Official Government Website
Category: Success Story
BPA national champion pursues a career in education
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.
Students need these skills to succeed in both personal relationships and professional settings, particularly for those aspiring to leadership roles in business and marketing.
Colton Moore,
business and marketing education major, University of Idaho
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.
Support from Center for New Directions fuels growth in autobody program
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.
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.
Rylea Johnson, student, NIC
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.”
Career technical centers celebrate 25 year milestone anniversary
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.
Automotive technology program bridges skills with industry demands
Seeing former students return and witnessing their career growth in the industry after five or 10 years, is truly satisfying.
Brock gunter
Growing up on a farm in Marsh Valley, Brock Gunter’s curiosity drove him to tinker endlessly.
“I took auto all four years of high school,” said Gunter. “My favorite classes were where I got to see how things worked and tear them apart.”
That passion led Gunter to the College of Southern Idaho, where he earned a certificate in diesel technology. For 13 years, he worked in the service department of a Pocatello car dealership. Though he loved his work, a personal connection with Dave Treasure, chair of Idaho State University College of Technology’s transportation department, changed the course of his career.
“They needed an automotive technology instructor, and it felt like a perfect fit,” said Gunter. “Eighteen years later, it still is.”
Gunter’s curriculum, accredited by Automotive Service Excellence (ASE), primes students in engine repair, transmissions, steering, brakes, electrical systems, HVAC, and engine performance. He attributes the program’s success and high job placement rates to plenty of hands-on learning opportunities.
“The last eight weeks of the program, our students focus on what we call live work,” said Gunter. “Some of them work on the cars we have in the shop, and others work in a shop in the community.”
Gunter leans on connections with his technical advisory committee (TAC) to help students find internships and job opportunities. Comprised of representatives from local dealerships and independent shop owners, their insights help Gunter align his teaching methods with industry demands, leading to program enhancements and equipment upgrades. Recent feedback from the committee led Gunter to request new diagnostic equipment and electrical trainers using funds from Governor Little’s Leading Idaho initiative. But it’s not just the hands-on learning opportunities, state-of-the-art equipment, and active and engaged TAC that draw students to Gunter’s program.
“ISU is kind of unique in that, in addition to technical certificates, students can earn an associate’s degree in two years by completing general education requirements,” explained Gunter. “There’s also a path to a four-year Bachelor of Science degree, which draws a lot of students from out-of-state.”
Gunter’s program also attracts interest from area high schools by offering dual credit.
“So I have about 10 students from all three high schools come up here for the last two hours of the day,” said Gunter. “They get the whole first semester done while still in high school, saving them time and money if they choose to continue the program after graduation.”
Regardless of where they come from or where they end up, Gunter takes immense pride in witnessing his students succeed. “Seeing former students return and witnessing their career growth in the industry after five or 10 years, is truly satisfying,” said Gunter.
Cybersecurity program leads the charge to meet growing workforce need
Just four years after its inception, the cybersecurity program at Idaho Falls School District No. 91’s Career Technical Education Center is already impacting the growing need for cybersecurity professionals. According to the Idaho Department of Labor, cybersecurity job openings in Idaho have increased 160% since 2015.
“Because the Idaho National Laboratory (INL) is in our backyard, it seems like they never have enough people to fill all the jobs they have in cybersecurity,” said Cathy Owen, who teaches the district’s cybersecurity classes.
Fortunately, the constant need for employees has translated into a steady stream of support for Owen’s program.
“The INL’s Cyber Corehas been phenomenal from the start,” said Owen. “They’ve provided everything from paid internships to equipment to mentors.”
In fact, some of Owen’s students discovered her program through the College of Eastern Idaho (CEI) and INL’s Cyber Core Summer Camp, which introduces freshmen thruough senior high school students and CTE teachers to cybersecurity and related topics. Students participate in hands-on learning activities, hear from industry mentors, and tour industrial facilities. The weeklong beginner course was held in Idaho Falls, Twin Falls, Boise, and Lewiston last summer, with an advanced course being held exclusively in Idaho Falls.
