Safety Guide For Career And Technical Education


Managing At A Distance

Workplace Safety – Safety at Work – Tips on Workplace Safety

Its not as direct as that. Youre looking at your process, youre looking at the documentation, youre working with, again, lots and lots of people, not all of whom have the same motivation that you do.

Industry wants to get paid. They want to do the minimum work to get paid, to maximize their profit. You want the best product you can get. The pilots want something that punches holes in the sky and looks flash and they dont really care much about much else, because theyre quite inoculated to risk.

So youve got people with competing motivations and everything has got to be worked indirectly. You dont get to control things directly. Youve got to try and influence and put good things in place, in almost an act of faith that, good things in place and good things will result. A good process will produce a good product. And most of the time thats true. So , I ended up doing consultancy, first internally and then externally.

Context: My Career Summary

Ive got three areas to talk about, operations and support, projects and product development, and consulting.

I have been on some very big projects, Eurofighter, Future Submarine Programme, and some others that have been huge multi-billion-dollar programs, but also some quite small ones as well. Theyre just as interesting, sometimes more so. In the last few years, Ive been working in consultancy. I have some reflections on those topics and some brief reflections on a career in safety.

Safety In Cte Programs

The International Technology and Engineering Educators Association published a free, downloadable book that provides research findings on teacher and student safety training, school district safety policies, facility safety and accidents in CTE and STEM programs with the purpose of helping educators advocate for better safety practices. The authors studied educator responses from the 2020 Technology and Engineering Education Facilities and Safety Survey to learn the following:

  • About one-third of respondents did not receive any form of safety training in their undergraduate teacher education coursework.
  • Only 32% of educators received safety training from their school district upon being hired.
  • Over half of respondents were unsure about or stated their school district did not have an annual safety audit.
  • While 57% of educators indicated their largest class had 25 or more students enrolled, only 26% said they had a facility large enough to hold this number of students.
  • More than half of the teachers in this study reported that lab stations or workbenches were not wheelchair accessible.
  • Around 80% of educators experienced one or more minor safety-related accidents in the 2019-2020 academic year, and 12% experienced one or more major accidents.
  • Respondents reported student behavioral issues as one of the top causes of accidents.
  • 24% of teachers reported not requiring student safety testing before conducting a hazardous activity or using a hazardous item.

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Cte Delivers For Students:

Real options for students for college and rewarding careers

  • CTE programs allow students to explore a range of options for their future – inside and outside of the classroom.
  • Through CTE, students can start their path toward a career that they are passionate about, while earning valuable experience, college credits and more.
  • CTE students are more likely to have a post-high school plan – including college – than other students just 2% of CTE students say they “don’t know” what they will do after high school.

Real-world skills for students

  • CTE is a unique opportunity for hands on learning – putting students at the center of the action.
  • CTE provides the skills and confidence students need to pursue career options, discover their passions and get on a path to success.
  • Students in CTE programs and their parents are three times as likely to report they are “very satisfied” with their and their children’s ability to learn real-world skills as part of their current education compared to parents and students not involved in CTE.

Real middle and high school experience with more value for students

State CTE Director – Trey Michael

Workplace Health And Safety

Tips for General Workplace Safety

In my very first job, we had people doing welding, high voltage electrics, heavy mechanical things all built out of centimeter-thick steel. It was tough stuff and people still managed to bend it. So the amount of energy that was rocking around there, you could very easily hurt people. Even the painters that sounds like a safe job, doesnt it? but aircraft paint at that time a cyanoacrylate. It was a compound of cyanide that we used to paint aeroplanes with.

All the painters and finishers had to wear head-to-toe protective equipment and breathing apparatus. If youre giving people air to breathe, if you get that wrong, you can hurt people quite quickly. So even managing the hazards of the workplace introduced further hazards that all had to be very carefully controlled.

