NCLA Podcast Jul 17, 2021
Transforming Culture: Beyond the Curriculum with Aaron Polansky
A husband, and father of six, Aaron Polansky currently serves as a Superintendent in the state of Massachusetts and as an Executive Committee Member for the Massachusetts Association of School Superintendents, Executive Board Member for the Massachusetts Association of Vocational Administrators, and as part of an advisory council on equity in higher education for Massachusetts Governor, Maura Healey. Aaron completed his Certificate in School Management and Leadership (CSML) from the Harvard Graduate School of Education and Certificate of Specialization in Entrepreneurship and Innovation from the Harvard Business School Online. Aaron has a Master of Science from Springfield College in Athletic Administration and earned his Bachelor of Science from the Isenberg School of Management at UMass, Amherst. Aaron has served in the capacity of coach, teacher, or administrator at all levels of education from pre-K through college.
In 2015, Aaron was invited to the White House where he was recognized for his innovative programming in education. In 2017, Aaron was nicknamed the “Singing Superintendent” after being featured on FoxNews, CBS News, ABC News, and media outlets nationwide for his first of many musical snow day parodies. His playful music videos have become a much anticipated pick-me-up for his school community and colleagues during the harsh New England weather.
Aaron worked in the private sector as the Executive Sales Manager and designer for a multi-million dollar landscape construction company and as the Director of Massachusetts USA Wrestling (affiliate of the United States Olympic Training Center in Colorado Springs, Colorado) for ten years. He was the Director of Athletics for the 2003 Dalton Award Winning Hopkinton Department of Athletics, a 2x Wrestling Coach of the Year, 2011 Wrestling USA Magazine Massachusetts Man of the Year, 2013 Virco/NASSP Massachusetts Assistant Principal of the Year, was presented with the Frederick Douglass Award in 2015 for his contributions to 'at-risk' youth, and serves as a Keynote Speaker for events nationwide.
Aaron released his first book, Dolphins in Trees: A Children's Book with Implications for All of Us, in the summer of 2018. Dolphins in Trees has been used to guide leadership teams, school systems, cultural expectations, and family values throughout the country and internationally. His second book, Beyond Us, has received national attention and was written about, and illustrated by, one of his Graphic Design and Communication students who has since graduated. Aaron’s third book, Finding Purpose, was published in June of 2021.
Aaron has served as a keynote speaker, conference presenter, and consultant nationwide. He has reached audiences in almost all 50 states and has impacted students and staff throughout the United States and beyond. Whether you are looking to expand the capacity of your team, facilitate staff or administrator development with continuity, or kick off professional development with a feeling that will resonate, Aaron will deliver.
Learn more about Aaron and his work: https://authentricityspeaks.com/
Dr. Mark Covelle's CTE Leadership Journey and the Power of Yes
In this episode of the NCLA podcast, our host, Rachael Mann, is joined by Dr. Mark Covelle to discuss navigating leadership in career and technical education and the power of yes. Dr. Mark Covelle serves as the Administrative Director at the Middle Bucks Institute of Technology (MBIT) in Jamison, Pennsylvania, Bucks County. Before his impactful tenure at MBIT, he was the esteemed Director of Academics and Special Programs at the Lehigh Career and Technical Institute in Schnecksville, Lehigh County. Tracing his pathway to career and technical education, Dr. Covelle has a rich and varied 19-year career in public education that began as a high school English teacher in a classic K-12 setting. His dedication and commitment saw him rise through the ranks, holding positions such as dean of students and assistant principal. His transformative experiences and unique insights into both the academic and CTE worlds have positioned him as a sought-after speaker at national conferences.
Dr. Covelle boasts an impressive educational background, holding a doctorate in Educational Leadership and Management from Drexel University. He also holds master's degrees from both Lehigh University and Wilkes University. As an innovator and advocate for technical education, Dr. Covelle's work at MBIT, including initiatives like the "power of yes," showcases his commitment to fostering a culture of gratitude and excellence. His vast experience, coupled with his educational expertise, make him an invaluable asset to the MBIT community and the broader field of career and technical education.
Connect with Dr. Covelle:
X (Twitter): @mcovelle
Learn More About Middle Bucks Institute of Technology:
X (Twitter): middlebucks
LinkedIn: Middle Bucks Institute of Technology
Crafting Leaders of Tomorrow: The Intersections of CTE, Relationships, and Holistic Success in Workforce Development
In this episode of the NCLA podcast, the Assistant Superintendent at Buckeye Career Center shares powerful insights on effective leadership, building relationships, and having the right mindset to ensure success.
More about Frank:
Frank Polen is beginning his ninth year as the Assistant Superintendent, Director of Curriculum, Instruction, and Adult Education Director at Buckeye Career Center in New Philadelphia, Ohio. He has helped students of all ages Discover Their Passion and Prepare for Their Future through career and technical education. This year also marks his twenty-seventh year in public education. Prior to BCC, Frank served eight years as the principal of Warsaw Elementary in the River View Local School District, leading them to the rating of Excellent with Distinction by the state of Ohio five times. Mr. Polen also served as a middle school teacher at both River View Junior High and Indian Valley Middle School. Frank also has collegiate experience at Ohio Dominican University and Denison University.
Mr. Polen is committed to schools, community development, and leadership initiatives. Active with several organizations and committees, Frank currently serves on numerous boards, most notably as the board president of the Tuscarawas County Chamber of Commerce, as a Board of Trustees Member for the Ohio FFA Association, and was chosen as one of the charter class of only twenty leaders across the United States by the Association for Career Technical Education (ACTE) as a NEXTLEVEL Postsecondary CTE Leader. He was also a past recipient of the NCLA Dave Berryman Scholarship Award for Leadership and Development.
