The Broward Educating Superior Technology Teachers (BESTT) project built the high school CTE teacher pipeline in Computer Science (CS) and Information Technology (IT) to address the skills gap in Broward County’s CS/IT in-demand industry occupations. To expand and improve technology programming and encourage students to enroll in CS/IT pathways, BESST recruited and prepared Broward Schools CTE teachers, non-CTE-teachers, industry professionals, and Broward College Education Pathway students to earn a Business Education 6-12 certification to enable them to teach beginning technology courses in the middle grades. Participants went through the program as a cohort, first joining a community of practice that introduced the content knowledge needed to earn a Business Education 6-12 certification and best practices in IT education. The cohort then enrolled in a specially designed Broward College course to prepare for the Business Education 6-12 Florida Teacher Certification Exam. After successful completion of the course, participants were offered intensive support as needed to prepare for the certification exam. The current cohort targeted Broward Schools Special Education and JROTC instructors to improve student access to the technology course offerings in their schools. The project worked with school administrators to use the newly certified teachers most effectively to expand technology programing in their schools. To offer more advanced CS/IT courses at the high school level, BESST also recruited experienced Broward Schools CS/IT CTE teachers to enroll in coding courses at Broward College. Participants in this cohort also prepared for the Computer Science K-12 certification exam.

Project partners include:

• Broward College

The Oregon High School CTE Teacher Pathway project built the high school CTE teacher pipeline in program areas aligned with the in-demand industry sectors of Healthcare, Construction, Advanced Manufacturing, and Information Technology. The project offered 2 options: (1) industry professionals who possessed required industry work experience but needed required education coursework for licensure; and (2) fully licensed non-CTE teachers needed planned and coordinated work experience in order to add a CTE endorsement. Both options included cohort-building, networking, and mentoring by experienced CTE teachers. Portland Community College (PCC) offered all the required education courses needed for CTE licensure by industry professionals. PCC also developed and delivered the new state-required Exploring CTE in Oregon course needed for CTE licensure for participants in both options. Program participants were mentored via an online community of practice offered through PCC’s online learning platform. Topics aligned with ACTE’s 12 Elements of a High Quality CTE Program of Study and immediate needs identified by the participants. The online mentoring format provided an opportunity to support new CTE teachers and experienced CTE teacher mentors from across the state.

Project partners include:

• Oregon Department of Education
• CTE Regional Coordinators
• Participating School Districts
• Clackamas Community College

The Kansas Statewide CTE Mentoring Network built the high school CTE teacher pipeline in program areas aligned with Kansas in-demand occupations in Agriculture, Family and Consumer Sciences, Business, Media, and Technology, Design, Production, and Repair, and Health/Public Service. The project enhanced and expanded the state approved CTE teacher mentoring program at the Kansas Center for Career and Technical Education (KCCTE) at Pittsburg State University. The Southeast Kansas Education Service Center managed the project and provided fiscal oversight. The project built a cadre of experienced CTE teacher mentors to support early career and alternative licensed CTE teachers throughout Kansas. Mentoring was provided primarily through an online community of practice organized by career field into five facilitated “Our Place” communities. With mentors’ guidance, CTE teacher mentees completed online Explorations modules designed to deepen their teaching practice and boost their effectiveness with students. Each Exploration followed a Plan/Prepare, Teach/Assess, and Reflect/Analyze cycle based on classroom practices and adaptable to mentees’ unique teaching situations.

Project partners include:

• Pittsburg State University's Kansas Center for Career and Technical Education (KCCTE)
• Southeast Kansas Perkins Consortium
• Fort Hays State University
• Kansas State University

The New Jersey High School CTE Teacher Pathway Initiative project built the pipeline for high school CTE teachers in program areas aligned with New Jersey’s in-demand industry sectors of Advanced Manufacturing; Life Sciences; Healthcare; Technology; Transportation, Distribution, and Logistics; Food Manufacturing; and Construction & Utilities. The project offered a CTE Teacher Bridge Program to enable general education teachers to become CTE teachers through industry externships, mentorship by an experienced CTE teacher, and co-teaching with an experienced teacher. The project established a new CTE teacher preparation program. The project worked with a state university to create a second alternate route provisional CTE teacher preparation program to provide greater access to provisional teacher preparation programs and alternate pathways to advance degrees. In addition to meeting the state’s rigorous expectations for teacher preparation programs, the new program included high-leverage practice competency-based curriculum; synchronous and asynchronous online-modules/courses; applicable and relevant assignments; face-to-face opportunities for CTE teachers to learn from one another; summer and winter entry points; and pedagogical mentoring.

Project partners include:

• Brookdale Community College
• William Paterson University
• New Jersey Department of Labor and Workforce Development
• New Jersey Business and Industry Association
• New Jersey Chamber of Commerce
• New Jersey Council of County Vocational and Technical Schools
• Participating School Districts

The Tennessee Experienced Professionals in the Classroom (EPIC) project build the high school CTE teacher pipeline in program areas aligned with Tennessee’s In-Demand industry sectors of Advanced Manufacturing, Health Science, and Information Technology. Historically, industry professionals transitioning into CTE teaching have enrolled in one of the state’s Occupational Educator Preparation Programs (EPP). Until EPIC, all Occupational EPPs were located at a 4-year college or university. To improve the rigor and relevance of the state’s Occupational EPPs, EPIC established a consistent set of guidelines for all EPPs and conducted audits of existing Occupational EPPs to ensure they had the right structures and components in place to meet the new requirements. To expand opportunities and provide more affordable options for individuals to become CTE teachers, EPIC began working with new types of providers (a community college and local school district) to pilot an alternative Occupational EPP. In 2019, following a rigorous application and approval process, Rutherford County Public Schools received approval from the State of Tennessee to administer the first ever district-led Occupational EPP. Using the Southern Regional Education Board’s (SREB) Teaching to Lead Teacher Preparation Program, Rutherford County Public Schools’ Occupational EPP offered an affordable and relevant alternative for new CTE teachers. EPIC expanded the pilot to other parts of the state to meet local demand for effective high school CTE teachers. To further strengthen the CTE teacher pipeline, and in response to district feedback, EPIC is also piloted district- or consortium-led occupational teacher mentoring programs to improve the retention of CTE teachers. Tennessee leveraged Perkins reserve funds to fund over half of the new occupational teacher mentoring programs.

Project partners include:

• Rutherford County Public Schools
• Knox County Public Schools
• Polk County Public Schools