Meet fearless innovator Mike Woods, director of the CTE Technical Assistance Center of New York (CTE TAC) for New York State and a Fellow in the third cohort of the Postsecondary State CTE Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation.
Q: Let’s start with your journey into CTE. How did your background shape your path into this field?
A: I’m a product of Career Technical Education (CTE). I got my start in an agricultural education and FFA program in south central Pennsylvania and went on to become a first-generation college student, teacher, and advocate for CTE. Each step in my journey, from growing up on a small dairy farm to teaching high school agricultural education, advising FFA chapters, and supporting curriculum and teacher development, prepared me for the work I lead today.
What drives me now is the chance to help leaders solve complex challenges with practical solutions, whether that’s designing support for new teachers, improving access to high-skill pathways for all learners, or ensuring every CTE program has strong industry and postsecondary connections.
Now, as Director of the CTE TAC, I have the opportunity to support CTE teachers, faculty, and leaders who are building the future of CTE across the Empire State. My team and I work statewide to strengthen program quality, improve teacher retention, and ensure alignment with workforce and postsecondary expectations.
We help schools and colleges navigate certification, develop curriculum, build effective advisory committees, and implement strategies that make a difference for both students and educators.
What drives me now is the chance to help leaders solve complex challenges with practical solutions, whether that’s designing support for new teachers, improving access to high-skill pathways for all learners, or ensuring every CTE program has strong industry and postsecondary connections. This work feels like a natural extension of everything I’ve experienced, and I’m grateful every day to be part of something that helps learners build meaningful futures.
Q: Developing curriculum to meet the needs of all learners continues to be a barrier for postsecondary leaders seeking to close access and performance gaps. How do you address this challenge at your institution and in New York?
A: My work in CTE is grounded in a belief that systems should serve the people doing the work, not the other way around. As Director of the CTE Technical Assistance Center of New York, I’ve led the design of practical, statewide tools and strategies that help CTE teachers and educators focus on what truly moves students forward.
Oftentimes, technical assistance around the Carl D. Perkins Career and Technical Education Act (Perkins V) and Comprehensive Local Needs Assessment (CLNA) planning feels transactional, focused more on checking boxes rather than building capacity.
I’ve executed research initiatives that support special populations of students in CTE programming and result in actionable resources for the field. After stepping into the role of Director for the CTE Technical Assistance Center, I quickly recognized a gap in how postsecondary institutions were being supported.
Oftentimes, technical assistance around the Carl D. Perkins Career and Technical Education Act (Perkins V) and Comprehensive Local Needs Assessment (CLNA) planning feels transactional, focused more on checking boxes rather than building capacity. In response, I collaborated with the Office of Postsecondary Access, Support, and Success (OPASS) to develop a more collaborative coaching model, one designed to make technical assistance feel like a meaningful partnership rather than a compliance exercise.
Our approach enables institutions to make meaningful, data-informed decisions that strengthen programs and improve student outcomes.
In my growth as a leader, I’ve learned that real leadership doesn’t mean speaking first, rather we need to listen fully before making decisions. As leaders, we build consensus, shape direction through dialogue, and ensure that the solutions we pursue reflect the voices of those we serve.
I’ve learned that real leadership doesn’t mean speaking first, rather we need to listen fully before making decisions.
When I see a gap, I work with CTE colleagues to create something that fills it, whether that’s a hands-on workshop, a resource to support integrated instruction, or a tool that helps bridge the transition from high school to college or the workforce. I’m especially proud of how these solutions have supported stronger alignment between secondary and postsecondary programs and created clearer pathways for students.
Through being part of an Advance CTE Community of Practice, I’ve had the opportunity to facilitate workshops for New York State Association for Career and Technical Education’s (NYSACTE) In-State Postsecondary Fellows, helping emerging leaders explore and apply the Opportunity Gap Analysis (OGA) protocols to improve access and outcomes within their institutions. That work has reaffirmed my belief that thoughtful, data-informed decision-making can shape more wide-ranging and responsive CTE systems.
I’m focused on helping our field deepen its connections, especially between postsecondary partners, secondary CTE programs, and business and industry
Looking ahead, I’m focused on helping our field deepen its connections, especially between postsecondary partners, secondary CTE programs, and business and industry. Through Framing Tomorrow: Regional CTE Collaboration to Shape the Future, I’m working to develop a replicable model for regional partnerships that foster innovation, elevate shared priorities, and strengthen the pipeline from education to employment.