Frank earned his Bachelor of Arts in Elementary Education and participated in men's basketball at Ohio Dominican University. He received his Masters of Educational Leadership from Salem International University. Frank is a resident of New Philadelphia, where he and his wife Gretchen, a fourth-grade teacher at Indian Valley Schools, are the parents of two daughters, Kendall and Reese.
Tap into these additional resources featuring Frank's expertise and sound advice:
Connect with Frank:
Buckeye Career Center Website: www.buckeyecareercenter.org
Innovative CTE Practices in Building Oklahoma's Workforce wtih Superintendent and CEO, Brian Ruttman
For 20 years, Brian Ruttman has been instrumental in building Oklahoma’s workforce through
his visionary leadership for Oklahoma CareerTech. With a passion for helping others improve
their lives through education and employment, Ruttman is a true innovator and inspiring
Ruttman’s service to the Oklahoma CareerTech system began in 2003 at Metro Technology
Centers in Oklahoma City, where he served as chief officer, executive officer and associate
superintendent. Since 2019, he has led the Moore Norman Technology Center (MNTC) district
as superintendent and chief executive officer. Ruttman’s strong vision for the future and
transformational leadership has empowered his team to develop innovative programming to
fulfill the workforce needs of the communities they serve.
Through Ruttman’s collaborative approach, MNTC has developed strategic partnerships with
public schools, police and fire departments, hospitals and other industry leaders to identify
training and educational opportunities that prepare students for success and benefit the
community. Under Ruttman’s leadership, MNTC has pioneered the way for first-of-a-kind
training programs in transportation, public safety, health and aviation industries.
Ruttman was recognized by the Oklahoma Career and Technical Education Equity Council
(OkCTEEC) for his communication and leadership skills during the COVID-19 pandemic. He
prioritized the health and safety of students, faculty and staff to ensure a safe learning
environment. In 2021 and 2022, MNTC received the Great Places to Work certification that
measures employee survey results against best practices from leading companies worldwide to
recognize employers who create an outstanding employee experience.
A strong advocate for economic development throughout the greater Oklahoma City
metropolitan area, Ruttman is involved in several chambers of commerce. He has served on the
executive board of the South Oklahoma City Chamber of Commerce and currently serves on the
board of directors of the Norman Economic Development Coalition.
Ruttman is a longtime supporter of United Way of Norman, championing the cause through
MNTC’s pacesetter campaign that creates opportunities for employees to give back to their
community. Additionally, he prioritizes support of the MNTC Foundation, providing scholarships
for students, grants for teachers and emergency funding for students or staff facing financial
His commitment to improving the quality of life for fellow Oklahomans extends beyond his
professional endeavors. In his personal life, Ruttman and his family are active in the Laotian
community, connecting individuals with English language learning and other education to help
increase employment opportunities and family resources.
A graduate of University of Central Oklahoma, Ruttman has a master’s degree in adult
education and training and a bachelor’s degree in business administration. He and his wife,
Nunu, reside in south Oklahoma City with their son and daughter, Ashleigh and Aubrey.
Dr. Christopher Bonn: Increasing Enrollment, Attendance, and achievement with CTE
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.
Free Professional Development Group for School Administrators https://www.facebook.com/groups/bonfireprinciples
Establishing and Sustaining a Successful Statewide Consortia Model with Dr. Sara Vande Kamp and Fawn Wilde
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:
Fawn Wilde is the Western SD CTE Consortium Director, based out of Western Dakota Technical College in Rapid City, South Dakota, where she works with over 20 rural school districts’ CTE programs and educators. She is passionate about positively impacting the lives of others and bringing people together for the betterment of the group. She spends most of her non-working hours exploring new places, hiking, doing yoga, and engaging with her daughters. Connect with Fawn on LinkedIn.
Sara Vande Kamp, Ed.D., is the eastern Perkins consortium director at Southeast Technical College in Sioux Falls, South Dakota. She provides CTE vision and guidance to 27 school districts while closely working with the SD DOE. As a lifelong learner, Vande Kamp considers it a joy to work in the world of education. She also enjoys finding new coffee shops and spending time outdoors with her husband and two daughters. Connect with Dr. Vande Kamp on LinkedIn.
Academic Esports' Engaging Students in Future Emerging Technologies with Dr. Jill Ranucci
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.
Learn more about academic esports here: https://www.acteonline.org/tech-academic-esports/
Changing Perceptions of CTE for All Stakeholders in K-12 School with Dr. Crowder
"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.
In Henrico County Public Schools, we have stated that we want our students to graduate “Triple E”, meaning they need to be either enrolled, enlisted, and/or employed. This is our goal for every graduate, every year." Continue reading and connect with Dr. Crowder here.
Bio: Dr. William J. Crowder, Jr. (B.J.) is the Assistant Director of Workforce & Career Development (CTE) for Henrico County Public Schools in Henrico, Virginia. He has formerly served as a building principal, associate principal, assistant principal, classroom teacher and athletic coach. His desire is to assist students in finding their passion and directing them towards a career pathway and for each student to graduate either enrolled, enlisted, and/or employed. Dr. Crowder’s entire 19-year career has been surrounded by CTE from being a CTE teacher, supervising CTE at the middle school level, a CTE building principal, and his current position of Assistant Director of CTE.
Dr. Crowder also serves as a doctoral capstone mentor and adjunct professor at the collegiate level in educational leadership and curriculum and instruction.
What should students be learning to succeed in today's world - and how can schools bring that learning to the classroom? With Dave Conelias
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.