And because youre in operations, all the decisions about what kind of risks and hazards youre going to face, theyve already been made long before. Decisions that were made years ago, when a new plane or ship or whatever it was, was being bought and being introduced . Decisions made back then, sometimes without realizing it, meant that we were faced with handling certain hazards and you couldnt get rid of them. You just had to manage them as best you could.

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How Can The Safety Checklist Program Benefit Schools

The Safety Checklist Program can benefit schools by helping them do the following:

  • Improve the safety and health environment in school
  • Prevent injuries and illnesses among faculty and students
  • Increase occupational and safety and health and environmental safety awareness in school
  • Find out which Federal agencies regulate environmental safety and health in career-technical education programs
  • Identify regulations that may apply to public secondary school career-technical classrooms, shops, and labs
  • Set up a checklist program that will help teachers do a safety and health hazard analysis for each classroom, shop, and lab
  • Prepare for and participate in safety and health inspections
  • Help students learn about the regulations pertinent to particular classrooms, shops, labs, processes, and activities and the benefits of using checklists to determine compliance
  • Detect areas that need improvement in the schools occupational safety and health and environmental health programs
  • Find sources for more information about regulations, technical assistance, and educational materials

General Safety Guide For Career And Technical Education

The General Safety Guide for Career and Technical Education is intended to be a reference for career and technical education teachers in the state of Utah. The Utah State Board of Education CTE department and Utah Safety Committee, led by USBE staff in collaboration with local education agencies and the Risk Management, have carefully considered applicable industry practices in the development of this Guide.

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Different Kinds Of Safety

So Im going to talk a little bit about highlights, that I hope youll find useful. I went straight from university into the Air Force and went from this kind of environment to heavy metal, basically. I guess its obvious that wherever you are if youre doing anything in industry, workplace health and safety is important because you can hurt people quite quickly.

Commonly Asked Questions And Answers

Safety Tips – Workplace Safety – Safety at Work

Below are some commonly asked questions that participants raised during the development of the New Jersey Safe Schools Manual, on which the Safety Checklist Program is modeled:

Q: Do the checklists cover all potential hazards in my program?A: The checklists were developed only for hazards covered by current Federal regulations. It was beyond the scope of this project to include checklists for unregulated environmental, safety, and health hazards. A career-technical program or course may still contain hazards, even if all of the checklists indicate good compliance. In Appendix A: , an effort was made to locate resources for additional information about some of the hazards not covered by regulations.

Q: Are the checklists mandatory? Why should my school use them?A: The completion of the checklists is not mandatory, but they are recommended as one tool that can greatly increase your schools ability to maintain a classroom that is safe for teachers and students.

Q: Do the checklists cover cooperative education off school grounds?A: The checklists are designed to cover environmental, safety, and health regulations that are potentially applicable to public career-technical classroom settings on school grounds. Non-school, non-classroom situations and locations, such as cooperative education programs at the worksite, were not specifically considered in the development of the checklists. However, many of the checklists and regulations apply to these other situations.

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The Pwr Of Career And Technical Education In Colorado

CDEs Postsecondary Workforce Readiness team partners with Colorado Community College System to provide support and resources for K-12 CTE programs. Whether or not you have a CTE program in your school, there are helpful resources for work-based learning on the CTE pages to the right.

  • 276,290 students are enrolled in CTE programs in 401 high schools
  • 74,776 students are enrolled in 18 community college CTE programs

Expanding pathways from high school to postsecondary opportunities is essential for preparing students for success after high school. CTE programs help students develop the knowledge, skills, and abilities necessary to be postsecondary and workforce ready.

Overview Of The Niosh Safety Checklist Program Manual

At first glance, the size of the Safety Checklist Program can seem overwhelming because of the large number of checklists needed to cover all regulations applicable to career-technical school settings. The program contains four chapters and several appendices. Each chapter builds on the preceding one to develop a workable plan for implementing a checklist program.

Chapter 1: Making Sense of Regulations gives background information concerning the regulatory agencies and regulations that are applicable to career-technical education.

