Creating inclusive environments for our college CTE learners across Minnesota will not happen without fostering faculty awareness and investment. Yet CTE faculty participation in professional development remains low, especially around culturally responsive teaching practices. In this interactive session, presenters will share their research to understand faculty reluctance and plans to create a CTE-centric structure for professional development. We will share our findings and engage attendees through review of our assumptions, interpretations, and implications for effective professional development opportunities for CTE faculty.
Career and Technical Education (CTE) programs make up most of the programs offered at our 26 Minnesota State community and technical colleges and rely on faculty to provide high-quality instruction and welcoming, student-centered learning environments. Supporting the training and professional development of these faculty is a systemwide priority because we know that good faculty development can lead to improvements in student learning and success (Dickens, et al., 2018). Additionally, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) requires Minnesota State to use state leadership funds to support the professional development of CTE faculty (Advance CTE, 2021). However, although our system continues to expand faculty learning opportunities, particularly through college Centers for Teaching and Learning and our systemwide online Minnesota State Network for Educational Development, participation by CTE faculty continues to be low in the many workshops, webinars and short courses offered, and even more so on topics related to culturally responsive teaching practices and student engagement. Why is this? What accounts for the lack of participation by CTE faculty in our current professional development structures and offerings?
For this research project, we identified the following outcomes:
- Compile a clearer picture of who our CTE faculty are, why they teach, and what they value.
- Identify why technical faculty do or do not participate in current professional development opportunities.
- Identify the training and professional development needs, and how best to support and deliver that professional development, to Minnesota State career and technical faculty.
- Design a framework and structure to meet the professional development needs of Minnesota State CTE faculty to encourage and support teaching and learning to meet the needs of all students, including those from special populations.
We are driven by our interest in expanding the knowledge, skills, and reflective practices to equip CTE faculty with pedagogical skills that enhance their teaching effectiveness and ultimately enrich the learning experiences for students, especially our diverse student populations. This presentation will share our research project and findings, including a review of the project design and data collected through a statewide survey. We will engage the audience in our interpretation of those findings and challenge attendees to review our assumptions, enhance our interpretations, and work with us to expand and articulate the implications for effective professional development opportunities for CTE faculty.
Advance CTE. (April, 2021). Perkins V supports teacher recruitment and retention. Advance CTE Research Reports. Retrieved February 3, 2024 from https://careertech.org/resource/perkins-v-supports-teacher-recruitment-and-retention/
Dickens, E., Cruz, L., Alderson, J., Atias, D., Graham, R., Hurney, C.A., Parker, M., Smentkowski, B., Smitherman, M., Thomas, M. Troisi, J.D., Vincent-Layton, K., & Wang, C. (2019). Starting a Center for Teaching and Learning. POD Speaks 3, 1–6.
After this session, participants will:- Develop a clear understanding of who Minnesota State CTE faculty are, including their motivations for teaching and the values they bring to their roles.
- Analyze the factors influencing faculty engagement in professional development opportunities, including those with a focus on culturally responsive teaching practices.
- Contribute your knowledge towards identifying professional development needs for Minnesota State CTE faculty, as well as effective strategies for supporting and delivering this training.