- Bachelors of Science Math and Economics at Union College
- Management of Technology Masters at Fairfield University
- 10 years in industry
- 5+ years in education
- Presenter at numerous national and regional conferences including NSTA and ITEEA
- Professional Development Workshop Lead
It's All About The Job: The Critical Role of Fire Science Education in CTE with Firefighter Bob Dipietro
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 email@example.com and follow his work on social media:
Books that Bob recommends in this podcast:
Thrive Through the Five with Dr. Jill Siler
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:
Thrive Through the 5%: Blog Post
Teacher Morale and Wellness: The new lurking crisis on staffing requires diagnosis and action, not one-off appreciation gestures
Thrive Through the Five: Practical Truths to Powerfully Lead Through Challenging Times
Connect with Jill Siler:
The Dope Teacher Mobile Shop Class: Acclaimed Teacher, Evin Jarrett Shares Innovative Approaches to Inspiring Young Minds
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:
- 6 ABC
- Philadelphia Tribune
- Forbes magazine
- American Plumber Stories
- CBS 3
- Philadelphia Chalkbeat
- Philadelphia School District website
- Numerous podcasts
- Mayfair CTE At Fox Chase Farms Teaching Kids Valuable Real-Life Skills
He also has an RV that he converted into a mobile shop. He offers free shop classes to the youth. His goal is to introduce more youth to the Trades and to encourage hands-on learning. Learn more about his work here: Dope Teacher Mobile Shop Class
"Earning While Learning through Apprenticeships" with Dr. Doug Darling
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.
Connect with Doug:
Facebook: Doug Darling
LinkedIn: Doug Darling
Interview with Dr. Kevin Fleming on Redefining Professional Development with Relevance and Accessibility
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:
- He has been the keynote speaker at Best Practices, Vision, and the ACTE Work Based Learning Conference.
- He has traveled to 38 states speaking and coaching in support of CTE
- His 4th book will be published in early October
- He is a member of ACTE PACE’s division and WBL division, and ACTE’s “Coalition for Workforce Development Through CTE”
- He serves as a mentor within the ACTE Next Level Fellows program
Founder & CEO, Catapult
Vice President, Planning & Development, Norco College
Change Agent & Philomath, www.kevinjfleming.com
Sylvester Chisom's journey in CTE
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.
About Sylvester https://www.sylvesterchisom.com/about
Sylvester's TED Talk on his journey in CTE https://youtu.be/RabWHY99Paw
Popular Youth Entrepreneurship Curriculum https://www.globalcte.com/p/50-startup-course
Mission Critical: Construction and Women in the Workforce
Bonnie Brown and Krystal Atcheson are amongst the 14% of female construction professionals. In this episode of the NCLA podcast, Bonnie and Krystal share their journey at the Whiting-Turner Construction company and discuss misconceptions around gender-specific roles and how CTE programs can encourage more females to enroll in non-traditional programs and pursue careers in the construction industry. Learn more about Whiting-Turner here:
Breaking Barriers: How PTECH schools create a Pathway from School, to College, to Career and the global PTECH program
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.
Creating a Learner-centered, Experiential, Equitable Ecosystem with Maureen O’Shaughnessy
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.
Collective and Summit: www.edactivecollective.org
Maureen on Good Morning America
Dr. Maureen O’Shaughnessy / Founder & Executive Director
LEADPrep — An innovative micro-school where teens thrive
Learner-centered. Experiential. Accountable. Demonstrated.
Leveraging Student Identity, Culture, and Power to Unlock Excellence with Colin Seale
Colin Seale was born and raised in Brooklyn, NY, where struggles in his upbringing gave birth to his passion for educational equity. Tracked early into gifted and talented programs, Colin was afforded opportunities his neighborhood peers were not. Using lessons from his experience as a math teacher, later as an attorney, and now as a keynote speaker, contributor to Forbes, The 74, Edutopia and Education Post and author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (Prufrock Press, 2020) and Tangible Equity: A Guide for Leveraging Student Identity, Culture, and Power to Unlock Excellence In and Beyond the Classroom (Routledge, May 2022), Colin founded thinkLaw (www.thinklaw.us), a multi-award-winning organization to help educators leverage inquiry-based instructional strategies to close the critical thinking gap and ensure they teach and reach all students, regardless of race, zip code or what side of the poverty line they are born into. When he’s not serving as the world’s most fervent critical thinking advocate or tweeting from @ColinESeale, Colin proudly serves as the world’s greatest entertainer to his two young children.
Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All StudentsAmazon - Thinking Like a Lawyer: Seale, Colin: 9781646320073: Books
Tangible Equity: A guide for Leveraging Student Identity, Culture, and Power to Unlock Excellence In and Beyond the ClassroomTangible Equity: A Guide for Leveraging Student Identity, Culture, and Power to Unlock Excellence In and Beyond the Classroom: Seale, Colin: 9781032161785: Amazon.com: Books
Going Back to Your Community with Dr. Larry Martinez
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.
Northern Arizona University Bachelors of Science B.S. Ed.
University of Arizona Masters of Education M. Ed.
University of Arizona Education Specialist Ed. S.
Connect with Larry: firstname.lastname@example.org
Understanding the Return on Investment for Business Partners when Working with Local School Districts, with Jim Michlig
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
Fundraising, Programming, and Stakeholder Support with NCLA Board Member, Eric Ripley
“The willingness of NCLA members to share their best practices and their willingness to host visitation teams was the launching pad for our grant application. It allowed us to visualize what it could be for us in our region. Seeing high-quality CTE centers in other areas across the nation was a very important step in getting our application developed and approved.” Eric Ripley
Eric Ripley has 23 years of professional experience in Career and Technical Education (CTE) including his current roles as the Executive Director of CTE & Technology for the Grand Forks Public Schools (North Dakota) and CTE Director of the virtual Grand Forks Area Career & Technology Center. A graduate of the University of North Dakota, Eric’s educational background includes a Bachelor's Degree in Business Education and a Master's Degree in Career & Technical Education/Educational Leadership. Before his current administrative positions, Eric taught as a middle school CTE computer teacher and high school information technology instructor.
