In September 2024, Advance CTE and ECMC Foundation announced the third cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship). The Advance CTE — ECMCF Fellows are aspiring leaders from across the nation and an embodiment of the Fellowship’s goal of intentionally building leadership pipelines to address the shortage of successive talent available in state postsecondary career technical education leadership.
This blog is part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Advance CTE interviewed Fellow Dr. Shelanda Simmons, senior instructor within the Business Department at the Tennessee College of Applied Technology (TCAT) specializing in administrative office technology.
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 combination of personal experiences and professional growth in education, workforce training, and industry engagement. With over a decade of experience in higher education, academic administration, and curriculum development, I have always been passionate about equipping adult learners with the skills necessary for gainful employment. My dissertation, A Student Like Me: Nontraditional Adult Learners’ Perception of Effective Teaching in Career and Technical Education, reinforced my belief in the power of CTE to transform lives. Additionally, my professional experience in logistics, business administration, and education policy has given me a unique perspective on bridging academic instruction with real-world applications.
Q: Postsecondary enrollment has seen a decline in recent years, and many learners are seeking opportunities to participate in short-term training in high-demand fields. How do you address this challenge in Tennessee?
A: Addressing this challenge requires a multi-faceted approach. At TCAT-Memphis, I have worked to enhance short-term training programs that align with industry needs, such as logistics and administrative office technology. By creating experiential learning opportunities such as industry partnerships, internship placements, and hands-on training, I help students gain practical skills that lead directly to employment. Additionally, my role as a certified logistics instructor allows me to provide specialized training that meets workforce demands. By fostering strong employer relationships and advocating for flexible, stackable credentialing, we can better serve students seeking alternative pathways to traditional degree programs.
By fostering strong employer relationships and advocating for flexible, stackable credentialing, we can better serve students seeking alternative pathways to traditional degree programs.
Q: You’ve been vocal about the need to provide learners experiencing low income with pathways to gainful employment in the logistics and supply chain industry. Why do you think this is such a crucial issue?
A: Logistics and supply chain management are critical industries with consistent job demands, yet many learners experiencing low income lack access to the necessary training and certification pathways. My background in logistics, including leadership roles at FedEx Trade Networks and UPS, has shown me firsthand how these industries can provide stable careers with growth opportunities. By integrating technical training, certifications, and employer partnerships, we can create accessible pathways for learners who may not have the means or time to pursue traditional degree programs. Ensuring access to these opportunities is vital for economic mobility and workforce development.
Q: You’ve spoken before about engaging industry to advance postsecondary CTE and improve instruction. Can you share how this commitment has shaped your leadership and actions in your current role?
A: Industry engagement is at the core of my leadership in CTE. As an instructor at TCAT-Memphis, I have actively partnered with local businesses, educational institutions, and industry leaders to provide students with real-world experience and career placements. For example, I developed a retention analytics plan that improved student success rates and led initiatives like the Memphis Leadership Training Institute, which connected students with industry mentors and job readiness programs. Additionally, my involvement in accreditation oversight and curriculum development ensures that our programs remain aligned with industry standards and workforce needs.
Q: What do you see as the future of CTE in Tennessee, and what challenges do you think need to be addressed?
A: The future of CTE in Tennessee lies in expanding access to short-term, industry-recognized credentials, integrating technology into training programs, and strengthening employer partnerships. However, challenges such as funding, student retention, and bridging the gap between education and workforce demands must be addressed. We need to invest in outreach efforts to increase awareness of CTE as a viable and valuable pathway, particularly among economically disadvantaged communities. Additionally, leveraging technology, such as virtual training platforms, can enhance accessibility for students in rural or underserved areas.
[S]taying involved in professional organizations and staying abreast of new research allows educators to apply emerging trends in industry skill demands and best practices in CTE to instruction and program administration.
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: My advice is to stay committed to student success and continuously seek innovative ways to bridge education and workforce needs. Building strong industry relationships, advocating for student support services, and implementing data-driven strategies for retention and job placement are essential. Additionally, mentorship plays a critical role, empowering students with guidance and real-world experiences can significantly impact their career trajectories. Lastly, staying involved in professional organizations and staying abreast of new research allows educators to apply emerging trends in industry skill demands and best practices in CTE to instruction and program administration.
Q: As a participant in Advance CTE’s National Fellowship, what do you hope to gain from this experience?
A: I hope to leverage the Advance CTE Fellowship to deepen my understanding of national policies, best practices, and innovative strategies in CTE. Through this program, I aim to expand my network, collaborate with industry leaders, and bring new insights back to Tennessee to enhance workforce development initiatives. Additionally, I look forward to contributing my experience in instructional design, program evaluation, and industry engagement to the broader CTE community.
Dr. Simmons’s journey to CTE leadership underscores a commitment to aligning postsecondary CTE to industry needs and highlights her dedication to ensuring economically disadvantaged learners are aware of the in-demand, high-wage pathways to careers available in Tennessee. 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 Shelanda and other inspiring leadership fellows, visit the Postsecondary State CTE Leaders Fellowship page, where you can discover how innovative instruction and intentional program design can reduce the deficit of an available highly-skilled workforce.
If you are interested in launching a CTE Leadership Fellowship in your state please contact Dr. Kevin R. Johnson Sr. at [email protected].
