My work in writing and editing the book Synergizing Success: Academic and Career Integration for CTE reinforced the importance of academic and CTE collaboration. This type of instructional integration creates more engaging student learning and better prepares the students for a changing technological world.  This all sounds nice, but it feels like extra work for teachers. Further, where and when is there a time during school instruction for this “extra” integration? This blog describes points where and when integration fits in teaching and can be inserted in small steps. This description will assist teachers in reflecting on and adapting their… >>>

https://drive.google.com/file/d/1IpgMWa4UKwE8k5ofa3EMiNm5Zrxi_gIF/view?usp=drive_link

NOTE: The following blog is part of a series posted by the New York State Trade and Technical Teachers Association. It includes demonstrations of using AI to improve academic integration in the CTE lab and dozens of AI prompts CTE teachers can use to brainstorm, support, and learn new skills. The complete set of blogs can be read on their website. 

CTE educators must explore the exciting intersection of two “AIs.” One AI is Artificial Intelligence, a powerful tool with immense potential to reshape how we teach and learn. The other AI is Academic Integration—a cornerstone of… >>>

Synergizing Success: Academic and Career Integration for CTE is a publication from the Association for Career and Technical Education (ACTE). This book itself is a synergistic effort involving many educators. It emphasizes the importance of integrating academic and career skills in CTE programs. It describes 17 different models of integrating Academic and CTE instruction in high schools. My co-editor and author is Dr. Jill Ranucci from Texas. In addition, another dozen writers offer their expertise and stories of effective collaboration among CTE and Academic teachers. This publication guides schools on academic and career integration in Career and Technical Education (CTE).… >>>

High school leaders visiting a school with career academies or team teaching cannot help but be impressed with student engagement and enthusiasm for their projects. While this level of collaboration is impressive, the reaction is often that the level of collaboration might work in that school but certainly not with their school. Visiting principals reflect on how most high school teachers are comfortable with their subject and see little need to reach out to work with others. High levels of integration among academic and CTE teachers take time and must be a gradual process rather than a large-scale change. It… >>>

Every CTE teacher understands the importance of having an active advisory committee of local employers and community members. Developing relationships with these individuals and working regularly with them is critical to the success of CTE programs. Advisory committees can support programs with recommendations for off-site learning experiences, serve as judges for assessments, suggest state-of-the-art equipment, locate professional development opportunities for teachers to remain current, and also offer student work-based learning sites. To learn more about best practices working with Advisory Committees, use the ACTE CTELearn course Leveraging Community Resources to Energize CTE. 

However, it is the advice of advisory… >>>

Rigorous describes something rigid and difficult, and imposes hardship, such as taking a rigorous hike. Some might avoid rigorous tasks such as weeding a garden to avoid hardship. Others might embrace a rigorous physical workout because the goal of athletic performance drives them. Tasks can be categorized by degrees of rigor, and each person chooses whether to embrace or avoid rigorous tasks based on their goals.

When rigorous is applied in education, the term means something slightly different from difficult, arduous tasks.  Rigorous education is not more physically difficult or necessarily a more extended test or exotic and difficult questions.… >>>