As a proud CTE Advocate, Eric was elected to serve on the Association for Career & Technical Education (ACTE) national board as the Administration Division Vice President. Eric previously has served as the President of NCLA, President of the North Dakota Association for Career & Technical Education (NDACTE), and on the ACTE Region V Policy Committee. Eric is passionate about the importance of Career and Technical Education within public education and expanding opportunities for all students to partake in CTE. Eric is married to Sadie, and has three sons, Toby, Grady, and Ethan.
Transformational School Leadership with Ohio ACTE Administrator of the Year, Dr. William Sprankles
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:
Recruiting A Better Teacher: Unexpected Candidate Qualities
Association of California School Administrators
January / February 2017 V46 No.3
Behaviors for Transformational School Leadership
How to Build Relationships Quickly
ASCD Express, 2018
Refocus on the Skilled Trades to Reduce the Critical Skills Gap in a Post-Pandemic World with Dr. Michael Herrera
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.
THE STRENGTHENING CAREER AND TECHNICAL EDUCATION FOR THE 21ST CENTURY ACT (PERKINS V) reauthorization requires a continuous improvement process within programs of study as well as defines explicit professional development guidelines that provide all levels of support in working toward providing the best possible delivery of programs in career and technical education (CTE) across the country. Pennsylvania, in compliance with Perkins IV, adopted the programs of study for CTE. Programs of Study (POS) are designed to provide students with the recommended academic and technical competencies needed for employment in Pennsylvania. These competencies were also aligned with Workforce Investment Boards (WIB) high-priority occupations (HPO), which are high-wage and high-demand careers within the region of the WIB. Read more here: Perkins V and Continuous Improvement
Collaboration for Success: Arizona’s Administrators Working Together for High-Quality CTE
There are so many best practices featured in this podcast! Spoiler alert: the best is saved for last so be sure to listen all of the way through and catch the bonus tips at the end!
ACOVA, Arizona’s CTE Administrator’s professional organization, supports data-driven decision making and provides support through innovative means for district and regional CTE Administrators. This episode explains the organization’s role in statewide collective efficacy, data-driven training, and mentoring for CTE Administrators. Learn more here: https://acova.org/ and follow ACOVA on Twitter: @acovacte
This episode features Anne Dozeman-Wisener and Joel Wakefield:
Anne Dozeman-Wisener is the Director of Career and Technical Education for the Agua Fria Union High School District in Avondale, Arizona. Since 2014 she has overseen the completion of federal, state, and local grants, plus CTE grant management and CTE curriculum coordination for five AFUHSD schools. Under Anne's tenure at AFUHSD, the CTE department has grown to 48 educators, teaching 17 distinct CTE Programs.
With a Masters in Educational Administration from Northern Arizona University, Anne has dedicated the past 30 years to public education, 17 of which were spent in the classroom. She received FBLA's Administrator of the Year Award in 2019 and, after three years as a member of ACOVA's Board, will serve as 2022 Board President. As a national and regional CTE advocate and workshop leader, Anne continues to champion the professional development of fellow educators and their students.
Joel Wakefield has his Masters in Educational Leadership from Arizona State University. He has worked in public education for 30 years, teaching both elementary and high school. He spent over 20 years as an Athletic Trainer for various high schools and in professional baseball and football. He has been an instructional coach and a high school principal. Currently, he serves as the Director of Professional Development at West-MEC. He is passionate about international education; spending time traveling to South America to provide training for teachers, as well as hosting many foreign students and teachers. When he is not working he can be found doing CrossFit, drinking coffee, or working in the yard. He is married with two children and two beautiful twin granddaughters.
Promoting and Showcasing Your Students on Social Media with Khristen Massic
Khristen Massic www.khristenmassic.com @khristenmassic
Let’s face it, you need to feature your CTE program. Your program is not naturally getting featured on the internet or social media. In my school district, sports dominate school websites and social media. Every once in a while, there will be an academic feature, but I rarely see something about CTE.
Why is this?
Your school social media manager is always looking for content. I’m in a group right now with over 350 school social media managers across the United States. The group admin asked what was the biggest challenge we were facing and over 50% said it was getting content.
So, from a school social media manager’s perspective, sports stories are easy content. The events happen often, so if they have nothing else, that’s what gets posted.
This needs to change! The majority of our programs and students are not getting seen or featured. Many parents in our communities don’t even know we exist.
Have you heard of the Rule of 7? It’s a marketing term that says that someone will need to see or hear about your “offer” seven times before they’ll buy.
Some are saying now that it can take up to 10 views for an ad to become a conversion. That means we need to be getting our programs out in the digital space more than ever.
But, when you’re already busy prepping and teaching classes, social media can seem like one more thing. One more thing that looks like a lot of work and time that you don’t have. Read more here
Introducing Opportunity with CTE in Middle 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.
As many experts in the trades will explain, if students are not introduced to CTE curriculum until they are preparing for college, it might already be too late for them to legitimately consider all the career paths available to them. Middle school, which already marks a turning point in the educational experience of students, proves to be the optimal moment for CTE to be integrated into schools’ academic offerings.... Click here to continue reading.
About today's guest:
Mike Schloff founded Maplewoodshop in 2016 to help all children develop life skills through woodworking with hand tools. Mike has been woodworking since 2004 when he moved into his first home and needed to tackle repairs. He invented the workstation that Maplewoodshop uses after building several generations of woodworking tables and fixtures for teaching children and adults. He is a lifelong tinkerer and still teaches locally to try out new lesson plans. Prior to Maplewoodshop, Mike was a pioneer in the Internet space, helping people and companies take advantage of this new medium since 1995. In his spare time, Mike likes to work with local wind fall trees making tables, benches, and all sorts of creations that let the natural grain and forms determine the design of the finished project.
Building Connections in CTE and Beyond with Aaron Polansky
"If you can learn a name, you can change a life."
"Rapport before reports."
"Open minds lead to open doors."
