Author: Tanya Harris

In 2022, Sandpoint High School graduate Colton Moore embarked on an unexpected journey that would reshape his future. As the editor of his yearbook, he learned how to use industry-standard software like the Adobe Creative Suite. Although he had dabbled in photography and graphic design, business education wasn’t initially on his radar. That changed when his school’s CTE teacher and Business Professionals of America (BPA) advisor, Melinda Nieman, encouraged him to join BPA and compete in the statewide Desktop Publishing competition during his senior year.

“As a student, I was always striving for the best and focused on achieving the highest grades, whether in AP classes or yearbook. I think that mindset made me hesitant to join BPA,” said Moore. “I worried I might not meet my own high standards in the competitive setting.” 

Despite his initial reservations, Moore quickly discovered that he had nothing to fear. That year, he took first place in the Desktop Publishing competition at the BPA National Leadership Conference (NLC) in Dallas. His experience at the state and national levels opened his eyes to the potential for learning and connecting with like-minded individuals.

“I realized it was about engaging with others, learning together, and sharing experiences, not just competing,” said Moore. 

This realization was pivotal in changing his trajectory. Initially aiming to become a creative director in the business world, Moore shifted his focus to pursuing a degree in business teacher education after witnessing the value of collaboration and mentorship.

Following graduation, Moore began his academic journey at North Idaho College (NIC), where he engaged deeply with the campus community as a college ambassador. He appreciated the small class sizes and interactive learning environment, realizing through this experience the unique strengths of community colleges. After earning his associate degree, Moore transferred to the University of Idaho, where he is now a junior completing a bachelor’s degree in business and marketing education. He currently serves as the president of the University of Idaho’s postsecondary BPA chapter and plays an active role in organizing the region’s high school BPA event held on campus.

In addition to his academic pursuits, Moore is already making strides in his professional journey by securing a paid internship with CharacterStrong, a Tacoma-based company that develops character education content for schools. 

“In CTE, soft skills, such as conflict resolution and responsibility, are as important as technical skills,” said Moore. “Students need these skills to succeed in both personal relationships and professional settings, particularly for those aspiring to leadership roles in business and marketing.”

Moore credits several mentors for shaping his educational journey. Although he didn’t take a formal class with Nieman, her passion for teaching and encouragement sparked his interest in the field. 

“Kevin Hutchins, my yearbook advisor for two years, was also a mentor throughout high school,” said Moore. “We had many great discussions about business, marketing and education, which inspired me to become a business teacher.” 

Moore hopes to inspire future students in the same way his mentors inspired him. 

“I can’t wait to bring these experiences and teaching methods into my classroom,” said Moore. 

In the bustling Autobody and Paint Technology workshop of NIC’s Parker Technical Education Center (PTEC), the sound of tools clanging and paint sprayers humming fills the air. Students work diligently at their stations, some meticulously prepping surfaces while others apply vibrant coats of paint. This dynamic environment reflects a growing trend: Among the 13 students enrolled, seven are female, marking the first time in the program’s history that women make up more than half of the class.  

Part of this increase in women enrolling in nontraditional occupations is related to outreach and support for NIC’s Center for New Directions (CND), which offers essential support for single parents and displaced homemakers, as well as students going into fields traditionally held by the opposite gender.

For student Rylea Johnson, enrolling in the Autobody and Paint Technology Program was an easy next step after graduation from high school. 

“I’ve always loved working with my hands,” said Johnson. “My favorite part of the program so far is the metal bodywork aspect. It’s cool to see the transformation of a vehicle from really messed up to almost perfect.”  

Andy Rogge, the program’s lead instructor, thinks females becoming increasingly interested in the trades is a good thing. 

“These students are great at listening to direction and also tend to be pickier on their quality of work, and that is exactly what I want to see with students as they are learning the basics of this industry,” said Rogge. 

To further encourage women to pursue careers in trades, the CND holds a monthly meeting called Women Wednesday, a gathering designed to create a supportive network for female students at PTEC. 

“Our first Women Wednesday was so well-attended that we didn’t have enough chairs,” said Louisa Rogers, program coordinator for the CND. “It’s amazing to see so many women come together to support each other.” 

Johnson acknowledges her experience is different than the other female students at PTEC. 

“At Women Wednesday, they were talking about how some of them are the only female students in their program,” said Johnson. “I think it’s unusual for there to be so many girls in our program. But we all get along so well. And the guys in our program are really great and supportive. We all joke around and help each other out.”  

The program shares space with the Kootenai Technical Education Center (KTEC), allowing high school students to witness advanced work firsthand. Three of the seven female students were previously KTEC students. The growing female presence in the program reflects a broader movement towards inclusivity in the trades.

“We want to show women that they belong in these fields,” said Rogers. “It’s about breaking down barriers and building confidence.”

2024 marks the 25th anniversary of career technical centers (CTCs) in Idaho, highlighting their evolution and significant impact on CTE in the state. Pursuant to Idaho Code § 33-1002G and IDAPA 55.01.03.102, LEAs and cooperative service agencies must meet several criteria to qualify as a CTC. They must operate separately from other schools, have dedicated administration, offer state-of-the-art programs that prepare high school students for in-demand occupations and include opportunities to earn postsecondary credit. CTCs must also adhere to state standards, undergo a year-long planning process before opening and partner with local industries to ensure their programs remain relevant.

When CTCs were established in the 1998-1999 school year, the CTE landscape was quite different. Initially referred to as career technical schools, this framework encouraged educational programs to collaborate and share resources to enhance CTE offerings. Such partnerships facilitated the development of programs aligned with local industry demands, provided professional development for educators and strengthened connections between schools and businesses.

Each CTC has developed unique characteristics based on its location, administration and funding models. For example, the COSSA Regional Technology and Education Center in Wilder serves a regional population, transporting students from various districts to a central facility. In contrast, the Dennis Technical Education Center in Boise operates within a single district, providing local transportation for its students from high schools within the school district.

As CTCs celebrate this milestone, we reflect on their adaptability in response to evolving community needs. These centers have established themselves as vital components of Idaho’s educational landscape, preparing students for careers in a dynamic economy. The success of CTCs is evidenced by their innovation and the expansion of programs that meet the demands of current and emerging occupations.

Looking forward, CTCs will continue to play a pivotal role in providing meaningful pathways for students. Committed to delivering high-quality, state-of-the-art programs and services, these institutions will remain cornerstones of CTE, preparing future generations for success in an ever-evolving job market.