Allyse Appel

This module reframed our curriculum work as a continuous improvement cycle operating at the program level rather than the classroom level. The structure I have been supporting to build (the cohort-based revision of a backwards-mapped scope and sequence) is essentially a teacher inquiry cycle scaled up to collect evidence, analyze it, share it with stakeholders, identify changes, implement, and return to evidence. Recognizing this equipped me both a vocabulary for what we are doing and a sensation of validation, because I can locate our current work precisely within that cycle.
The module's central argument is essentially that curriculum must not be static because the workforce it serves is not static. This aligns with my own approach to responsiveness. I've seen how rigid curricular structures fail in CTE specifically because labor market demand, technology, and credentialing requirements shift faster than a fixed document can accommodate - with the thinking being that no matter where you start from, it is defaulted to being behind, right? A dynamic curriculum is not a stylistic preference but rather a structural requirement of program quality.
The most useful push for me was the claim that student assessment scores alone are an insufficient measure of curriculum effectiveness. Multiple measures, including placement data, credential attainment, employer perception, and workforce relevance, are necessary to evaluate a program honestly. As someone who works from data, I admit to have undervalued its narrative function in situations where that alone would have shifted the overall direction of moments that I otherwise would not have input on in executive leadership decisions. Diversifying what we collect allows us not only to evaluate the program but to tell a coherent story about its impact over time.
This connects to a shift in how I understand my own leadership. At a year and a half into this role, I am beginning to think in four-year cohort terms, which forces a question about what evidence I want to be able to show at the end of that horizon. Defining those outcomes in advance is uncomfortable, because it invites accountability, but as a data-minded leader I cannot measure progress toward a target I have never named.
Finally, the module shifted my theory of influence. I had assumed meaningful change required acting on the whole system at once, and that focusing on my own portfolio was too narrow to matter. I now see the inverse. Modeling rigorous continuous improvement within my own portfolio, and equipping colleagues to do the same with theirs, builds distributed ownership. Best practices adopted because educators see them work, rather than because they are mandated, are the ones that become embedded in the culture rather than experienced as compliance.

Tifany Wright

I have learned the importance of reviewing coursework. Making sure it not only aligns with state requirements but also with workforce trends and learners needs. I obtained several new ideas of how to implement a review process to ensure stakeholders have a say in the process and also to gain outside perspective on the ideas, subjects and also the methods of material being taught.

Lisa Johnson

We are trying to refine the process to ensure data based decision are being made as it relates to curriculum development

Cassadie Ross

Student assessments are not the only indicator of quality in a CTE program- we must also consider the labor market and feedback from industry partners. 

Shareen Vogel

It is critical to have a feedback loop and review process that gives an opportunity to review both the data and feedback from stakeholders, revise and create along the way that stays relevant and accurate.

Michael Herrera

We utilize NOCTI DATA to ensure our students are continually improving.
Our OAC"s meet annually to discuss the curriculum and recommend equipment purchases.
We utilize outside organizations such as the PBA, NATEF, and other accreditation agencies.
Focus on industry-recognized credentials.