While I’m fortunate to collaborate with a talented team and statewide network of partners, I take personal responsibility for making sure the work we do is not only visionary but also useful. The most rewarding feedback I receive is when someone says, “This made my job easier, and my program stronger.” That’s the impact I’m aiming for.
Q: You’ve been vocal about the lack of a practical tool in postsecondary for leaders to evaluate expanding access, pinpoint deficiencies, and link to high-quality resources. Why do you think this is such a crucial issue?
A: One of the biggest challenges in postsecondary CTE is that leaders are often operating without a clear roadmap. They’re committed to expanding access and improving outcomes, but without a structured, easy-to-use tool, it’s difficult to identify where the gaps are, what’s working, or how to make progress that sticks. You can’t improve what you can’t clearly see.
That’s why I’ve prioritized developing real-world solutions that speak directly to those needs. At the CTE Technical Assistance Center of New York, I’ve led efforts to respond to the field with tools that are not just thoughtful, they’re immediately usable. From processes, protocols and tangible quick-reference tools, everything we produce is designed to help leaders take the next right step, not just theorize about long-term goals.
I’ve always believed that the right tool, used in the right way, can create momentum where there was once hesitation.
But filling the tool gap isn’t just about creating documents. It’s about building the right infrastructure for shared learning and cross-sector dialogue. That’s why I’ve helped revitalize, in collaboration with the Office of CTE at the New York State Education Department (NYSED), New York’s statewide CTE Content Advisory Panel (CAP). This CAP brings together secondary and postsecondary educators, business and industry leaders, and state agency partners to align priorities and define what high-quality CTE really looks like at every level.
My work is about building … targeted, user-friendly solutions that give institutions what they’ve been asking for and help them move forward with confidence.
I’m also working to seed a new Postsecondary, Adult, and Career Education (PACE) affiliate embedded within NYSACTE. This network will give postsecondary leaders a permanent home for collaboration, advocacy, and professional development, something we’ve been missing for far too long. Alongside that, we continue to provide one-on-one Perkins V coaching to institutions, helping translate federal expectations into local action plans that are realistic and measurable.
I’ve always believed that the right tool, used in the right way, can create momentum where there was once hesitation. In a time when leaders are overwhelmed with guidance, webinars, and white papers, they don’t need more, they need better. My work is about building exactly that: targeted, user-friendly solutions that give institutions what they’ve been asking for and help them move forward with confidence.
Q: You’ve spoken before about the development of “how-to” guides to empower postsecondary leaders. Can you share how this commitment has shaped your leadership and actions in your current role?
A: I believe the best leaders remove barriers, and in CTE, that means creating tools that make complex work more doable. I’ve made it a priority to build clear, actionable resources that help CTE teachers and educators lead with confidence. For years, our guides developed through the CTE TAC have supported secondary teachers across the state. But as I listened to our postsecondary partners, one truth became clear: the tools we had weren’t enough. Postsecondary CTE needed something more specific, more adaptable, and more aligned to their unique context.
That realization shaped a major shift in my leadership. I’ve launched a statewide initiative to support postsecondary faculty and institutional leaders with a new kind of toolkit, one designed to evaluate and improve curriculum through the lens of the student experience. The first version focuses on LGBT representation in postsecondary settings. It will include a detailed curriculum review checklist, mapped improvement resources, and a step-by-step guide for implementation. It’s structured to move people from reflection to action without guesswork or jargon.
Sustained progress takes follow-through, refining your ideas, adjusting your approach, and building strong partnerships that can carry the work forward.
As a member of the LGBT community, I understand what it means for students to see themselves reflected in their learning environment, and what it costs when they don’t. But this project is not about identity alone. It’s about leadership. All-encompassing curriculum design isn’t a separate conversation; it’s a core function of educational quality.
My goal is to develop a flexible, replicable model that any institution, inside or outside of New York, can adopt and adapt. LGBT representation is where we begin, but this work will grow to support other underserved groups who are too often left out of postsecondary success strategies.
If we want better outcomes, stronger systems, and more pathways to success, we have to design resources that are both visionary and usable. That’s the kind of leadership I strive to bring to postsecondary CTE.
Q: What do you see as the future of CTE in New York, and what challenges still need to be addressed?
