexibility in its offerings and delivery while expanding access through remodeling physical spaces and adjusting to on-campus, satellite, and adult ed programming. Simultaneously, they are adopting new strategies for enrollment and marketing. 

Excerpts from this episode: 

"We are guilty of trying to solve a problem before we define the problem or trying to improve something before laying out the target. What needle are we trying to move and what are we trying to accomplish? This helps to get everyone on board.

We have to ask ourselves this: Are we successful enough or can we get a little bit better? How can we get really good at what we are doing?

Define very clearly what it is that you are trying to do and take the time to get the buy-in for that before moving it forward and you’ll have a lot better chance of success that way. It seems very obvious but we, like a lot of people, are guilty of rushing or skipping that step altogether."

"It takes work to make changes. Covid forced us out of complacency and to try new things that we wouldn't have tried otherwise. If it works, that's great. If it doesn't, you are still learning and improving. If it's moving you, it's progress."

"As you’re trying new things and putting new initiatives in place, don’t forget about the climate and culture aspect, especially at the ground level- the instructors along with students- when you are asking them to do something different or to make a change. Be cognizant of the climate and emotional side rather than giving a plan and saying here is what we are going to do."

"Take the training to them. Provide it in-house."

"As our demographics get younger and younger we have to improve our instructional techniques also."

Hear from Great Oak leaders: 

Dan Cox is the Director of Business Operations at Great Oaks Career Campuses, currently overseeing over $80 million in construction and renovations at four campuses.  Dan has served as the Director of Teaching and Learning for Great Oaks and as Dean of the Live Oaks Career Campus.

Sarah Taylor is a Career Exploration Specialist at Great Oaks, helping to expand work-based learning at the district as well as assisting partner school districts in developing career exploration activities.  Sarah was previously a Career Specialist; in that role, she recruited, enrolled, and advised high school students into Great Oaks career programs.

Joel King is Director of Teaching and Learning for Great Oaks Career Campuses. He oversees curriculum development, new programming, professional development, and content delivery for the district.  He was previously an administrator at the Warren County (OH) Career Center.

Ted Kirkpatrick is Great Oaks’ Dean of Satellite Programs.  He oversees more than 20,000 students in 90 satellite programs at 29 partner school districts; under his guidance, the district has nearly doubled the number of satellite programs offered.  He was previously a curriculum coordinator for Great Oaks.

Andy Hoekzema is Director of Adult Workforce Development.  In his role, he oversees full- and part-time programming for adults, including ESOL, high school equivalency, personal enrichment classes, Police Academy, Fire Academy, full-time career programs, short-term certification classes, and customized training for business.  He has also been an Assistant Dean for Satellite Programs for Great Oaks.

Cheryl Carrier, Executive Director, Ford Next Generation Learning

Highlights from this episode: 

"We want all of our students to be exemplary communicators, collaborators, critical and creative thinkers, and to be able to self-direct their learning in any setting."

"The diploma means more than a diploma, it means they are ready for their life, they are ready for their career, and they are ready for post-secondary if they choose to go to college."

"It’s important for school leaders to always be asking, 'What is next? What’s down the road? What do we have to make sure that kids are ready for?'”

Randy Squier is currently the superintendent of schools for Coxsackie-Athens Central Schools which are located 20 miles south of Albany, NY on the Hudson River.  Randy is in his eleventh year at C-A and 17th as a superintendent, previously serving Oxford Central Schools for six years.  He has presented regionally, statewide, and nationally on topics that have a foundation in professional learning communities and innovative schools. C-A was ranked 1st in the nation in 2018 by the National School Boards Association for its digital conversion that includes providing mobile devices for every student since 2015, a robust digital badge program, and shifting most back-office storage functions to the cloud. For the last nine years, Coxsackie-Athens’ graduation rate is 16% higher than the previous eight years. The district was one of three schools recognized nationally by ISTE for its digital badge program.  Randy was a Tech & Learning Magazine runner-up for 2017 digital leaders.

Today's Podcasts guests are Jessica Golden, Senior Director, K12 District Partnerships and Peter Kelpin, Director, K-12 District Marketing. 

The educational journey includes so much more than traditional academic subjects. When young people learn about real-world skills in school, they’re equipped with the tools they need to navigate life’s daily challenges and set in motion skills that will propel them towards a successful future.