Tune into this episode of the NCLA podcast for these actionable nuggets of wisdom and more! Aaron Polansky is the Superintendent-Director of Old Colony Regional Vocational Technical High School in Rochester, MA and a speaker, author, and consultant who travels the US in his spare time. Connect with Aaron and learn more about his work here: AuthentricitySpeaks.com
Teaching and Learning in a Gradeless Thinking Classroom with Graeme Lachance
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.
Searching for these kinds of tasks led me to Twitter and the amazing math teacher community there. I learned about the work of Jo Boaler, who I’ve since taken two of her online Stanford courses from... Continue Reading Here
Bio: Graeme is a teacher from Wakefield, Quebec who is constantly questioning assumptions about the education system. He grew up in Montreal, Canada, and completed his Bachelor of Education at McGill University in 2010. From there, his twelve-year career in education has brought diverse teaching experiences, taking him as far as Ulaanbaatar, Mongolia to Hull, Quebec. Graeme is principally motivated by bringing about a more human way to learn through grassroots changes to classes, schools, and beyond and providing young people opportunities to develop agency and autonomy. He brings forth approaches backed by research. This year, inspired by the work of Dr. Peter Liljedahl and Dr. Jo Boaler, he has endeavored to introduce a math classroom without grades that prioritize deep thinking instead of rote memorization or blindly following teacher instruction. Twitter: @livingpedagogy
Innovative Practices in Career and Technical Education with Doug Merrill
Doug Merrill has been teaching Engineering Related classes at Wenatchee HS since 1989. Design and build is the core focus of his pre-engineering curriculum and creating unique experiences keep things fun for him and his learners. His newest class: Ski Design and Adaptive Play allow kids to design and build skis and snowboards along with hacking electronic toys and electric ride-on cars for special needs students.
Next year he will be starting a new class on Turf management and athletic field maintenance, with future plans to build a Pitch and Putt golf course and Driving Range.
In 2012 His students broke a Guinness World Record when they built the world longest marble run of over 1,700 feet in the gym at Wenatchee HS. And one of his Engineering students won the Illinois Institute International Bridge building title.
He has been selected to participate in the MIT Invent Teams for students creating new inventions.
He was named “Washingtonian of the Day” by Governor Jay Enslee during a visit to Merrill’s classroom while they were making skis that the governor helped with.
Since 2018 Merrill has been on a state-wide mission to work with high school students and district PT’s and OT’s to adapt electric ride-on cars for children with special needs. He currently is mentoring teachers in over 10 school districts in Washington with their own Go Baby Go! Projects. This venture has broadened to small electronic toys as more children can be impacted on a much smaller budget.
He has served as President of the Washington Industrial Technology Educators Association and is currently the Past-President of the Washington Association of Career and Technical Education.
He received a Region V Innovative CTE Classroom Award in 2019 and currently serves on the Region V Membership and Marketing Committee.
In May of 2021, he became a Certified Trainer for the 6 Types of Working Genius, an assessment developed by Patrick Lencioni (5 dysfunctions of a Team and The Ideal Team Player) to help people find their Working Geniuses. He runs two-hour trainings to help teams address their strengths and weaknesses while reducing team toxicity.
In September 2021 he received the Legacy Award from the North Central Washington Tech Alliance for his years of service in STEM education.
He has been the Head Girls Golf Coach since 1994.
His favorite classroom activity is still making custom animal pancakes for his young engineers. Porcupines and Jellyfish are his favorites.
Transformative Learning Initiatives with John Turcic and Lindsey Balderaz
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:
Defining the Needle in Order to Move Forward with the Great Oaks Leadership Team
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.
Connect with today's guests here: https://www.greatoaks.com/
It Takes A Village To Improve Student and Workforce Outcomes with guest, Cheryl Carrier at FordNGL
Cheryl Carrier, Executive Director, Ford Next Generation Learning
We have all heard the saying, “It takes a village.” Nowhere is that phrase more applicable than in the case of educating and preparing our young people for success in college, career, and life. If you are an educator, you know just how critical and monumental an undertaking that is. To get the results we are all looking for, it does indeed “take a village.” To continue reading, click here.
Cheryl Carrier’s Bio
Cheryl Carrier is the Executive Director of Ford Next Generation Learning (Ford NGL), the signature education program of Ford Motor Company Fund and Community Services.
Cheryl leads the team responsible for developing and managing the innovative Ford NGL program, which is designed to engage educators, employers, and community leaders in the common goal of preparing today’s high school students for the careers of tomorrow. Through community engagement, Ford NGL provides a proven framework to develop high school academies that are career-themed and provide students with opportunities to engage in relevant, academically rigorous, authentic learning opportunities with local employers – thus improving student and workforce outcomes and increasing community prosperity.
Currently, there are 45+ communities across the country and in the United Kingdom that are using the Ford NGL framework and roadmap. Cheryl works closely with business executives, government/civic leaders, and economic development and workforce development intermediaries to help align education with the skills needed by companies and the local region.
Cheryl joined Ford in 1978 and has held positions in Engineering, Finance, Business Strategy, and Investor Relations. Cheryl assisted Ford Executive Chairman William Clay Ford, Jr., for many years, including a special assignment with the Detroit Lions, as the Human Resource Director, where she was responsible for developing human resource policy. Cheryl retired from Ford on December 31, 2013 and has continued as the Executive Director of Ford NGL, working closely with Ford Motor Company Fund.
Cheryl is the Chair of the Consumer Technology Association (CTA) 21st Century Workforce Council. She has also taken the lead on growing the Career Academy Section of ACTE and is co-lead on ACTE and Ford NGL Workforce Development through CTE Coalition. She resides with her husband in Petoskey, MI.
Social Media Handles for Ford NGL:
- Twitter: @FordNGL
- LinkedIn: https://www.linkedin.com/company/fordngl
- Facebook: @FordNGL
- Medium: @FordNGL
Randy Squier shares readiness for career, life and college and how CTE pathways are supporting all students to be ready
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.
