My passion for agriculture runs deep, it stems from growing up in a farming family and community, where it all began. I’ve experienced both the highs and lows of agriculture, and I want to prepare my future students to navigate those same realities—regardless of the paths they choose. My goal is to instill in them a sense of hope: that the good will always outweigh the bad, and that every day holds something positive. Career and Technical Education is more than just a curriculum; it’s a gateway for students to explore their interests, build real-world skills, and prepare for meaningful futures in college, careers, and beyond. As a CTE educator, my philosophy is centered on providing real-world experiences, empowering students, preparing them for success beyond the classroom, and bridging the gap between education and industry to ensure each student is equipped with relevant skills.
At the heart of my program is a commitment to the three essential components of high-quality CTE: rigorous instruction, real-world application, and career readiness. Through standards-aligned curriculum and hands-on learning experiences, I aim to bridge the gap between classroom knowledge and industry practice. Whether students are welding in the shop, developing an SAE project, or participating in an FFA contest, every lesson will be built with purpose—to foster confidence, curiosity, and career-relevant skills. I will link concepts across areas to help students make meaningful connections and apply methods of inquiry to deepen their understanding and critical thinking. For example, during a plant science unit, students will connect biology concepts like photosynthesis and plant cell structure to greenhouse production and crop management, allowing them to see science in action.
Instruction in my program will reflect the diversity of student needs, abilities, and aspirations. I will use a mixture of formative and summative assessments, student feedback, and performance data to guide and adjust my instructional approach. For example, I will analyze exit tickets from lessons to determine if students are understanding the material, and adjust the next day’s instruction accordingly. These tools will allow me to identify individual learning needs and design targeted supports, including differentiated instruction, flexible grouping, and personalized learning tasks. I will bring in multiple perspectives and resources by incorporating case studies from global agricultural systems and inviting guest speakers from diverse backgrounds in the industry, ensuring every student feels represented and valued. My classroom will be a space where inquiry, creativity, and collaboration are encouraged daily.
To establish a productive learning environment, I will communicate and reinforce clear expectations for tasks and behavior. I will implement consistent routines that support classroom management and minimize instructional time loss, allowing students to stay focused and engaged. For example, each class will begin with a bell ringer activity aligned to lesson objectives and end with a reflection to reinforce learning and smooth transitions.
Work-based learning will serve as a cornerstone of student development. I believe students learn best when they can apply their learning in authentic settings. I will cultivate strong partnerships with local employers, community leaders, and agricultural businesses to offer students meaningful WBL experiences—whether through internships, apprenticeships, job shadowing, or guest speakers. These connections not only enhance skill development but also build a sense of purpose and belonging within the local workforce. For instance, I plan to partner with a local feed store or livestock operation to offer students part-time internships and mentorships that directly align with our animal science coursework.
Career and Technical Student Organizations, particularly FFA, are an integral part of my vision for student leadership and growth. Participation in CTSOs will help students build soft skills such as communication, teamwork, and professionalism. I will encourage all students to find their place in competitions, conferences, and chapter activities that inspire leadership and personal development. For example, students may take part in the parliamentary procedure team, attend state conventions, or organize community service projects through our local FFA chapter.
My program will also prioritize continuous improvement and adaptability. I will engage in ongoing professional development, collaborate with peers and mentors, and remain responsive to emerging trends. I will actively seek and respond to constructive feedback, set professional goals, and reflect regularly to improve my teaching practice. For instance, I will gather feedback from student surveys at the end of each semester to inform course revisions and instructional strategies. Regular evaluation of the program—based on student outcomes, employer feedback, and instructional effectiveness—will guide adjustments and innovations that keep the program relevant and impactful.
Above all, I believe that students deserve a program that sees them as whole people—with dreams, challenges, and potential. I will strive to build a classroom culture that reflects empathy, equity, and high expectations. Through intentional planning, community engagement, and authentic learning experiences, my CTE program will prepare students not just for a job, but for a lifetime of growth, contribution, and leadership. I will also demonstrate professionalism in my interactions with students, families, and colleagues, and seek leadership opportunities to contribute positively to the school community.