Abstract
The purpose of this study was to describe Idaho superintendents’ perceptions of Career and Technical Education (CTE) teacher’s professional development needs. A descriptive instrument based on <a href="https://ejournals.lib.vt.edu/JCTE/article/view/572/811#borich"> Borich's (1980) </a> Needs Assessment Model was completed by 78 respondents (n = 78). Items related to teaching in a CTE program were assessed for importance, as well as competence of teachers towards the item. Mean Weighted Discrepancy Scores (MWDS) were used to prioritize perceived professional development needs. Teaching critical/creative thinking skills and proper safety attitudes were the items with the highest importance ratings. CTE teachers were perceived to be most competent at teaching safety attitudes and practices. Integrating reading and writing standards into CTE curricula were found to be the highest rated perceived in-service priorities as measured by the MWDS. The findings offer direction for pre-service curriculum and in-service activities for CTE teachers. Input from district educational leaders and other stakeholders are a foundation for CTE in-service planning.
Highlights
The superintendent is the instructional leader and chief executive officer of the school district (Hoyle, Bjork, Collier, & Glass, 2005; Wilmore, 2008)
10 of the respondents had experience as a Career and Technical Education (CTE) teacher, with agriculture (n = 4) being the content area which had the most former teachers serving as superintendents in this study
Relevant training and professional learning opportunities are necessary for educators to improve the quality of instruction, including those in CTE classrooms and laboratories
Summary
The superintendent is the instructional leader and chief executive officer of the school district (Hoyle, Bjork, Collier, & Glass, 2005; Wilmore, 2008). The “CEO” is responsible for increasing student achievement district wide. To create a culture that fosters high levels of achievement, effective superintendents empower district teachers to grow professionally and focus on higher levels of performance (Hoyle, et al, 2005). A function of this empowerment of teachers is to promote professional development through in-service activities designed to meet the training needs of district wide personnel. Effective in-service activities lead to the change necessary to improve student learning and achievement. Planning is an important part of the process of school change, and this includes planning of professional development activities to meet district improvement goals (Zepeda, 1999). Effective in-service planning will include the perceptions of school leaders such as the district superintendent as to what teachers need
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