Breaking Barriers through a Community Approach with Jessica Golden and Peter Kelpin
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.
District administrators work tirelessly to provide resources that empower teachers to develop critical life skills in their students. Used by more than 7,500 districts, EVERFI provides free online programs to teach critical skills in the areas of mental health, financial literacy, health and wellness, STEM, career readiness, and more.
How does EVERFI work with districts?
Created by content experts and paid for by leading organizations passionate about education, all 100+ EVERFI lessons help teachers meet their standards while providing students with the critical skills needed to be successful in life.
EVERFI provides a host of no-cost services to districts ensuring that district learning goals are being achieved through the use of EVERFI’s platform. Districts are provided with an Implementation Specialist whose primary responsibility is to ensure that administrators have everything necessary to:
- Make an informed decision about partnering with EVERFI
- Align resources to curriculum and district goals
- Plan and create successful implementation plans
- Train and motivate teachers to effectively teach the whole child
- Leverage platform data to achieve desired outcomes
Biannually, EVERFI provides Districts across North America with a robust Impact Report. The Impact Report, available to Districts at no cost, shares in-depth data around usage of EVERFI resources in the District, inclusive of student learning insights, attitudinal and behavioral changes of students, and aggregated school and teacher usage data to plan for growth with EVERFI resources. EVERFI Implementation Specialists and District Implementation Leads work with District leaders to review the report and build strategic implementation plans. Click here to continue reading.
The Changing Role of CTE with Amy Boscan
Amy currently serves as the Coordinator of Career & Technical Education, World Languages, and Global Studies for the Parkway School District in St. Louis, MO. As a professional developer, Amy focuses on the systemic and sustainable integration of “how do we do school differently” in order to prepare students for a global society and an ever-changing world. Her work encompasses creating authentic solutions to meet the needs of all students with rigorous and relevant learning experiences. In that work, she is exploring choice options for students, experiential learning, virtual course offerings, and global-ready academic programs. Through community partnerships and establishing global competence as an organic and sustained focus, Amy is building a culture for this work in Parkway through partnerships with The Asia Society, The Stevens Initiative, The Longview Foundation, K12 Global Forum, and ASCD.
Keeping CTE Teachers in the Classroom with Jodi Adams, Director of the New Teacher Institute
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...
Jodi Adams is the Director of the New Teacher Institute, the Kentucky Department of Education certification program for occupation-based career and technical education teachers, as well as a Clinical Instructor for the University of Louisville Department of Educational Leadership, Evaluation, and Organizational Development. Prior to joining the university, Jodi served as Career Pathways Branch Manager in the Kentucky Department of Education Office of Career and Technical Education. Before moving to the state department of education, Jodi taught business in Jefferson County Public Schools, the largest school district in Kentucky, and started a nationally recognized business program at Eastern High School, where she was instrumental in developing dual credit opportunities and work-based learning experiences. Prior to secondary education, Jodi worked in postsecondary recruitment and admissions for adult education programs and taught as an adjunct instructor for a community college and two universities. Her experience owning and operating a large retail store, as well as working in customer service and marketing for a Fortune 100 company, have shaped her approach to education.
Jodi Adam's Contact Info:
CTE in a Changing World with Harry Snyder, President/CEO of Great Oaks Career Campuses
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.
Contact info: Harry Snyder, email@example.com, 513-612-3646
Building Systematic Approaches to Streamline CTE with Jim Michlig, Director of Muskego Norway School District's CONNECT Academy
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.
Steve Ward: Helping Other's Find Their Purpose through Dreamcatcher
STEVE WARD’S PURPOSE - HELPING OTHERS FIND THEIR PURPOSE
Engaging Educational Leaders and Students by bringing the conversation of personal Purpose into the classroom to:
- intrinsically motivate adolescents and young adults in their education;
- inspire youth to examine their skills and interests to drive academic decisions;
- level the playing field to increase equality among youth of different abilities, ethnicities, cultures, social, and economic backgrounds;
- introduce Aspirational Dataä providing teachers, counselors, social workers, and parents the insights to further guide their students;
- encourage people to pursue fulfilling careers by design, rather than by debt.
One of the most important contributions Steve Ward makes to the discussion of Purpose-Driven Education is that most people wish to “help other people” with their profession when asked what they wish to do for a career. This innate drive stems from a universal desire to give and show love, and connect with others in a meaningful way. How we give and show love and connect with others is as unique as our individual fingerprints.
Work Ethic Development with Josh Davies
Josh Davies is passionate about helping others make a difference in their lives, jobs, and community. Through his work as a speaker and trainer, he has engaged and encouraged professionals across North America, the Middle East, and Asia. His engaging and connecting speaking style combined with relevant content make him an in-demand speaker, giving more than 75 keynote presentations and workshops to education, workforce, and corporate events annually. Mr. Davies has been named by the Global Forum for Education and Learning as one of 2021’s Top 100 Visionaries in Education in recognition for his contributions to education globally. Additionally, Training Magazine named him as one of the 2021’s Top 100 Visionaries in Education in recognition for his contributions to education globally. Additionally, Training Magazine named him as one of the top 10 trainers under 40 in America and the Denver Business Journal tapped him as one of Denver’s 40 Under 40.
Davies is currently the CEO of The Center for Work Ethic Development, an organization committed to developing workplace skills in the global workforce. Partnering with organizations in all 50 states and 6 countries, they equip trainers and teachers to build the workforce of the 21st Century. A graduate of American University, Josh has been awarded the Mile High Energy Award by Visit Denver, and an honorary Doctorate of Foodservice by the North American Food Equipment Manufacturers Association for his contributions to the industry. He finished serving his second term on the Executive Board of the Colorado Workforce Development Council, where he chaired the State Education and Training Steering Committee. He also led the P-Tech Selection Committee for Colorado and served on the board of the Colorado Opportunity Scholarship Initiative. In addition to his work in the public sector, Josh also served on the Board of Directors for the National Association of Workforce Development Professionals, was President of the Council of Hotel and Restaurant Trainers (CHART) and co-chaired the Colorado State Youth Council.