Through this program, Owen was introduced to Dr. Michael Haney, an assistant professor of computer science at the University of Idaho and a cybersecurity researcher at the INL. Haney, who serves on Owen’s technical advisory committee, has been instrumental in procuring resources Owen needs, like access to equipment, and use of the RADCIL Lab so students can work in a virtual network environment used for teaching cybersecurity without impacting school networks. Haney also introduced Mrs. Owen to the range and helped her secure a spot with cyber.org and their range, which is very important so students can work in a virtual environment.
It allows students to practice security techniques in a controlled, simulated space, offering hands-on experience without jeopardizing actual system. The range allows me to facilitate basic security practices to advanced threat detection in a safe, virtual environment.
Cathy owen
The summer camp has also facilitated partnerships with CEI, which offers dual credit opportunities for Owen’s students and paved the way for Security+ certification, an industry-recognized validation of foundational cybersecurity expertise.
Beyond academics, students benefit from participation in four content-related clubs, including the Cyber Patriot Program, Cyber Start America, Business Professionals of America, and, Idaho’s first high school chapter of Women in Cyber Security. These clubs foster practical application of the skills students learn in class and further their knowledge of cybersecurity.
The support and resources her students have access to have led to many promising opportunities in this growing field.
“I love hearing from my former students and having them share their experiences,” said Owen. “One of them received a full-time position at INL’s Help Desk; they’re actually earning a decent wage and getting their college experience paid.”
Digital media production program shapes future leaders in broadcasting
Davey Steele was always an athlete, so it was a natural fit when he got a work-study job running the video board, replay system, and shot clock for Vandal games at the University of Idaho’s Kibby Dome.
After he graduated with a degree in advertising in 2012 and had trouble finding a job, he started teaching economics, business, and merchandising at Lewiston High School (LHS). Before long, Steele found himself in a familiar spot: running the scoreboard, video board, and shot clocks at LHS’s basketball games. One night, Steele struggled to run all the equipment, plus play music during time outs on his own.
“It was absolutely crazy, and I needed help,” Steele recalls. “At some point, I thought, ‘I could teach my students to do this.’” Steele approached his principal about teaching the kids video production so they could help run games, and with his support, Steele started a sports broadcasting class as part of the school’s digital media production pathway.
Soon after, Steele requisitioned some lighting and a Tricaster production system for doing live video and graphics, and students started going live on YouTube with their school announcements every morning. This initial investment in equipment allowed the sports broadcasting students to stream the 2022 Golden Throne basketball game, an annual charity event held at Lewis-Clark State College. Their high-quality production received an incredible number of views on YouTube. Steele and his students were so excited they started live-streaming all of LHS’s basketball games.
“Games would end around nine or 9:30 p.m., and we’d have to wheel everything back to the studio to record the daily announcement the next morning. I didn’t like the wear and tear on the equipment,” said Steele.
Then, one of Steele’s students told him about a school in Mississippi with a mobile TV studio in a semi-truck. Steele had heard about Governor Little’s Leading Idaho grant program, so he wrote a grant for $104,000 to create LHS’s own mobile TV studio, complete with a trailer, replay system, monitors, Tricaster, and 300-foot cables.
With the mobile studio, we’ll be able to live stream our games on YouTube, and I believe we’re in a position to get enough views that we can sell ads.
Davey Steele
But Steele’s students’ ambition extends far beyond the studio. As LHS’s BPA, yearbook, and Associated Student Body advisor, Steele also encourages his students to flex their entrepreneurial muscles. One of his students took pictures at school dances and sold flash drives of the unedited images for $20; she raised $1,000 in a single night. Another student developed a marketing plan for the athletic department and used the school’s large-format Epson printer to print banners on sticky vinyl and windscreens to hang in the gym and outdoor facilities. They were sold to local businesses, and she raised $80,000 in a year.
