My Professional Development Plan serves as a clear artifact of my commitment to continuous growth as a CTE educator. It outlines a structured, multi-year approach that reflects the ACTE Quality CTE Program of Study Framework’s emphasis on Professional Development and Pedagogical Expertise. In my first year of student teaching, I focused on improving my lesson planning skills. This aligns with ACTE’s priority that CTE educators engage in rigorous professional development and maintain evidence-based pedagogical knowledge. I worked closely with my cooperating teacher to observe instruction, receive feedback, and attend professional development sessions. These experiences not only helped me plan more effective lessons but also taught me how to adapt instruction to diverse student needs—a key aspect of engaging instruction under the framework. Looking forward, my goal to integrate real-life experiences into classroom learning reflects a deepening of pedagogical expertise. I plan to collaborate with colleagues, experiment with project-based learning like STEM fairs, and bring workplace relevance into instruction—meeting standards around contextualized, authentic learning experiences. In year two, my objective to establish and grow a SkillsUSA chapter directly connects to CTSO leadership development and community engagement. This supports student growth and builds my own leadership within the CTE profession. Altogether, my Professional Development Plan demonstrates thoughtful progression toward becoming a prepared, effective educator aligned with high-quality CTE standards.