Best Practices in CTE in Amarillo, Texas with Jay L. Barrett: A Vision for the Future
This past June, Jay became the principal of AmTech Career Academy in Amarillo, Texas, a $60 million renovation of an old Sears/Hastings facility. Tune in to hear about the inception story for this center and his vision for the future of Career and Technical Education in this community.
Take a virtual tour of the campus here: https://youtu.be/c83_49bo1FI
Find out more about Jay's background and experiences in education and CTE below.
- Jay has 36 total years of experience in public education.
- He has been a principal at all levels in Amarillo ISD in Amarillo, Texas for 26 of those years.
- Principalships include:
- Amarillo Area Center for Advanced Learning (AACAL), a STEM/CTE campus (2008-2021)
- Travis Middle School (2000-2008)
- Forest Hill Elementary School (1995-2000)
- Amarillo Area Center for Advanced Learning (AACAL), a STEM/CTE campus (2008-2021)
- Other administrative work:
- Associate Principal, Palo Duro High School in Amarillo, Texas (1993-1995)
- Assistant Principal, Tascosa High School in Amarillo, Texas (1991-1993)
- Associate Principal, Palo Duro High School in Amarillo, Texas (1993-1995)
- Before becoming an administrator, Jay taught English and coached tennis at Pampa High School in Pampa, Texas (1985-1991)
- Jay began his career in education by doing his student teaching in Rota, Spain, through the Department of Defense Dependents program.
- While at AACAL, Jay co-founded Gateway to Health Careers, a regional program that now trains over 600 students annually in 27 high schools in the 26,000 square miles of the rural panhandle of Texas.
- 2019 HEB North Texas Secondary Principal of the Year
- 2019 Elbert K Fretwell Outstanding Educator of the year by the Golden Spread Council of Boy Scouts
- Deacon, First Baptist Church
- Amarillo College Regent, Secretary of the Board of Regents
- Secretary, Community College Association of Texas Trustees Board of Directors
- Panhandle PBS Board of Directors
- Amarillo College Foundation Board of Directors
- Chamber of Commerce Governmental Advisory Council
- Amarillo Police Training Advisory Board
- WT Enterprise Center Board of Directors
- Panhandle Workforce Development Board of Directors, Executive Committee
- Amarillo Technology Initiative Board of Directors
- Golden Spread Council, Boy Scouts of America Board of Directors
- Maverick Boys' and Girls' Clubs in Amarillo Board of Directors
(Re)Defining the Goal with Purpose-Driven Education- Interview with Dr. Kevin Fleming
In this episode of the NCLA podcast, Rachael Mann is joined by Dr. Kevin J Fleming to discuss purpose-driven education. Dr. Fleming is an educator, national speaker, entrepreneur, and author. He is the producer of multiple, viral animation videos including Success in the New Economy, author of the educational bestseller, (Re)Defining the Goal, and currently Vice President of Planning and Development at Norco College in Southern California. Dr. Fleming is a passionate advocate for ensuring all students intentionally equip their potential, enter the labor market with a competitive advantage, and find their purpose, on purpose.
"The process of occupational exploration, choosing a college major, and one’s initial career identification is too frequently haphazard and unintentional. Most teens have no ideas what they plan to do with their life after 12th grade. I certainly didn’t know what I wanted to do, except continue to go to school! As a community college Vice President, I even hear from my college graduates - as recent as this spring - that they still have no idea what they will do after transferring, or what they plan to do after earning their 4-year degree. Our current educational system has created widespread confusion. This confusion then translates into high anxiety and directionless professional meandering. Students end up taking “the wrong courses” while in college, and many change their major an exorbitant number of times, graduating with too many unnecessary units. The result is too frequently the phrase, “I’ll figure it out later.” Well, it’s later." Click here to continue reading Dr. Kevin's Blog Post.
Get your copy of (Re)Defining the Goal to help advance your student’s career readiness!
Connect with Kevin on LinkedIn.
The Career & Leadership Readiness Institute (CLRI) at Northern Virginia Community College (NOVA) with Guests Tiffanie Rosier and Brittany Hollis
In this episode, Rachael Mann is joined by Tiffanie Rosier and Brittany Hollis to discuss initiatives at Northern Virginia Community College (NOVA) including STEM and leadership opportunities for students. Learn more about the successes that are happening here: https://blogs.nvcc.edu/systemic/2021/04/29/nova-students-recognized-for-clri-success/
Tiffanie Rosier is a STEM Education Coordinator for Northern Virginia Community College. She has a Bachelor’s in Public Relations from James Madison University, a Masters in Higher Education Administration from Western Kentucky University, and holds the Global Career Development Facilitator Certification. Tiffanie has worked in Career Services at several institutions. She is also currently a participant in the ACTE Post-Secondary Leadership Success Program for Career and Technical Education Administrators. Brittany is the Information and Engineering Technology Career Coach for Northern Virginia Community College. She has a Bachelor’s in Biology and Teacher Education from the University of North Carolina at Chapel Hill and Masters in Higher Education from North Carolina State University. Brittany was a former high school science teacher before transitioning to higher education and has worked with several STEM education programs at the collegiate level.
Brittany Hollis is the Information and Engineering Technology Career Coach for Northern Virginia Community College. She has a Bachelor’s in Biology and Teacher Education from the University of North Carolina at Chapel Hill and Masters in Higher Education from North Carolina State University. Brittany was a former high school science teacher before transitioning to higher education and has worked with several STEM education programs at the collegiate level.
