Abstract
A majority of students in career and technical education teacher academies indicate that they do not want to be educators. Recognizing this, Skyline High School propelled its teacher academy program in a new direction and redesigned it in a way that is mutually beneficial to the teacher academy students, preK-12 learners, and the education workforce. R. Lennon Audrain and Gregory Mendez recount how, working in close partnership with its district human resources department and Arizona State University, Skyline’s teacher academy students develop pedagogical content knowledge about the science of reading, apply it tutoring experiences at a local elementary school, and earn industry credentials that signal specialized knowledge and skills.
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