Issue link: http://educator.cta.org/i/1476161
I N A N C I E N T T I M E S , as my kids refer to it – meaning when I was in high school – I took a home economics class. It was part of vocational education, with girls largely c o n f i n e d t o d o m e st i c a r t s a n d b o y s funneled into shop and woodworking. I didn't do well, unfortunately, and because I had college aspirations and was focused on academics I couldn't seriously pur- sue and perfect my cooking and sewing skills. Vocational ed, at the time, was for students needing or expected to get jobs right after graduation. Fast forward to "21st Century CTE" (page 24) and career technical educa- tion has expanded to not only include cutting-edge fields like solar energy, engi- neering and architecture, but also to offer an upward path for all students, whether they intend to go to college or not. Many h i g h s c h o o l s h av e C T E p a thw ay s o r academies in specific areas, where core academic subjects are integrated into the curriculum and most courses meet A-G requirements for the CSU and UC systems. Some argue that this focus on college gives short shrift to traditional skilled trades that lead to well-paying jobs – and don't require a degree. But training students for real-world work and offering them multiple options to achieve their goals is an overall positive. Options for All Students at Windsor High School's Vineyard Academy learn business and culinary skills along with core academic subjects. Story on Page 24. P o s i t i v e i s h o w t o d e s c r i b e insights from the educators in our Back-to-School section ("Words of Wisdom," page 16, and "Tips From the Top," page 20). Advice ranges from creating a comfortable class- room environment (turn off the lights!) to letting kids write on their desks. Several of the 2022 Califor- nia Teachers of the Year (CATOY) say their own teachers' guidance and encouragement played huge roles in their success – which they now try to pass on. "e power of believing in students can be profound and life-changing," says Alon- dra Diaz, CATOY and fifth-grade teacher. " When we believe in our students, they are more likely to believe in themselves." Derek Dokter, professor at Mt. San Antonio Col l ege, su g gests educators mentor or serve as student club advisers to connect with the larger school com- munity. "Getting involved beyond the classroom makes you feel like you belong to something that is important and spe- cial," he observes. ere is no question that participants in Black, Indigenous and People of Color (BIPOC) cohorts in a program aimed at "Increasing Diversity in National Board Certification" (page 40) belong to some- thing special. The partnership between CTA and the National Board Resource Center at Stanford University, now in its second year, supports BIPOC educators in deepening their teaching practice and attaining certification – certain to have a big impact on public education. "The goal is to make it replicable and provide tangible outcomes for BIPOC educators," says CTA President E. Toby Boyd. CTA, of course, is all about support- ing and advocating for educators, and ensuring they have the optimal tools, training, working conditions, networks and resources they need to best nurture and teach students. You can find much more about your union in our Member- ship Manual at the back of this issue. Welcome back! Katharine Fong E D I T O R I N C H I E F editor@cta.org New Column! "Legal Beat" debuts on page 34. Penned by CTA attorneys, it will cover legal hot topics, your legal rights, CTA and local chapter legal battles, and more. This issue: an overview of your benefits under CTA's Group Legal Services (GLS) Program. 6 cta.org E D I T O R ' S N O T E