The Impact of Ongoing, Content-Specific Professional Learning on CTE Teachers’ Instructional Strategies and Student Outcomes

 

 

TCEA TechEdge Magazine– Focuses on tech in Texas classrooms.

The Journal of Career and Technical Education- Peer-reviewed, open access, electronic journal, publishing papers on issues and trends in career and technical education. Submission Guidelines

The CTE Journal- An International Peer Reviewed Career and Technical Education Online Journal. Submission Guidelines

Career and Technical Education Research (CTER)- Publishes articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. Submission Guidelines

 

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As an Educational Technology student, I do not have a formal innovation plan. However, my work is centered on supporting Career and Technical Education by helping teachers strengthen their instructional practices, with the ultimate goal of improving student success. My topic is directly tied to my commitment to strengthening CTE teacher collaboration and effectiveness through structured, ongoing professional learning. It also supports the COVA framework (Harapnuik, D., 2023) and the creation of significant learning environments (Fink, 2003).

 

 

This information can help others because it would provide practical strategies for designing professional learning that directly influences classroom practice. It would also offer evidence of how teacher growth can translate into student success, while also helping leaders, instructional coaches, and PD designers reimagine professional learning to be more engaging and impactful.

 

 

Through my previous studies, I have learned that teachers benefit most from professional learning that is content-specific, collaborative, and sustained over time. I hope to learn which instructional strategies are most strongly linked to improved student learning outcomes in CTE classrooms. Additionally, through ongoing reflection, I hope to uncover the barriers teachers encounter when applying professional development in practice and identify effective strategies to overcome those challenges. 

 

 

I’d like to include Fink’s 3-column table that shows how PD activities align with teacher practice and student outcomes. In the article, I’d also like to incorporate digital resources that teachers may use in their classroom, such as an LMS, like Canvas or a certification platform, such as Gmetrix. I would also like to provide links to sample professional learning modules used during the early coursework.

 

 

 

My intended audience for the article is CTE teachers, district leaders, professional learning coordinators, and educational researchers. MY digital presence plan is to link the article to my eportfolio and social media. The message that I hope to convey is that ongoing, content-specific professional learning is not just a nice thing to have, but it is essential for equipping CTE teachers with effective strategies that directly enhance student learning and career readiness.
 

 

 

References:

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

 

Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences (2nd ed.). Learner's Mindset Publishing. https://www.harapnuik.org/?page_id=7291