A quick search on Google Scholar will show research is deep and wide when it comes to retaining teachers, and Career and Technical Education (CTE) teachers are no different. In fact, retention of CTE teachers may have a more profound importance - high school teacher turnover impacts CTE programs due to the dependence on relational connections that motivate a student to continue taking CTE courses. While retention of CTE teachers is vital to the continued success of a pathway, CTE teachers often have options outside of teaching, making it easier for the teacher to transition out of the classroom. In fact, CTE teachers typically have high levels of skill in the career field in which they are teaching, which gives them the ability to transition back to business and industry at any point. Connections with business and industry through advisory committees ensure a continued relationship with the industry the teacher left, keeping the option open to leave at any time. Furthermore, the average occupation-based certified (OCB) teacher applying for certification in Kentucky has worked in their field an average of ten years or more, which often means he or she is taking a reduction in salary to transition into the classroom. In addition to the salary differential, OCB teachers begin teaching with very little, if any, pre-service training and are expected to meet and exceed educational expectations immediately, with responsibilities above and beyond most teachers, including advising students participating in Career and Technical Student Organization chapters, maintaining effective advisory committees, and recruiting of students into their pathways. 

Until recently, regardless of prior education, OCB teachers were also required to complete a 64-hour planned program with one of five participating universities. This included courses in teaching CTE, as well as completing a rigorous internship program in their first year of teaching... 

For more than two decades Harry Snyder, President and CEO (Superintendent) of Great Oaks Career Campuses, has been committed to ensuring that youth and adults are prepared with the competitive skills necessary for economic growth. Because he understands that this means business and education working together, he has become a major voice in workforce training.

In 2014, the Great Oaks Board of Directors named Harry its fifth President and CEO. He is responsible for four campuses and career technical training for over 20,000 youth and 15,000 adults from 36 partnering school districts. Great Oaks is one of the largest career-technical school districts in the country, covering over 2,100 square miles in southwest Ohio.

Great Oaks has been named a Cincinnati Enquirer Top Workplace for 8+ years. Harry has been acknowledged multiple times as a Cincy Magazine Power 100 recipient.

He continues to hold many leadership roles in both professional and community organizations.  Presently serving on Boards of Learn 21, High Aims, Christian Benevolent Association, Ohio Association of Career Tech Superintendents, Clermont County Chamber of Commerce, Clermont UC Advisory, and the FFA Agriculture Education Foundation.

Harry holds a Master’s Degree in Vocational Education from Wright State University and a Bachelor of Business Administration in Management from the University of Cincinnati.

Harry has resided in Southwest Ohio his entire life. Presently he resides outside of Batavia with his wife Janet, he has two daughters and one son.

Jim Michlig is the College Career & Experiential Learning Coordinator for the Muskego Norway School District.  Jim is the director of the district's CONNECT Academy which is the umbrella program for all experiential learning within the Muskego Norway School District. Jim believes that building strong relationships with business partners and helping students and families make informed decisions on their career path through CTE and experiential learning is the key to future success for all.

Marketing CTE Programs

Now, more than ever, parents have choices for their children’s education. During the pandemic, some families switched schools or even educational models in pursuit of what would work best for their children and for their personal situations. Many families may not return to the traditional classroom, with plans to stick with virtual or homeschooling. Others might recognize that their children need something different; something more hands-on.

And that’s where career and technical education come in.

With news surrounding the labor shortages in manufacturing and the statistics highlighting the talent gap in skilled trades, to a potential amendment of the National Apprenticeship Act and soaring higher ed costs, there is no environment as primed and ready for marketing than career and technical education.

But, where does a CTE program or school start with marketing? How can schools get industry and government partners on board with sharing their stories? And, most importantly, how can CTE centers reach the ideal students (and parents) for their programs?

Marketing Does Not Have to be Daunting

The increased competition with the pandemic has given all schools the opportunity to revisit their core mission, vision and values. Embrace the chance at re-discovering what makes your programs or school so great and then work strategically to share your stories with others.

How to Re-Discover Your Brand

Throughout the pandemic schools and students alike have faced unprecedented challenges. Now in 2021, as Arizona starts to revive, students are looking for the education option that best fits their needs. Western Maricopa Education Center (West-MEC), a local public career and technical education district, has returned to their in-person, hands-on learning model, which is necessary for the variety of programs and certifications they offer.

West-MEC operates four campuses throughout the North and West Valley which serves more than 37,000 students from 48 high schools from districts in the Phoenix Metropolitan area. West-MEC students are prepared to earn a certification and gain employment immediately after high school or apply their experiences and knowledge to their next level of traditional education.

