Professional Development

To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 1, 6, 8) and CTEIG (pg. 28) grants with the following basic criteria:

• CTE teachers attend Professional Development opportunities to update their knowledge of their career focus and of current trends and developments in education that affect their CTE pathway. 

  • All CTE teachers attend sector-specific CTE conferences and workshops annually. 

  • CTE teachers meet during staff meetings and/or advisory board meetings.

  • Externships are offered to CTE teachers annually, individualized to meet specific needs; externships pursued and supported.  All CTE teachers participate in teacher externships. 

• Local district administrators participate in CTE professional development regarding the benefits of CTE and the management of CTE within the larger context of educational improvement to serve all students.

• Investment is made to provide support for CTE leadership at the local level to ensure that CTE administrators, teacher(s), and counseling and instructional leaders have sufficient time and resources to implement system improvements and work with their counterparts in other programs.

Evidence

• Professional development needs assessment for CTE teachers. 

• List of events, classes, and workshops that CTE teachers accessed, and the number of CTE teachers that attended. 

• List of curricular or instructional products or changes that resulted from CTE professional development. 

• List of teacher externships and outcomes. 

• List of CTE teachers and faculty including the credentials/ minimum qualifications and the type and date(s) of industry experience for each, and any professional development that was completed during the past three years. 

More information and resources can be found below.