MBA Research: The Daniels Fund Ethics Initiative High School Program
In this episode of the NCLA Podcast, our host, Rachael Mann is joined by panelists April J. Miller, Krysti Conlin, and Charlie de Belloy to discuss the Daniels Fund Ethics Initiative High School Program. To learn more about this initiative and to access the free materials, please visit mbaresearch.org/ethics
Podcast Guest Bios:
April J. Miller, Vice President of Product Development for MBA Research & Curriculum Center, is dedicated to providing guidance and support to educators involved in the development, implementation, and evaluation of standards-based curriculum. Having led several state and national projects for MBA Research, April oversees the creation of a broad range of instructional materials and products, including LAP modules, curriculum guides, technical skill assessments, and programs of study. She represents MBA Research at national-, state- and local-level conferences and workshops and has had multiple articles published in ACTE’s Techniques magazine.
Krysti Conlin: Business & Marketing Teacher at Whitley County High School for 26 years.
Bachelor's Degree, Master's Degree, and Rank I from Cumberland College.
President of the Kentucky Marketing Education Association
Service Area Board Member of the Kentucky Association for Career & Technical Education
Business & Marketing Leadership Team Member for the Kentucky Department of Education
Career & Technical Education Coordinator for Whitley County School District
2018 Kentucky Marketing Teacher of The Year
Charlie de Belloy is a Franco-American freshman at the Lycée Français de San Francisco. I am interested in ethics and have started a team at my school to compete at the California Ethics Bowl. I am also a part of the Marin Youth Court, which is a restorative justice alternative for youth going through the justice system. I am also doing an internship at KQED radio, the local radio station, helping to review and create pitches that go on air.
Marketing CTE Programs and Rediscovering Your Brand with Guest, Dr. Amanda Holdsworth
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
To figure out who you really are as a school community, you must start with research: Click here to continue reading.
Dr. Amanda Holdsworth, APR has worked in school communications for more than 20 years and is the founder of Holdsworth Communications, a strategic branding and PR agency for schools, and the School Comms Lab, a membership community that helps schools DIY their marketing and social media activities. She is the daughter of a toolmaker, the sister of a pipefitter, and has led communications initiatives and Manufacturing Day events for career and technical education schools around the country.
A Faster Way Forward: Interview with Superintendent Greg Donovan
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.
West-MEC is a career technical education public school district that focuses solely on innovative career and technical education (CTE) programs that prepare students to enter the workforce and pursue continuing education. West-MEC CTE programs provide students opportunities to earn college credit and industry credentials. West-MEC serves more than 37,000 students from 48 high schools, across 3,600 square miles in the northern and western cities of the Phoenix Metropolitan area. West-MEC also offers adult education programs. Visit www.west-mec.edu/career-programs.
About Superintendent Greg Donovan:
Greg Donovan has been the Superintendent of Western Maricopa Education Center (West-MEC) since its inception in 2002. Under his leadership, West-MEC now operates four campuses in northern and western cities in Maricopa County and supports career and technical education in 12 school districts.
Success by Design with Guests Tammy Bonner and Jennifer Brooks
In this episode of the NCLA podcast, Tammy Bonner and Jennifer Brooks share grassroots efforts to statewide consortia and current partnerships in Arizona. Our guests address best practices and strategies that CTE leaders should consider when planning for career and technical education programs in schools and districts.
Tammy Bonner is currently the Director of the Arizona CTE Curriculum Consortium. As the Director she manages the development of the AZCTECC curriculum resources and provides professional development to CTE teachers across Arizona. Before moving to Career and Technical Education at Pima JTED and then to the AZ CTE Curriculum Consortium, she began her career in the dental industry. She received her BA in Organizational Leadership through Arizona State University and is driven to advocate for CTE and help teachers succeed in their classrooms. She is currently a member of ACTE and an ACTEAZ Fellow.
Jennifer currently serves as the Assistant Director of the Arizona CTE Curriculum Consortium. Prior to that, she was the Director of Curriculum and Instruction as well as an Instructional Specialist at West-MEC, a CTE District in the West Valley of Phoenix. She began her career in education straight from industry teaching CTE (Business, Marketing, and Culinary Arts) for eleven years. A former purchasing agent for a Fortune 500 Oil Company and pastry chef at Marriott, Jennifer embraced her role as a teacher and continued to pursue education earning her Masters in Career & Technical Education in 2006. Jennifer is a passionate advocate for quality teaching & learning and champions many initiatives at the Consortium designed to support CTE teachers and programs. She strongly believes in the value of the CTE Delivery Model and the life-changing opportunities that CTE programs provide to students.
To learn more about these efforts and to connect with Tammy and Jennifer, visit https://www.ctecaz.org/
Entrepreneurial Education in a Virtual World
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.
"CTE in a Virtual World" with Milton Hershey School CTE Director, Dave Curry
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.
At Milton Hershey School, a pre-K through 12th-grade residential school for children from low-income backgrounds, vocational training has been a core part of the curriculum throughout the school’s 110-year history. The Career and Technical Education (CTE) program, and its 12 career pathways, prepare students for college or career by introducing a wide range of disciplines. Beginning in elementary school, students are exposed to careers and progress through real-life experiences in and out of the classroom as part of the CTE curriculum.
While the school never closed as a result of the pandemic, the typical methods of instruction adjusted but also created opportunities for innovative lessons that address the real need for CTE. Here are some examples of how CTE teachers have tapped into different instructional methods to create unique learning opportunities for students: (Click here to continue reading: https://drive.google.com/file/d/1PQSfs91juG4oMMKl2atiDxk-1DPuRsBf/view?usp=sharing)
Dave Curry is the director of career and technical education (CTE) at the Milton Hershey School in Hershey, Pa. He leads a program that offers 12 CTE pathways, each combining tailor-made instruction and hands-on learning with the ability to gain industry-recognized certifications and real-life experience through internships, co-ops, and pre-apprenticeships.