ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
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A new survey of CTE educators, conducted by the American Federation of Teachers (AFT), highlights CTE teachers’ passion for and investment in preparing students for their futures. The survey was sent nationwide, and responses were received from 570 K-12 CTE teachers, more than 40 percent from Florida and New York.
Among the positives found by the survey were a high degree of preparedness by CTE teachers, a high level of commitment and passion for CTE, and strong connections to postsecondary education. Respondents were well prepared to teach CTE, with almost one-half holding bachelor's degrees in the industry field they teach and another 26 percent holding a bachelor's degree in education. Other teachers had associate's degrees and relevant certifications or licenses, and were often highly experienced in their field.
The respondents also expressed themselves as strong supporters of CTE for engaging students, preventing dropout and preparing students for college and career. In addition, almost 80 percent reported that their programs were connected to postsecondary education. Fifty-five percent responded that they work with business advisory boards and offer student internship opportunities, 50 percent cited mentorship by business representatives and almost 40 percent said that businesses donate equipment to their programs.
The challenges respondents reported were primarily related to resources, including equipment, textbooks and space, as well as the funding that supports these. Time was also a major challenge, for professional development and for placing students in work-based learning experiences.
In addition, schools are not always able to offer a wide range of CTE programs to meet student interests and career plans as well as workforce demand. The Career Clusters most often offered in respondents' schools were Business and Administration; Arts, AV and Technology; Health Science; Hospitality and Tourism; Architecture and Construction; and IT.
Finally, respondents noted that building partnerships and facilitating work-based learning can be challenging, particularly in rural communities.
According to AFT, it will continue to advocate for increased funding for CTE, through both the Perkins Act and state legislative activity, to address CTE teachers’ need for current equipment, technology and instructional resources; time to develop partnerships; and smaller class sizes, as well as increasing the diversity of programs offered and securing funding to support CTE programs.
Posted by Catherine Imperatore on 11/19/2014 at 10:11 AM in Data and Research, Educator Development | Permalink
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