Steele’s innovation and entrepreneurial drive were among the many factors that led to his program receiving an honorable mention in IDCTE’s 2023 Exemplary Program Awards. “We’re well on our way to being self-supported,” said Steele. “I say all this because I hope schools across Idaho can see what we’ve done here and be inspired to do the same.”
Grant transforms Bonners Ferry High School woodworking program
In 2014, Francis Carlson’s career took an unexpected turn. Though she had a certificate in fine woodworking from Selkirk College in Nelson, British Columbia, she struggled to find a job in the post-recession economy. It was then that Carlson, a 2011 Bonners Ferry High School (BFHS) graduate, discovered an opportunity to share her passion for woodworking in education.
Faced with the potential cut of the woodworking program at her alma mater due to the absence of a teacher, Carlson stepped in as a substitute teacher. Her initial reluctance turned into a genuine passion, and with enough experience on the job, she obtained a limited occupational specialist certificate and made the leap into teaching full-time.
“If we want our students to have the best education, we have to give them access to the best equipment,” Carlson affirmed. “Now I’m confident my students have that.”
Francis Carlson
Over the past nine years, Carlson has earned a bachelor’s degree in technical education and will finish a master’s degree in curriculum development from the University of Idaho. She has also become a fervent advocate for technical education and the imparting of practical employability skills.
“I’m passionate about CTE. I feel like this is where we should be directing our time, energy, and resources,” said Carlson.
Under Carlson’s guidance, the BFHS woodworking program has blossomed. Students start the program learning basics in shop safety, small tools and machines, as well as measuring and layout concepts. Students focus intensively on standards, planning, materials, drafting, and reading plans in their second year. The curriculum emphasizes lean manufacturing principles and includes techniques such as gluing and computer numerical control engraving for personalization. In their third year, students delve into the intricacies of cabinet joints, doors, and drawers, culminating in constructing cabinets for various locations at BFHS, such as classrooms, the principal’s office, and the shop toolroom. In the final year of cabinets, students dive deeper into cabinetry and fine woodworking learning advanced skills like veneering, glass etching, table construction and joints, with special emphasis on cabinet and furniture production.
Carlson actively collaborates with local employers to understand their needs, establish internships, and cultivate positive relationships with businesses. She also strives to give her students experience with industry-standard equipment so they can meet employers’ expectations on the job.
However, acquiring the necessary resources can be challenging in a small school within a small district. Though Carlson has made consistent upgrades and improvements since she began teaching, there’s one piece of equipment she hasn’t been able to replace: a dust collector originally installed in 1992. This vital component removes sawdust and woodchips, ensuring clean air and a safe work environment for students. The existing collector showed signs of wear and tear, but the financial burden of a $200,000 replacement was daunting for a small school.
Undeterred, Carlson used her grant-writing skills and applied for a Leading Idaho grant. In September 2023, she secured a $250,000 grant, not only covering the replacement of the dust collector but also upgrading the planer, drum sander, and jointer. The equipment is currently being manufactured, with the installation expected in January or February 2024.
Despite the temporary inconveniences during the installation, Carlson is optimistic about the new, more efficient equipment and how it will contribute to a dynamic and engaging educational experience. “If we want our students to have the best education, we have to give them access to the best equipment,” Carlson affirmed. “Now I’m confident my students have that.”
Diesel technology teacher bridges gap between industry and education
Paul Rood always liked cars, so it came as no surprise that after high school graduation in the late 1980s, he enrolled in Universal Technical Institute’s two-year auto diesel degree program and discovered his niche in heavy duty diesel repair.
“I never thought about being a diesel mechanic. Back then, it really wasn’t on my radar for a career,” said Rood. “But I took a diesel class for the heck of it and ended up really liking it.”