"Today, more than ever, it’s vital that students understand the application of academics to real-world careers,” said West-MEC Superintendent Greg Donovan. “The United States is, and will be, in need of a highly trained and skilled workforce for the 21st Century. We are grateful for the opportunity to develop new and thriving educational centers where students are empowered to participate fully in the economy."

West-MEC’s focus is on the delivery of quality, comprehensive, articulated, industry-validated programs, facilities, equipment and resources that includes classroom instruction, laboratory instruction, work-based learning, and a Career and Technical Student Organization.

In this episode of the NCLA podcast, the Chief Executive Officer of the Virtual Startup Academy, Gregory Keele M.A. Ed shares his vision for the future of Career and Technical Education. 

Bio: My professional experience includes five years at California Virtual Academies, an online charter school in California, where I have taught Entrepreneurship.  I have a BA in Economics from Claremont McKenna College and a MA Ed in Learning and Technology from Azusa Pacific University.  I hold a Single Subject Business credential, an Economics authorization, and CTE Credentials in Marketing, Service and Sales, and Business and Finance, and hold the Certiport certification for Entrepreneurship and Small Business. In the entrepreneurial world, I have started multiple companies in the tech sector and was a management consultant while running my software company.  I have also helped multiple other startups launch and grow in an advisory role.  For the last 10 years, I have also been a high school football coach and continue that today.

When the world turned upside down a little over a year ago, many things had to stop and pivot with it. The in-person learning and hands-on experiences that were the norm for teaching trade and vocational skills had to be reimagined factoring in physical distancing and virtual instruction. Educators had to be creative, and students had to be open to these new models, knowing that it would be worth it–and that’s exactly what happened at Milton Hershey School. As a result of the pandemic, career and technical education has become more important than ever. There is a higher demand for skilled jobs and unforeseen disruption in other career paths. The higher education landscape also shifted. It is the role of career and technical education to change with the times, teaching courses like carpentry, agriculture, design, and technology, while also providing practical skills that are marketable, adaptable, and essential.

Evan Whitehead has been an educator for more than 20 years spanning three decades.  Over the course of his career, he has held the following positions: special education paraprofessional, special education high school teacher, Latino parent outreach coordinator, dean of student discipline, community outreach coordinator, director of special services, director of bilingual education, and English learners, Title I director, and assistant superintendent of special services.

Currently, Evan is the director of special services for a PK–8 school district in Illinois. In his current role, Evan oversees all federal programs (special education, McKinney-Vento,  English learners, and Title I); early childhood education; a multi-tiered system of support (MTSS); social-emotional learning, equity, diversity, and cultural competency. Evan is also a National Consultant, Trainer, Presenter, Speaker; Frequent Podcast Contributor; Mental Health Advocate; Mindfulness Practitioner; and proponent of Equity, Diversity, and Intercultural competency. Evan’s 3Bs” Balance, Boundaries, and Breaks” (#BalanceBoundariesandBreaks) promotes self -advocacy in the areas of mental health, self-care, and wellness. “It’s OK to be SELFISH about your mental health/wellness in order to be the best version of yourself so that you can be SELFLESS for others you help and support.

Joe Belsterling is the Founder and CEO of MajorClarity, an academic planning and career exploration platform serving thousands of schools nationwide. He previously has consulted schools and organizations on building entrepreneurship programs for students, worked on political campaigns, and done various advisory work including helping the U.S Department of Education build better resources and guidelines for schools conducting EdTech pilots. Joe is a graduate from the College of William & Mary.

Our nation’s multilingual talent has long been one of our best-kept secrets, but it’s one we can no longer afford to keep. With our 21st century penchant for stretching supply lines, educational opportunities, production processes, collaborative research endeavors, and leisure travel around the globe, the need for proficient multilingual skills in the workforce has never been greater. Addressing this need is not merely aspirational; it is essential.  The competitiveness of American industry, the strength of our national security, the global engagement of our researchers and educators, and the equitable access to human services for limited English proficient populations all depend on our doing so.

In this episode of the NCLA podcast, our host, Rachael Mann, is joined by guests Lindsey Balderaz and John Turcic to discuss their proof-of-concept initiative with the Transformative Leadership Academy (TLA) in West Texas.  This project is part of an education/business partnership development pilot effort to test the effectiveness of the program’s methodologies, concepts, and curriculum approaches. Tune in to hear about this partnership, a discussion on disruptive technology, innovation, leadership, and more.

