Our guest for this episode of College & Career Readiness Radio is Amanda Daniels from GPS Education Partners.

Amanda emphasizes that building quality work-based learning starts with a clear and shared vision among all stakeholders—teachers, district leaders, business partners, students, and collegiate partners.

She warns that the absence of a shared vision leads to confusion, burnout, and lack of alignment on student success.

Amanda shares practical strategies for facilitating vision clarity: ask every stakeholder “what does success look like?” then get them in the room to co-create a repeatable, energizing vision statement.

She highlights the importance of including collegiate and community partners early in planning, to build “bridges” for students’ ongoing education and avoid the “drop-off model” between high school and post-secondary life.

Amanda encourages using tools like the “five whys” for consensus, Knoster’s Model of Complex Change for strategic planning, and a logic model for organizing implementation steps.

She recommends hiring a consultant as a neutral party to facilitate and sustain strategic planning, but says districts can make progress using these models even without outside support.

Amanda stresses measuring what truly matters—beyond headcounts—by tracking growth in students’ social capital, stakeholder confidence, and meaningful work-based learning outcomes.

Her central message: College and career readiness is too important to leave to chance—create a shared vision, align your community, and measure what matters for students and partners.

She points to Jason Van Nus for a description of ROI, Kristy Volesky for how to tell a story, and Julia Freeland-Fisher for more about the network effect of work-based learning.

Our guest for this episode of College & Career Readiness Radio is Assistant Superintendent Eder Joseph.

EJ shares that about 65% of his CTE high school graduates pursue two- or four-year college, reflecting that CTE is a path to college as well as careers.

He highlights that parents often carry outdated views of CTE as “vocational,” and that it requires effort to change the narrative toward CTE as a viable, rigorous, and respected option.

EJ points out that many of his students use CTE pathways as a springboard, for example, learning culinary, cosmetology, or trades and then choosing to pursue business education in college so they can become entrepreneurs in their field.

He describes intentional program features such as having students in programs (like cosmetology) develop business plans, create resumes, and design business cards with help from other CTE students.

EJ notes that students in his CTE programs get the chance to showcase their business plans schoolwide, including details like pricing and service offerings, which builds real-world business skills.

EJ states that branding and program structure matter: his district groups CTE programs into “schools of” (e.g., School of Allied Health, School of Performing Arts Academy, School of Skills Trade) and uses “career major” terminology to enhance program appeal and clarity for families.

EJ is a big fan of community college because of its affordability and the flexibility for students to explore various pathways before committing to a four-year program.

Don’t miss what he shares about his own children who followed the two-year community college to four-year university path, resulting in significant cost savings.

EJ reports that dual enrollment is a core focus, both in academic and CTE courses, making it possible for students to earn college credit prior to high school graduation.

He urges district leaders to research local colleges’ offerings and build dual enrollment partnerships, noting that community colleges are generally eager to partner with high schools.

EJ explains that by aligning curriculum with college offerings and collaborating with decision-makers, high schools can quickly expand dual enrollment opportunities for students.

He emphasizes the value of work-based learning: students in allied health programs, for example, complete clinical rotations that help clarify which areas of the field they do (and do not) want to pursue.

EJ sees the process of learning what careers students don’t want as equally valuable as confirming what they do want, minimizing costly missteps after high school.

EJ believes that both credentials and lived experience are key—his students leave with “real” industry-valued credentials that pass scrutiny from industry partners.

He and his district use parent engagement sessions—including events with community college partners—to educate families about the financial benefits, flexible transfer options, and overall value of CTE and dual enrollment.

EJ shares that enrollment in his district has increased by 18% since adopting strategies like the exploratory major period and dual enrollment partnerships.

He stresses the importance of both CTE and AP/academic rigor, ensuring that all students are challenged and graduate prepared for either college or a successful career.

EJ’s “billboard” message: every student should graduate with a true understanding of the pathway they are choosing, so that they avoid spending unnecessary time and money finding their direction after high school.

Our guest for this episode of College & Career Readiness Radio is Troy Long.

Troy Long’s journey from CTE student to district leader illustrates how career and technical education (CTE) energizes students—especially in urban settings—by connecting their interests and strengths to engaging, hands-on learning.

CTE isn’t just a pathway to careers—it’s a powerful driver for college persistence and post-secondary success, busting myths about vocational education being a “lesser” option.

Articulated agreements between high schools and colleges allow students to earn college credits through their CTE or academic classes—without additional tuition costs.

These credits give students a leg up, enabling them to graduate college with less debt, more skills, and higher earning power.

Troy emphasizes partnership with local colleges and universities (e.g. Thomas Edison State University, Rider, Mercer County) and the importance of curriculum alignment for valuable, transferable credits.

He tells us that CTE can create a more attractive district, increase enrollment, and garner greater federal funding (e.g. Perkins allotments) for CTE programs.

CTE courses scheduled at the start of the day motivate students to attend, boosting engagement and overall achievement—even in math and English.

Troy says that top-performing schools show thriving CTE pathways correlate strongly with improved attendance and graduation rates.

CTE gives students their “why” and “how,” driving enthusiasm and retention across comprehensive and vocational districts.

CTE cultivates entrepreneurial mindsets, teaching business skills, marketing, and product development through dedicated pathways and competitions.

Students experience the entire journey, from innovation (like alarm pillows for oversleepers) to pitching and selling—often with mentorship from entrepreneurs and industry partners.

Career and Technical Student Organizations (CTSOs) like DECA and SkillsUSA provide competitions, leadership development, and invaluable experience aligned directly to students’ chosen pathways.

Troy gets his industry partners involved in curriculum development and advisory boards, ensuring education remains current with evolving technologies like AI and guiding stackable, regionally-valued credentials.

Credentials must align to local demands—schools often work with the Department of Labor and local employers to validate what matters most.

Troy challenges outdated perceptions: CTE pathways are advanced, rigorous, and blend seamlessly with upper-level classes and college preparatory programs.

Integrating CTE into scheduling and pathway design leads to meaningful and successful careers, not just jobs.

Every school leader, counselor, and educator should take a hard look at expanding CTE offerings.

Troy’s billboard message: “The new millionaire class is CTE students.” This should inspire all districts to reconsider CTE as central to college and career readiness.

Set ambitious goals: 100% of students graduating with pathways, energized by CTE, and equipped for successful futures.