Hello, my name is Lilly Hanley.

 Implementing High-Quality Career and Technical Education Programs 

By Lilly Hanley 

Introduction 

A high-quality Career and Technical Education (CTE) program prepares students not only for successful entry into the workforce, but also for lifelong personal and professional growth. These programs go beyond technical skills to cultivate critical thinking, adaptability, and collaboration—key competencies in today’s dynamic labor market. Drawing from my teacher preparation program, internship at Kawasaki Manufacturing, and practicum at Dawes Middle School, I have developed a philosophy grounded in the ACTE (Association for Career and Technical Education) Model for High-Quality CTE. My understanding of high-quality CTE centers on five key principles: real-world learning experiences, differentiated instruction driven by data, alignment with industry standards, performance-based assessment, and continuous professional development. Additionally, the SkillsUSA Framework serves as a critical tool in preparing students for career success, reinforcing the importance of workplace and personal effectiveness skills. 

1. Real-World Learning Experiences 

Real-world application of technical and academic skills is a cornerstone of high-quality CTE. The ACTE framework emphasizes the importance of learning experiences that reflect real workplace environments. During my internship at Kawasaki Manufacturing, I witnessed firsthand how technical concepts are executed in high-stakes settings, where precision, safety, and efficiency are critical. For instance, while welding techniques were covered in my coursework, Kawasaki’s methods were tailored to their specific industrial needs, emphasizing speed and consistency under pressure. To replicate this connection in the classroom, I will incorporate project-based learning and simulated industry environments. For example, students might be asked to complete a welding task within a given timeframe using materials and safety standards aligned to industry expectations. These projects will not only build technical skills but also help students develop workplace competencies such as time management, accountability, and communication. 

2. Differentiated Instruction and Data-Driven Support 

High-quality CTE must meet the needs of diverse learners. The ACTE Model emphasizes equity, access, and differentiated instruction to ensure all students can thrive. Through my teacher preparation program and my practicum at Dawes Middle School, I learned how data-driven instruction can personalize learning while maintaining high expectations. At Dawes, students used notebooks to track their progress on projects. We reviewed these daily to see where each student stood and what support they needed next. This allowed for flexible, targeted instruction. Some students advanced quickly to new tasks, while others received additional demonstrations or practice sessions. The use of student-generated data helped us make instruction equitable and responsive. I also witnessed students demonstrating workplace skills in collaborative settings. For example, while working near machinery, students communicated clearly, took turns on tools, and supported one another when teachers were assisting others. These moments underscored the value of fostering soft skills—communication, responsibility, initiative—in parallel with technical learning. 

3. Industry Alignment, Workplace Skills, and the SkillsUSA Framework 

Effective CTE programs are tightly aligned with industry standards and expectations. My experience at Kawasaki reinforced how essential it is to teach not just technical processes but also industry-valued habits like punctuality, accuracy, and collaboration. To maintain this alignment, I plan to collaborate with local businesses, use advisory committees, and embed current technologies and certifications into instruction. The SkillsUSA Framework complements this approach by offering a structured guide to workplace readiness through three components: Personal Skills, Workplace Skills, and Technical Skills Grounded in Academics. These elements, including professionalism, teamwork, and integrity, are central to my classroom culture. At State SkillsUSA, I observed students navigating high-pressure tasks with professionalism—presenting projects, answering judges’ questions, and adapting to challenges. These are exactly the experiences I want to simulate for my students. My practicum and internship experiences have helped me understand how to teach these standards proactively. By aligning curriculum with the SkillsUSA Framework, I can help students transfer their classroom learning to both competition and career settings. Students will practice these skills regularly, using SkillsUSA-aligned rubrics and reflection tools to assess their own progress and set goals. 

4. Competency-Based and Performance-Based Assessment 

High-quality CTE relies on assessment practices that mirror real-world expectations. The ACTE Framework calls for performance-based assessment, where students demonstrate their skills in authentic contexts. Throughout my teacher preparation, I’ve learned that assessment should focus not only on outcomes but on processes. In my classroom, I will use rubrics tied to industry and SkillsUSA standards to evaluate hands-on tasks, projects, and presentations. For example, a welding project might be assessed on weld quality, adherence to safety protocols, blueprint accuracy, and the student’s ability to troubleshoot issues. I will also collect data through portfolios, peer reviews, and student reflections, giving a fuller picture of student growth. During my practicum at Dawes, I saw how formative assessments—such as progress checklists and tool safety demonstrations—provided useful data for immediate feedback. This allowed us to intervene early when students were struggling and recognize strengths that might not be visible in written assessments. Assessment data will guide not only grading but also instructional decisions, grouping strategies, and future planning. 

5. Continuous Professional Development and Reflective Practice 

To maintain a high-quality CTE program, educators must stay current with trends in both education and industry. According to the ACTE Model, professional development is critical to adapting instruction to evolving workforce demands. I plan to engage in professional learning communities, attend CTE and SkillsUSA events, and maintain relationships with local industry partners. Throughout my practicum at Dawes, I saw the power of collaborative teaching—sharing strategies, co-planning lessons, and reflecting on what worked. These experiences highlighted the importance of being a reflective practitioner who seeks feedback and continuously adapts. Additionally, the SkillsUSA Career Essentials and Framework Fundamentals provide structured resources for developing students’ employability skills, which I will use as both teaching tools and professional development guides. 

Conclusion 

High-quality Career and Technical Education is rooted in the integration of real-world learning, differentiated instruction, industry alignment, performance-based assessment, and ongoing professional growth. My philosophy, shaped by my internship, practicum, and teacher preparation coursework, aligns with the ACTE Model for High-Quality CTE and the SkillsUSA Framework. By preparing students with both technical competence and professional skills, I aim to create a classroom that equips learners for success in careers, postsecondary education, and lifelong growth. CTE, when done well, is not just preparation for a job—it is preparation for life.