To learn more about today's guests, visit: 

Podcast Subject: K-12 and Post-Secondary Collaboration

Fran Bromley-Norwood is the Computer Science and Cybersecurity Lead for the Clark County School District in Nevada, where she trains teachers and prepares Career and Technical Education students to be career-ready for industry positions. Fran earned her Bachelor's Degree at Towson State University in Maryland and her Master's Degree at Dowling College in New York. She continues to earn college credits and industry certifications in order to stay up-to-date with industry standards. She is a 2020 ACTE Fellow and Nominating Committee member representing the eTED Division. She was also selected to be part of the ACTE LEAD program in 2019. Fran currently sits on the Nevada ACTE executive board.

Fran is a member of the Nevada State K-12 Computer Science Standards writing team and a standards development member for the CTE Cybersecurity program of study. She is a member of the CTE Computer Science and Cybersecurity assessment teams and continues working with colleagues to increase the rigor for the CTE Computer Science standards.

Fran moved from New York to Las Vegas in 2001, where she now lives with her husband and two sons. Fran has a passion for all kinds of sports including aquatics, hockey, and auto racing, where she met her husband.

In this episode, Dr. Edward A. Bouquillon, Superintendent-Director of the Minuteman Regional Vocational Technical School District, shares the details of his district's efforts to navigate a global pandemic while ensuring that the needs of students, staff, and the community are met. This podcast features best practices and innovative approaches that CTE leaders across the country can implement for the 2020-2021 school year to integrate on-site school learning with e-learning while ensuring safety first for all stakeholders.

Podcast note: Dr. Bouquillon started as the vocational coordinator in 1988.

Larisa K. Schelkin is CEO & Founder, Global STEM Education Center, Inc. 501(c) (3) nonprofit and President, Global STEM Education Consulting, LLC. Larisa is the author of the Global STEM Classroom® - globally connected teaching and learning model. She develops and runs collaborative global STEM programs with schools in Massachusetts and around the world. Larisa is the recipient of MAVA Friend of Career & Technical Education Award (2016) and serves on the Steering Committee of MAVA Connecting for Success Annual Conference. She is a frequent speaker at career technical education conferences on the topics of Artificial Intelligence, Machine Learning, BIG Data, the Future of Work and CTE education. Her Global STEM program was highlighted by ACTE, CTE, Longview Foundation, Asia Society in the white paper on workforce development. She led PD, coaching and implementation of the Global STEM CTE program for 4 years at a career technical high school (Electrical/Plumbing/Auto-Collision/Culinary) and for 10 years at regional public high/middle schools. She managed Global STEM Classroom programs in collaboration with educators in France, UK, Russia, the Netherlands, Norway, Ukraine, Mexico and India. Her programs were recognized and presented at MA STEM Summit, MAVA, ACTE, ISTE, ASCD, METAA, MassCUE, NSTA, CoSN. Larisa held executive positions in academia and STEM global corporations (WPI, WIT, Tufts University; TYCO Electronics Global Corporation).  Larisa is a NASA GLOBE Certified educator (since 2014). She is a Fellow for Education Policy, Rennie Center for Educational Research and Policy & Institute for Education Leadership (IEL), Washington, DC (Class 2015); Larisa studied Global Education at Harvard University Graduate School of Education ”Think Tank” (2015-2019); Larisa Schelkin holds BS/MS in Petroleum Engineering & MS in Computer Science.

“Adults need to commit to changing the narrative and stop treating critical thinking as a luxury good. Closing this gap for all students is our only hope for giving all students access to 21st-century opportunities.” Colin Seale

Colin Seale is an award-winning educator, advocate, entrepreneur, critical thinking expert, author of Thinking Like a Lawyer, Forbes contributor, and the founder of Think Law. 

When you think of essential workers in career and technical education, what comes to mind? If your first thought was coaches, you are ahead of the game. Our teachers need coaches now more than ever. In this episode, Will Morris, the founder of social enterprise EdConnective, shares how coaching can help teachers embrace distance learning and help students thrive during this challenging time.

There isn’t a teacher in America who was teaching during the last pandemic that caused schools to close en masse. That happened in 1918. With COVID-19 forcing teachers to deliver distance learning practically overnight, schools and districts are facing the monumental task of “wholesale retraining” their workforce.

Superintendents of massive urban school districts are calling this is, “an adaptive challenge on a scale not seen in a generation.” The closest example from the past 85 years is probably the wartime effort of World War II that saw factories retool to produce supplies for the war effort, and bring women to the workforce on a scale not previously seen.