After 30 years working for top-tier employers like Peterbilt and Knife River, teaching was never on his radar. But somehow, towards the end of the COVID-19 pandemic, the CTE administrator at Kuna’s Swan Falls High School got a hold of his resume. The person who had been teaching diesel technology resigned unexpectedly, leaving a vacancy for a teacher with industry experience.
“All of my family and friends thought I’d be perfect for teaching, but I’d never really considered it until then,” said Rood. “When I went in for the interview, I was so impressed with the facility, I thought, ‘what the heck?’ and gave it a shot.”
I’m very tenacious, and what I envisioned when I took the job three years ago is pretty much where we’re at right now.
Paul Rood
Though Rood immediately took to the classroom and found students liked and respected him because of his experience, he found pursuing his Degree Based Career Technical Certificate through Idaho State University to fulfill the certification requirements was the most challenging part of his transition from industry veteran to educator.
“I don’t have a college background, so it was really frustrating to learn how to use software and technology platforms that I simply didn’t have to learn or use in the shop,” said Rood. “I think this is a glaring issue not only for me, but for other trades professionals trying to bring their experience to the classroom. Professors simply take for granted this gap in knowledge.”
Fortunately, Rood’s mentors from the Division, Bill Brown and Sandy Murin, helped him navigate the expectations of college-level work while simultaneously acclimating to being a new teacher.
“That first year was pretty challenging, but I always felt like Bill and Sandy were in my corner,” said Rood. “Bill especially helped me learn to play the game, and he’s talked me off the ledge more than once.”
In addition to his mentors, Rood also received strong support from the community and his technical advisory committee.
“Western States Cat, Knife River, Sun Rock, Western Trailer have all been so helpful since I’ve started this program. They donate parts and loan me equipment and give the kids opportunities like job shadowing, mentorship positions, and academies that lead to paid positions when they graduate,” said Rood. “I want my kids to aim high and feel comfortable rubbing elbows with people in prestigious shops. These partnerships really give them that.”
With only two classes left to complete his university coursework, Rood sees the light at the end of the tunnel.
“When I inherited this shop, it was just walls. I didn’t have any training aids or equipment to work on or any relationships with employers,” said Rood. “I’m very tenacious, and what I envisioned when I took the job three years ago is pretty much where we’re at right now.”
Integrated education training prepares student for rewarding career in trucking
Since Sandra Cortes was a child, she wanted to drive big trailers. However, her mother believed it was a job suited only for men. So, Cortes put her dream aside and settled for driving 10-wheel trucks, water trucks, and tractors with trailers on a dairy farm in Jerome, Idaho. Everything changed when she learned about the College of Southern Idaho’s (CSI) commercial driver’s license program (CDLP).
In Idaho, aspiring commercial truck drivers need a commercial learner’s permit (CLP) to enroll in truck driving school. Getting this permit involves applying and taking a written test, but Cortes faced a language barrier that prevented her from meeting these requirements. However, CSI’s CDLP is part of its integrated educational training (IET) programs. This specialized adult education model tailors learning experiences to a particular profession, so students receive job-specific training while improving other basic skills like literacy and English language acquisition. It was a perfect fit for Cortes’ needs and interests.
“At CSI, our IET programs focus on careers in high demand for our region, such as welding or certified nursing assistant,” said Jennifer Hall, director of College and Career Readiness and adult basic education at CSI. “According to the Idaho Department of Labor’s August 2023 labor market report for South Central Idaho, heavy and tractor-trailer truck drivers were among the three occupations with the most job postings.”
When students enroll in the program, they’re assessed on their skills so support can be tailored to their current needs and abilities. The eight-week program includes learning job-specific skills like safety protocols, traffic laws, basic vehicle inspection, and general education skills such as vocabulary tailored to commercial truck driving.
“The CDLP program helped me understand there is more to driving than just getting on a trailer and moving forward. I use what I learned from this program every day; it’s changed the way I drive.”
