CTE Leadership

Leadership in CTE Current leadership in the form of program directors of career and technical education programs are challenged with a variety of issues and difficulties to include; providing authentic approaches to help students expand scholarly and specialized skill attainment, tending to staff professional development and advancement needs, the coordination of CTE with thorough scholastic guidelines and providing meaningful educational capacity for all students (Clark, Farmer & Welch, 2010). Studies by Watba and Farmer (2006) and later by Clark, Farmer and Welch (2010) utilized comparative reports to distinguish and classify the leadership issues as understood by CTE leadership in Pennsylvania and examined how these discoveries and ramifications

An aggregate of 131 CTE administrators, special education teachers, guidance counselors, and CTE teachers were probed to rate the level and sorts of correspondence and facilitated effort that was happening between CTE instructors and their independent secondary schools (specifically special education teachers and guidance counselors). The study found that there was inconsistency in the procedures that were utilized to share information related to SWD and lack of comprehension of whose obligation it was to share and provide date related to students with disabilities. A generally high rate of respondents did not have any knowledge of the protocol for how data was shared. An additional finding in this study was that numerous respondents (CTE and counselors) did not hold the belief that standard correspondence occurred between the two frameworks connecting students with disabilities and CTE programs. It was further suggested there exists a need for additional effort in building up and actualizing a more predictable practice and procedure identified with correspondence and coordination of efforts between CTE and secondary school

These students showed more of a positive tendency to vie for competitive wage jobs, and to work full time after high school (Wehlage & Rutter, 1986). Research has indicated that CTE teachers have indicated an immense need for additional training and professional development in working with SWD. Studies indicate that CTE teachers are greatly affected by special education educational labels used to classify SWD in a less than positive way, calling for an overarching need for additional modifications or accommodations to fully include all students with labels into the existing class structure based exclusively on categorical descriptions. There exists a positive connection between increased training and experience working with SWD and optimistic attitudinal viewpoints related to expectations for SWD (Van Reusen et al., 2000); Cotton, 2000). The involvement of CTE teachers in the special education programming process and individual education plan was looked at and revealed that the majority of respondents in the studied reviewed (Albright & Preskill, 1982; Casale-Giannola, 2011; Cotton, 2000; Harvey, Cotton & Koch, 2007) indicated a need for help in modifying teaching to meet the requirements of the IEP for SWD as well as identifying the need for assistance in writing and participation in the IEP planning of