ACTE Techniques March 2014 - (Page 24)

Backyard Advocacy By Tim Knue s a young agriculture teacher fresh out of college, I was completely focused on my students and my classroom, wanting to build a strong program and learning environment for them. I knew building such an environment included being professional and advocating for my program. But at that stage in my career, professionalism and advocacy were two skills I had neither developed nor trained for. I did believe and trust that in time the professionalism would come, but the desire to advocate effectively and how to do it eluded me. 24 Techniques March 2014 In my mind, being professional entailed being the best agriculture teacher I could be. But I was mistaken. I learned over time from my more experienced colleagues that though important, there was more to being professional than delivering agriculture content to my students in a way they could understand and enjoy. It had a much broader meaning and scope, one that sprang from a deep personal commitment to grow in the expertise and competence required to become an advo- cate for the needs of my students. Now, as executive director of Washington ACTE (WA ACTE), an integral part of my job is motivating and helping today's busy CTE educators advocate for CTE and their programs. This process is much like encouraging someone to step onto a Möbius strip, which has no beginning or

Table of Contents for the Digital Edition of ACTE Techniques March 2014

Leading Edge
Classroom Connection
Leadership Matters
Capitol View
Q and A
Advocacy: A Dedicated Task
Actions Inspired by Words
Advocacy Saves the Day
Advocacy: The Gift That Keeps on Giving
Backyard Advocacy: How Local Business Partners Can Help
Top Five Local Advocacy Tips for Success
Solving the STEM Education Puzzle One Piece at a Time
Research Report
Indside ACTE
Career Curve

ACTE Techniques March 2014