In this episode, Rachael Mann is joined by guests, Tiffanie Rosier and Brittany Hollis to discuss Northern Virginia Community College's STEM outreach program and the successful move to a virtual platform.

Virtual STEM Careers Event Recap, written by Tiffanie and Brittany

Many programs at Northern Virginia Community College (NOVA) have effectively adjusted their events from in-person to virtual and NOVA SySTEMic, NOVA's STEM outreach program, has done the same with STEM Camps, STEMinars and CTE Career Exploration. In March, NOVA SySTEMic successfully pivoted major in-person events to a virtual format using Zoom, including Virtual Interviewing Skills Workshops, Virtual Mock Interviews, and a STEM Careers Series.

Virtual CTE Career Exploration Fair

In response to COVID 19, NOVA went into telework and remote instruction in mid-March, just 72 hours before the CTE Career Exploration Fair. Faced with the decision to cancel, reschedule or modify the event, NOVA SySTEMic decided to put on a Virtual Career Fair so that students and parents would not miss the important and timely information that could still be relayed through Zoom.

The Virtual CTE Career Exploration Fair provided access to valuable information on NOVA Programs, Services and Career Exploration.  Although 91 students had signed up for the original in-person event, 29 participants and 15 of NOVA's programs of study and student services departments were retained for the Virtual Fair.  This new format allowed for small group interaction and allowed participants to learn more about a variety of programs in one setting from their own home.  While the turnaround time to modify the event was short, the goal of providing information to current and prospective students was still met effectively.

This fall our goal is to conduct a series of Virtual CTE Program Session Overviews in October that will also provide session recordings that will be available on the NOVA SySTEMic YouTube Channel.

In this podcast, Ken Shelton and Rachael Mann discuss remote learning in career and technical education and the equity and access issues that are magnified in the face of a global pandemic. 

Excerpt from Ken's Blog:

"Distance Learning, Remote Learning, eLearning, no matter what you call it or how you package it, is not working. Here's the thing, it never had a chance in the first place. When the decision to shut down in-person schooling swept the country, even the world, educators, and support staff across the educational spectrum had to make significant adjustments. In far too many of these cases, the changes had to be implemented within just a few days. Who would have planned for a pandemic of this magnitude, let alone included something this catastrophic in their strategic plan? The problem is, no amount of planning or preparation would have shielded a significant percentage of students in schools without looking at the systemic structures in the first place. It has been seen, written, and experienced that this entire situation we are managing has revealed the deep enduring wound covered by the comfort of complacency, platitudes, and diversionary rhetoric so often prevalent in education.

Project-based learning in a remote learning environment is a challenge for our Career and Technical Education programs, but it's also an opportunity to find innovative approaches to hands-on learning. In this episode, listeners will learn about tools that CTE leaders can share with teachers to help students engage in real-world projects. 

Our guest for this episode is Tisha Richmond. Tisha is an innovative district Tech Integration Specialist, speaker, and author from Southern Oregon. She has taught Family and Consumer Science for 25 years and has served in various leadership roles in her school and district as well as on Oregon regional and state edtech cadres.

“CTSO and CTE Programs Ruin Students and Educators for Life!” I shared this comment while working with a group of student leaders, CTE advisors and State Directors in Virginia. The statement was in reference to my thoughts about CTE programs. The statement shocked some at first, then I continued speaking.

“CTSO and CTE Programs Ruin Students and Educators for Life in a good way!” I see CTE and CTSO programs as a career and leadership incubator. A combination of soft skills and hard skills are gained through participation. These skills and knowledge will be applied to their lives and careers of those who participate. Many go on to excel personally and professionally after their CTE/CTSO Days are long gone.

This week's guest, Aaron Polansky is the Superintendent-Director of Old Colony Regional Vocational Technical High School in Rochester, author, and keynote speaker with over 20 years of experience in the field of education.  In this episode, Aaron will share how to find balance in a time of uncertainty.

“Is our delivery powerful enough to move the masses? We don’t move unless we are moved. It’s time to lead with love and teach resilience. When times are tough, we cannot buckle. We can’t curl up in fear or avoid the important. It is okay to be afraid. Growth is waiting on the other side of fear. We have an obligation to face our fears and to encourage our students to do the same. Our focus needs to shift to what’s really important? What do we need to teach during this hiatus from normalcy and how do we do it in a manner that folks would pay admission for?”