Standard Twelve

Data is used as a tool for continuous improvement, not just for compliance. High-quality CTE programs have systems in place for the timely and accurate collection of data on student performance, access, equity, and labor market alignment. Data is disaggregated to identify and address equity gaps, and results are shared transparently with all stakeholders. Educators use these insights for evidence-based decision-making, ensuring that the program evolves to meet student needs and industry demands.

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Artifact 1

To support continuous program improvement, I used matching flashcards on engine systems during Husker High School Transportation Day and engineering design drawings as performance-based assessments in my classroom. These tools allowed me to collect valid, real-time data on student understanding, aligning with ACTE Standard 12. The engine systems flashcards were designed to assess foundational knowledge of components such as pistons, crankshafts, camshafts, and fuel systems. Students engaged with these in a hands-on, gamified format that reduced test anxiety while allowing for quick formative assessment. As students worked through the flashcards in small groups, I recorded which concepts were consistently understood and which required reteaching. This data directly informed upcoming lesson content and helped me adjust instruction to reinforce less familiar material. In my Engineering Design class, students created technical drawings as part of the design process. These drawings demonstrated their understanding of scale, function, and real-world application of the engineering design process. Assessed using a rubric aligned to both classroom and industry standards, these assignments provided summative data on students’ problem-solving skills, attention to detail, and technical knowledge. Together, these assessment methods allowed me to gather both qualitative and quantitative data that informed lesson planning, differentiated instruction, and program reflection. By analyzing performance patterns and student reflections, I identified areas for instructional improvement and strategies for supporting students with varying learning needs—contributing to a more equitable, data-driven, and high-quality CTE program.

HHSD-Transportation

Transportation Flashcard.pdf

Artifact 2

In my self-evaluation for the robotics lesson on April 28, 2025, I reflected on several aspects of my teaching practice, including student engagement, lesson delivery, and my own demeanor. Through this process, I was able to identify areas where I can improve in assessing and monitoring student learning, which directly ties into improving my program and its effectiveness. Subjective observations of my class indicated that students were generally on time and ready to participate. However, I noticed that I was not as enthusiastic or physically present in the classroom as I should have been. My lack of energy and movement around the room may have affected the overall tone of the lesson and impacted student engagement. A key takeaway here is that my body language and enthusiasm directly influence how the students connect with the content. The Observation portion revealed that while some students were learning, I had not clearly communicated the objectives of the lesson at the start. Without clear learning goals, it was difficult for students to fully grasp the point of the activity. I also realized that I needed to revisit certain concepts in the second period that should have been covered in the first. In terms of Assessing, I made an effort to check in with students about their progress, but I was not always ensuring they understood why the activity mattered. More explicit connections between the activity and the lesson objectives would have helped deepen their understanding. In Planning for the next lesson, I identified specific strategies to improve. For instance, I will set clear expectations and learning objectives before and throughout the lesson. I also plan to keep materials, like the grabber arms, out of reach until they're needed, as this will help students focus better on the task at hand. Challenges included engaging quiet students and figuring out how to navigate the classroom effectively, particularly with the varying energy levels in the morning. Moving forward, I plan to focus on finding ways to connect better with students, especially those who are quieter, and make the classroom environment more dynamic. Further Learning will focus on improving my ability to project enthusiasm and excitement for lessons, even when I'm not naturally "peppy." I also plan to explore how to better connect with students on a personal level to foster a stronger learning environment. By reflecting on these aspects of my lesson, I am better equipped to assess and adjust my teaching practices, ensuring that future lessons are more engaging and effective for my students. Additionally, I will continue to incorporate data from student performance and feedback to make improvements and refine my teaching strategies.

Evaluation of Instruction-LH.docx