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This study investigates and aims to enhance students' experiences in Career and Technical Education (CTE) classrooms through improved instructional strategies and encouraging the engagement of external stakeholders to foster connections between academic content and real-world applications. Students in Career and Technical Education frequently encounter challenges in connecting educational content to real-world workforce scenarios, which may affect their decisions after graduation and their engagement within CTE environments. The research consisted of two distinct cycles: Cycle 1 and Cycle 2. Cycle 1 participants included CTE educators and administrators whose insights informed the development of professional training programs aimed at enhancing teachers' ability to manage cultural diversity and foster authentic relationships through external stakeholder engagement and partnership. Action steps were implemented and evaluated throughout Cycle 2 to provide CTE teachers with continuous support, improving teacher-student relationships and raising external stakeholder involvement to connect classroom learning with useful, practical applications. Teachers from different program areas received a specific CTE training course with a focus on a creative pedagogical approach called the Diversity and Community-Based Teaching Method. This approach underlined the need for contextualizing and improving CTE content by stressing cultural diversity with the cooperation of community and business resources. Training sessions were planned around instructors' planning periods to minimize interruptions to their teaching duties and therefore assure maximum participation. Encouraging teachers to create significant connections between classroom materials and real-world settings, the Diversity and Community-Based Teaching Method allowed for teacher cooperation and gave opportunities for additional support from instructional coaches. Teachers were provided with hands-on professional development to be educated on applying the new teaching method under instructional coach support. Teachers were given additional tools to assist with post-training implementation, including a quick reference guide and instructional materials added on the Canvas platform. Follow-up sessions were held to answer any questions or issues brought to the forefront by educators using this approach in their classrooms. To help teachers communicate difficulties or questions, which were subsequently discussed during coaching sessions, a questionnaire was urged to be completed. Such information would help to ensure a better implementation process. The results indicated that teachers' confidence in using the Diversity and Community-Based Teaching Method together with their sessions with instructional coaches improved their comfortability. The results of the study imply that companies should make proactive professional development sessions for CTE teachers a top priority since it will equip them with the tools to efficiently use CTE resources, foster community partnerships inside their classrooms, and get ongoing feedback from external stakeholders to improve teaching strategies.