Meet a staunch advocate for underrepresented learner populations Dr. Sara Shaw, lecturer at the University of Central Florida, and a Fellow in the third cohort of the Postsecondary State CTE Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation. 

I saw firsthand how CTE and training programs could open doors for students who might not see themselves in traditional academic pathways.

Q: Let’s start with your journey into CTE. How did your background shape your path into this field?

A: My journey into Career Technical Education (CTE) was shaped by a deep-rooted belief in the power of education to transform lives. I grew up surrounded by tradesmen in my family, which gave me early insight into the value of skilled work and hands-on learning. While putting myself through school, working in the hospitality industry, I often found myself in training roles.

These experiences sparked the realization that I could bridge my background in elementary education with the world of workforce development. I saw firsthand how CTE and training programs could open doors for students who might not see themselves in traditional academic pathways.

My personal and professional journey has highlighted the importance of equal access and opportunity, values that continue to guide my work in postsecondary CTE, where I focus on building systems that are responsive and future-focused. As I advanced in my education and career, particularly within the companies I worked for, I became increasingly aware of how few women were represented in the highest levels of leadership.

Observing leadership structures dominated by men sharpened my equal access lens and deepened my commitment to creating educational and workforce systems that challenge systemic barriers and expand representation at all levels.

This perspective has made the work of advancing nontraditional pathways under the Carl D. Perkins Career and Technical Education Act (Perkins V) especially meaningful. Helping students explore and succeed in fields where they’ve been historically underrepresented is essential not just for meeting policy goals, but for shaping a workforce that reflects the representation, talent, and potential of our communities.

While national and state initiatives, such as Advance CTE’s leadership frameworks, have made meaningful progress in emphasizing the importance of strong leadership, a critical disconnect remains: the widespread substitution of traditional educational leadership training for CTE-specific leadership preparation.

Q: CTE leadership development at the state level for aspiring postsecondary leaders is a challenge as most education systems in the U.S. face high turnover rates. How do you address this challenge at your institution and in Florida?

A: One of the most pressing challenges in CTE leadership today, particularly at the state and postsecondary levels, is the lack of a clearly defined, field-specific leadership pipeline. While national and state initiatives, such as Advance CTE’s leadership frameworks, have made meaningful progress in emphasizing the importance of strong leadership, a critical disconnect remains: the widespread substitution of traditional educational leadership training for CTE-specific leadership preparation.

CTE leadership is inherently complex. It requires far more than instructional oversight; it demands expertise in labor market alignment, program and pathway development, industry partnerships,…and work-based learning models.

In Florida, educational leadership credentials are a requirement within state-level CTE leadership certification pathways. At first glance, this may seem like a logical alignment. The term “educational leadership” is broadly used, but those working within CTE understand that this substitution fails to address the field’s unique demands. CTE leadership is inherently complex. It requires far more than instructional oversight; it demands expertise in labor market alignment, program and pathway development, industry partnerships, Comprehensive Local Needs Assessments (CLNA), Perkins V accountability, and work-based learning models.

Our curriculum centers on the specific needs of the CTE ecosystem, preparing professionals who understand its distinct goals, metrics, and mission.

Although Advance CTE includes leadership within the broader Education and Training Career Cluster®, the current framing often aligns more closely with general K–12 administration. In Florida, this misalignment is especially apparent. Even when CTE leadership courses offer deep, relevant content, they may not “qualify” under state certification systems simply because they are not labeled as Educational Leadership. This creates barriers to advancement and may reinforce a cycle of underprepared leadership within the CTE system.

At the University of Central Florida (UCF), our Career and Workforce Education (CWE) programs are designed to confront this challenge. Our degrees and certificates intentionally develop both instructional and long-term leadership capacity. Every course emphasizes practical, real-world application, from interpreting labor market data to building partnerships with industry. Our curriculum centers on the specific needs of the CTE ecosystem, preparing professionals who understand its distinct goals, metrics, and mission.

If we want to reduce turnover and strengthen programs, we must build leadership from within, supporting aspiring professionals already invested in CTE and developing a certification system that reflects the field’s unique workforce mission.

Q: You’ve been vocal about the need to explore the factors influencing female leadership in CTE decision-making processes. Why is this a crucial issue?

A: Representation matters, especially in CTE, where leadership directly shapes how programs are designed, who they serve, and how access is prioritized. Increasing female leadership in postsecondary CTE isn’t just about filling seats at the table; it’s about ensuring that policies and decisions reflect various perspectives and lived experiences.

Women in leadership often navigate fields historically dominated by male voices, particularly in technical sectors like engineering and IT. I’ve been especially interested in the decision-making processes and turning points women experience throughout their leadership journeys. What support systems helped? How did mentorship or barriers shape their leadership styles?

By learning from these leaders, we can create intentional strategies that open doors and transform the culture of CTE leadership. We must move beyond insincerity and build systems that truly cultivate, support, and retain women in decisionmaking roles.

[W]e need to intentionally create opportunities for professionals with CTE experience, whether from the classroom, industry, or workforce development, to step into leadership roles with the preparation and support they need to succeed.

Q: You’ve spoken about the need to develop pathways into CTE leadership. How has this shaped your leadership in your current role?

A: My commitment to developing clearer pathways into CTE leadership has significantly shaped both my priorities and actions in my current role. I believe that access to CTE leadership should not be limited to those who come through traditional education administration pipelines. Instead, we need to intentionally create opportunities for professionals with CTE experience, whether from the classroom, industry, or workforce development, to step into leadership roles with the preparation and support they need to succeed.

