Beginning her career as a researcher in neuroscience at Johns Hopkins University, Tiara Booker-Dwyer, Maryland’s new State CTE Director, has since built a remarkable career around improving educational success for learners in Maryland.
While at Hopkins, Tiara developed a passion for teaching and later went on to work at the middle school and high school levels. Leveraging her experience as a science teacher, Tiara continued supporting students through the Maryland Department of Education, where she led efforts to promote STEM under the Race to the Top initiative. While at the Department, she also served as the Executive Director for the Office of Leadership Development and School Improvement, as well as the Department’s 2016-2017 Ombudsman. 
A dynamic leader, Tiara entered her new role with a bold vision for CTE in Maryland. Among her priorities is to use Perkins funds over the next year to build a more inclusive CTE culture in the state. In addition, Tiara and her team are focused on supporting school counselors, teacher development and special populations of students.
Along with her deep history on the education side, Tiara spent two years as a program director for the Maryland Business Roundtable, where she supported collaboration between industry professionals and local schools districts. Leveraging this past work, Tiara is now collaborating with the business community to develop a professional counseling model to further support school counselors. 
“School counselors need more support. Maryland is proposing to use business and industry professionals to provide career counseling to CTE students.” 
Under the professional counseling model, groups of business professionals would be trained to go to schools and provide periodic career guidance to cohorts of students. This would provide students with valuable career insight opportunities while also allowing “school counselors to focus on mental health priorities and academic advising,” she said. 
Another focus for Tiara is around the professional growth of CTE teachers. “I recognize when we get CTE teachers from the field,” she explained, “they come in with the content and need support with pedagogy and classroom management. CTE teachers must be equipped with the skills, knowledge, and resources to meet the needs of all students, including English learners and students with disabilities.” To address this gap, Tiara is looking to provide CTE instructors from the field with professional learning experiences on differentiating instruction, using data to inform instructional interventions, engaging diverse learners and other forms of support to better enable them to be effective in preparing their students for a career field.
With strong support from state leadership, Tiara and her team are working to revitalize the state’s CTE system. Central to their vision for CTE in Maryland, she believes, is the opportunity to be bold.