Cassadie Ross

Interesting guidance about the importance of establishing a late work policy. I would add that in the COVID era, there is still a lot of grace being given to students in deadlines and due dates. So, while it is helpful to students to establish and maintain a clear and appropriate late work policy, in my experience it is also important to prepare to make exceptions. In the last three years, we have learned more about the barriers students face in their home lives and teachers have become more flexible about how learning can be demonstrated. So I would add that… >>>

Lots of good advice about creating an environment that is welcoming and safe. One concern I have is the idea that teachers must never leave students unsupervised- while I completely understand the liability and duty of care at play in this, some teachers have multiple workspaces or labs/shops where it is impossible to have your eyes on students at all times. This puts teachers in a difficult position and leaves students in potentially unsafe environments. I believe it is the duty of the administrator to address this, and it is a concern that I have seen in several different schools. 

I really appreciate the concrete guidance on addressing unwanted behaviors- teachers can't take student disruptions personally and it can be really hard to learn this in the beginning. Getting to the root cause of the unwanted behavior is a crucial first step to resolving conflicts with students. Pulling a student aside to discretely check in and find out what's going on can be an easy way to interrupt problematic behaviors. Often the answer is simple- the student is having a bad day or is hungry and the teacher can offer a quick solution (take a quick break, have a granola… >>>

CTE teachers cannot and should not go it alone! There a multiple avenues for support and teachers should be asking for help as needed. I appreciate the framing of the role of the administrator as one who SUPPORTS teachers. Too often admin is seen as just "the boss" (or even "the enemy") but the reality is that administrators were once teachers and they can (and should!) be of support to new CTE teachers! It was nice to have clarification about the role of the advisory board and to learn more about the value of mentorship. 

What resonated most for me was the quote about the teacher setting the tone and establishing the climate of the class and the tremendous responsibiity that comes in a career in which students' futures are at stake. I am all about creating a student-centered classroom, but the reality is that the teacher really is at the center in the design and implementation of the learning experiences, and therefore they must be have a clear vision about what it means to create a positive, nurturing, and dynamic classroom environment in which students feel respect and belonging. It is a tremendous responsibility,… >>>

The history of CTE is interesting; I am wondering about the origins of tracking as I have heard that early trade schools tracked students of color and immigrants into lower wage industries while middle class and wealthy whites were tracked into higher education. 

I do think it is helpful to see how national, state, and local efforts contribute to CTE as a whole. This broad view of CTE as a national effort helps me feel like I am part of a much bigger community.

The good news is that the recommendations for supporting veteran students and students with TBI and PTSD are instructional practices that are good for ALL students. Establishing routines and predictability, prioritizing tasks and chunking information, providing multiple ways to access course content and demonstrate learning, reinforcing oral instructions with written instructions, etc. are all great ways to engage any learner and, in particular, our most vulnerable student groups. 

I think the important consideration for working with veterans is that they will be entering the classroom with lived experiences and knowledge that may be quite different from the other students. The… >>>

This module explained the importance of following an IEP or 504 plan and the legal oblications for educators to accommodate students to best meet their individual needs. The part that resonated most with me was the idea that veterans may be new to disability and that a mentor can be a strong advocate to help them transition into post-secondary education. My experience is in K-12, so I have taught many students who receive special education services but I have not taught students who are new to disability, the way that a veteran might be. This was illuminating to me and… >>>

For me it was interesting to note the similarities and differences between TBI and PTSD effects. Considering the intersectionality of these two conditions, it is clear that students experiencing both TBI and PTSD will require significant support to be successful in the classroom. Having taught students with TBI (very prevalent among student athletes) I do know that the recovery can be a long process and it seems that this diagnosis is often misunderstood by teachers and administrators. It is important for 504 teams to quickly develop an appropriate response so that all of the student's teachers understand the challenges that… >>>

There is a long history of PTSD in our society but only recently have we begun to understand the impact of trauma and how it effects children and adults. One part of the reading that resonated with me was the tendency for family members to overcompensate or enable people with PTSD by treating them as if they are disabled. I think this plays out in the classroom when teachers have lower expectations for students because they are aware of a student's PTSD or traumatic experiences. While it is important to have compassion and to create environments where students from all… >>>