This belief has guided our work in curriculum development, mentorship, and partnership building with key collaborators. For example, at my institution, we’ve worked to ensure that our CWE degree and certificate programs are not only aligned with current CTE policy and workforce trends, but also embedded with leadership development components focusing on things like data-driven decision-making, best practices, and building partnerships. 

Ultimately, my goal is to help dismantle the “gatekeeping” that can often exist around leadership and instead support a more transparent pipeline that values both the technical expertise and lived experiences of aspiring CTE leaders. When we build systems that make CTE leadership more accessible, we’re also building stronger, more innovative, and more representative programs.

Q: What do you see as the future of CTE in Florida and what challenges must be addressed?

A: The future of CTE in Florida is bright, especially with rising demand across healthcare, manufacturing, information technology (IT), and the trades. Its economy is thriving–but we must address foundational challenges to fully realize that potential.

• First, our leadership credentialing systems must evolve. Currently, professionals with deep CTE knowledge are excluded from leadership opportunities simply because their credentials don’t align with traditional educational leadership pathways. Learners who aspire to become local directors or CTE administrators often face unnecessary and outdated barriers.
• Second, teacher recruitment and retention remain critical issues. Too often, programs are scaled back not because of a lack of interest, but because we can’t find qualified educators. And yet, CTE-focused teacher preparation programs remain under-supported. Further, institutions and state leaders should come together and update Florida Department of Education (FLDOE) CTE teacher certification requirements across multiple Career Clusters, as those may also be creating barriers for state-issued CTE teacher certifications. 

At UCF, our CTE-focused degrees are intentionally designed to meet these challenges by preparing professionals to both teach and lead. But we cannot do it alone.

To move the field forward, we must market CTE not just as a program, but as a strategic driver of Florida’s economic and educational future.

We invite institutional leaders across state agencies, districts, higher education, and workforce boards to partner with us in building a coordinated, statewide talent pipeline. Together, we can elevate the CTE profession, support educator advancement, and ensure that Florida remains competitive in an evolving labor market. We are not just training educators; we are cultivating the next generation of CTE leaders.

Q: You’re clearly passionate about long-term change. What advice would you give to others who want to make a difference in CTE?

A:

Start by listening to learners, to educators, to communities. Ground your work in their experiences. From there, act with intention. Systems change requires bold, equal access-focused action.

Think systemically. CTE sits at the intersection of education, workforce, and equal access. Your strategies must reflect that complexity. Rethink how we recruit and retain educators, align programs to labor market needs, and support students through to career mobility.

Collaborate. Some of the most transformative work I’ve seen has come from cross-sector partnerships. One powerful example is our work with the space industry through Luminary Labs to introduce a space-focused CTE curriculum in middle school. CTE middle school educators are now helping students envision futures in aerospace and advanced technology before they even reach high school. 

By co-designing curriculum and learning experiences with industry, we’re creating a foundation for the next generation of innovators. Change in CTE doesn’t happen in silos. It happens when we come together to build pathways that reflect the full potential of our students and the future of the workforce. 

Finally, stay grounded in why this work matters. We’re not just preparing students for jobs, we’re preparing them for lives of purpose, self-sufficiency, and contribution. That means our work must reflect not only economic outcomes but also human outcomes.

Long-term change is hard. It requires strategy, stamina, and humility. But it’s possible, especially when led by people who believe in the power of education to transform futures.

Q:  As a participant in Advance CTE’s National Fellowship, what do you hope to gain from this experience?

A: I hope to gain the tools, networks, and strategic insight needed to drive system-level change in CTE leadership development, particularly for postsecondary and state-level roles. This Fellowship offers an opportunity to engage with leaders across the country who are committed to advancing CTE. I’m especially interested in learning how other states are addressing leadership pipeline challenges and how we might strengthen or rethink credentialing, mentorship, and preparation for future CTE leaders.

I want to contribute to the national conversation, especially around the need to distinguish CTE-specific leadership from traditional educational administration.

Equally important, I’m excited to build relationships with state-level leaders across the U.S. As someone working in postsecondary CTE, I see enormous value in creating intentional partnerships between state agencies and educational institutions to align programming, support workforce development goals, and improve access.

Getting to know these leaders and understanding their priorities, constraints, and innovations will help me design more collaborative and responsive programs that truly meet the needs of learners and the labor market.

At the same time, I want to contribute to the national conversation, especially around the need to distinguish CTE-specific leadership from traditional educational administration. I’ve seen firsthand how misalignment in leadership preparation can impact programs, educators, and ultimately learners.

I hope to collaborate with others to design solutions that are field-informed, equal access-driven, and future-ready.

Most of all, I see this Fellowship as a space to grow not just professionally, but personally by deepening my understanding of national policy, emerging trends, and how to elevate voices in the decisionmaking process. 

Sara’s journey to CTE leadership demonstrates a desire to improve the leadership pipelines for aspiring CTE systems designers and innovators. Her insights are just one example of the incredible work being done by the Fellows of the Advance CTE National Fellowship. To learn more about Sara and other inspiring leadership fellows, visit the Postsecondary State CTE Leaders Fellowship page, where Fellows are exploring and offering solutions to address the workforce needs of a dynamic 21st-century economy.

Interested in developing your own CTE leadership fellowship in your state? Request more information via our request form or contact Dr. Kevin R. Johnson Sr. at [email protected].