A: New York State has a promising future for CTE. We have a deeply engaged community, classroom teachers, school leaders, business and industry partners, colleges, and state agencies, who recognize the value of CTE and are committed to expanding its impact across all regions.
Beginning with students entering grade 9 in 2027, New York will require all students to complete at least one credit of CTE-aligned coursework as part of their graduation requirements.
One of the most exciting developments on the horizon is the NY Inspires initiative. Beginning with students entering grade 9 in 2027, New York will require all students to complete at least one credit of CTE-aligned coursework as part of their graduation requirements. This shift marks a philosophical shift toward recognizing career preparation as a foundational part of education for every student, not just those who “opt in.”
It creates the policy environment we’ve needed to reimagine what successful transitions after high school can look like.
This also opens the door for broader postsecondary outcomes to be recognized and celebrated. NY Inspires pushes us to move beyond the traditional four-year college narrative and validate a wider range of postsecondary opportunities – technical degrees, apprenticeships, licensure programs, workforce credentials, and more. It creates the policy environment we’ve needed to reimagine what successful transitions after high school can look like.
Still, there are challenges.
- We need to grow the pipeline of qualified CTE educators, particularly in high-need and rural areas.
- We need to strengthen dual enrollment and articulation agreements so that secondary and postsecondary institutions operate more like a continuum than a handoff.
- We need to help students and families see the full spectrum of career pathways available, from skilled trades to emerging industries like clean energy, health sciences, and advanced manufacturing.
As someone who works directly with both secondary and postsecondary systems, I believe our greatest opportunity lies in creating seamless, career-connected learning experiences that begin early and extend through adulthood. With continued collaboration and strong policy support, New York is well-positioned to become a national model for modern, high-quality CTE that reflects the future of both learning and work.
Change doesn’t happen overnight or in isolation. It takes collaboration, flexibility, and the ability to evolve as the landscape shifts.
Q: You’re clearly passionate about creating long-term change. What advice would you give to others who want to make a difference in CTE and postsecondary participation and attainment?
A: If you want to create lasting change in CTE, especially when it comes to expanding postsecondary participation, start by listening. The best leaders I’ve worked with are the ones who ask good questions, invite honest conversations, and are willing to be challenged in their thinking.
Change doesn’t happen overnight or in isolation. It takes collaboration, flexibility, and the ability to evolve as the landscape shifts. You have to be grounded in today’s needs while keeping one eye on what’s coming next.
One of the biggest lessons I’ve learned is that momentum alone isn’t enough. Sustained progress takes follow-through, refining your ideas, adjusting your approach, and building strong partnerships that can carry the work forward. In the end, real change isn’t just about policies or programs, it’s about people working together toward a shared goal.
Ultimately, the Fellowship isn’t just about personal growth, it’s about what I can give back. I want to share what I’ve learned, expand the reach of my network, and make sure others across the state benefit from the same insights and connections.
Q: As a participant in Advance CTE’s national Fellowship, what do you hope to gain from this experience?
A: Participating in the Advance CTE Fellowship has been both personally rewarding and professionally energizing. It’s connected me with a network of passionate leaders across the country and exposed me to strategies and tools that I’ve already begun integrating into our work in New York.
One unexpected but meaningful opportunity has been serving as an advisory board member and mentor for the New York In-State Postsecondary CTE Leaders Fellowship. It’s been powerful to apply what I’m learning nationally to support our own statewide leadership pipeline.
Ultimately, the Fellowship isn’t just about personal growth, it’s about what I can give back. I want to share what I’ve learned, expand the reach of my network, and make sure others across the state benefit from the same insights and connections. Because at the end of the day, we don’t do this work alone. It really does take a village to move CTE forward, and I’m grateful to be part of a community that understands that.
Mike’s journey to CTE leadership underscores the value of all learners being seen and valued in all education systems. His approach to system and CTE resource development are exemplars for the field. His insights are just one example of the incredible work being done by the fellows of the Advance CTE National Fellowship. To learn more about Mike and other inspiring leadership fellows, visit the Postsecondary State CTE Leaders Fellowship page, where you can discover how developing plug-and-play resources for CTE administrators and instructors increases efficiency and quality programming delivery for all learners.
If you are interested in launching a CTE Leadership Fellowship in your state please contact Dr. Kevin R. Johnson Sr. at [email protected].