Sandra Cortes
After completing the program, students earn their CLP and can enroll in one of CSI’s partner driving schools for their commercial driver’s license (CDL). After Cortes finished the intensive four-week driving course with an endorsement in doubles and triples, CSI extended job placement aid, leading her to her current role as a long-haul truck driver at Riverence, an Idaho-based sustainable aquaculture company.
Cortes is thrilled with her new career and deeply appreciates the support she received.
“I started with little experience, but they gave me a chance to learn,” Cortes said. “Riverence feels like my second school; landing this job has been an incredible experience.”
Rigby ag educator finds inspiration and influence through professional associations
Lex Godfrey never set out to be a teacher. As a high school student in Utah, he was active in FFA. So, when he started college at Utah State University, he planned to get his degree in veterinary science. But when a trusted advisor suggested Godfrey become a teacher, he planted a seed that sprouted into a 24-year-long career.
After graduation in 1998, Godfrey accepted his first teaching job at Burley High School in Burley, Idaho. There, he met Gaylen Smyer, who would leave an indelible impression on Godfrey.
“I took over for Gaylen. He was a pillar of the community and ag education,” said Godfrey. “It was some awfully big shoes to fill. When he encouraged me to join the Idaho Agriculture Teachers Association (IATA) and the National Association of Agriculture Educators (NAAE), so I could connect with other educators, I took it to heart.”
As a new teacher, Godfrey immediately noticed the benefits of being involved with a professional association. Membership in IATA and NAAE included updates on legislation affecting agricultural education and CTE, resources for advocacy, access to awards and grants, and opportunities to hold leadership positions or join committees. In addition, it also provided plentiful opportunities to meet like-minded professionals.
“Teaching is a calling. Surrounding myself with other passionate educators was a fantastic way to share ideas and troubleshoot early in my career,” said Godfrey. “It was also a chance to network with more experienced educators.”
“Teaching is a calling. Surrounding myself with other passionate educators was a fantastic way to share ideas and troubleshoot early in my career. It was also a chance to network with more experienced educators.”
Lex Godfrey
In 2008, Godfrey’s colleague, Robert Hale, encouraged him to attend his first Career Technical Educators of Idaho (CTEI) meeting. Because he’d had such good experiences with IATA and NAAE, it didn’t take much convincing to attend. CTEI offered a state-specific perspective on CTE, plus access to educators in other pathways. Godfrey felt these new perspectives were just what he needed to develop his craft further. With ten years of teaching under his belt, Godfrey thought he was ready to share his passion with others and assume a leadership role. When the opportunity presented itself, Godfrey decided to run for CTEI President-Elect.
“When I was elected, I thought I’d have a year to shadow the current president and learn the ropes,” said Godfrey. “But she had to step down in the middle of her term, so I became president after about six months.”
Holding a leadership position early in his career accelerated Godfrey’s professional development.
“I soon discovered that, regardless of the pathway, we were all experiencing the same things,” said Godfrey. “Connecting with educators in other areas deepened my knowledge and gave me new insights into teaching and serving my students.”
Though not all educators will choose to pursue leadership positions in their professional associations, Godfrey encourages all educators to become active in their pathway-specific professional associations and CTEI. He has some specific advice for new and seasoned educators alike.
“For new teachers, professional associations are a great way to find a mentor who resonates with you. Especially early in your career, it’s important to find someone to bounce ideas off and support you,” said Godfrey. “And for seasoned educators, professional associations are an opportunity to invest in other professionals and share some of what you’ve acquired over the years.”
Godfrey has taught at Rigby High School since 2016 and has remained active in IATA, NAAE, and CTEI. In addition, he was one of the inaugural members of IDCTE’s statewide CTE Advisory Council, which is comprised of educators, administrators, and elected officials with a vested interest in Idaho’s CTE programs.
“Just having a seat at the table has made a huge difference in my career,” said Godfrey. “It means a lot whenever a colleague, legislator, or elected official calls to ask me what I think. My experience with professional associations has given me influence, and I’ve been able to use that to make an impact.”