Chapter 2: How to Establish an Effective Occupational Safety and Health and Environmental Safety Program outlines ways to ensure that an effective program is instituted and maintained.

Chapter 3: Implementing a Safety Checklist Program describes how to implement a checklist program in your school to identify hazards and determine regulatory compliance. Special indexes listing the checklists by name, career-technical program, and hazard will help select which checklists to use for each career-technical course or program. This chapter also provides a case study of a real schools checklist program. Handouts are included for teacher training in the use of the checklists.

Chapter 4: Safety Checklists contains the checklists.

Appendices are provided as references for additional information or help.

Appendix C: Suggestions for Facilitating Inspections offers strategies for preparing for inspections conducted by regulatory agencies.

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Career And Technical Education

This site provides you with information on curriculum, programs, rules, and other information for Career and Technical Education . We welcome any suggestions you may have that will improve this site for individuals working to provide high quality career and technical programs for students. Join the CTE mailing list and receive updates.

Career and technical education programs offer a sequence of courses that provides students with coherent and rigorous content. CTE content is aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.

IBC information for public school accountability


Effective October 6th, Educational Aid I please see amendment 19 TAC Chapter 230

The following rule actions were filed with the Texas Register on Friday, September 16, 2022, for publication in the September 30, 2022 issue and will take effect October 6, 2022. Framework documents will be updated soon.

The following updates have been made to program of study framework documents:

*Please find the TEKS in TAC Chapter 127 on our TEKS card.

Americans With Disabilities Statement

Job Hazard Analysis Tips

The Utah State Board of Education is committed to making compliant with the Americans with Disabilities Act .At this time we recognize that not all areas of our website are ADA compliant.We are currently in the process of redesigning and creating new website content to be compliant with the W3C Level Two guidelines.

The Utah State Board of Education does not endorse and is not responsible for content on external websites linked from this page.

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Into Software By Accident As Well

I discovered a burning passion to do software to avoid going to these other places. And thats how I ended up there. I had three, fantastic years there and really enjoyed that. Then, I was thinking of going somewhere down south to be in the UK, to be near family, but we went further north. Thats the way things happen in the military.

I got taken on as the rather grandly titled Systems and Software Specialist Officer on the Typhoon Field Team. The Eurofighter Typhoon wasnt in service at that point. We had a big team of handpicked people who were there to try and make sure that the aircraft was supportable when it came into service.

One of the big things about the new aircraft was it had tons of software on board. There were five million lines of code on board, which was a lot at the time, and a vast amount of data. It was a data hog it ate vast amounts of data and it produced vast amounts of data and that all needed to be managed. It was on a scale beyond anything wed seen before. So it was a big shock to the Air Force.

New Building Opening In Time For Spring Semester On Uas Texarkana Campus

TEXARKANA, Ark. – The spring semester for the University of Arkansas at Hope-Texarkana begins the week of Jan. 9, and students will return to a new facility on the Texarkana campus.

In October of 2021, groundbreaking was held for a new facility on the Texarkana campus of UAHT. Now, work on the facility is nearing completion just in time for the spring semester.

We have a new classroom for technical education and this semester, spring 2023, said Jolane Cook, dean of UAHTs Texarkana campus.

On Friday, Jan. 6, workers were putting the final touches on the $4 million facility, called the Farmers Bank & Trust Workforce Center. Its a 15,000 square-foot building and will house the welding program, the Secondary Career and Technical Education Center, the Arkansas High Collegiate Academy, and office space.

We are trying to do more things to be inclusive to our students, Cook said. We know in the community we need more people to be welders and do technical work and the things we have opened now is going to allow us to have that.

On Friday, staff members were also preparing for classes in the new facility those KSLA spoke with welcome the change.

It is real exciting for the students and the faculty to get to work in these brand new environments. We are excited to get a fresh start, said Agnes Tirrito, and instructor at the university.

Copyright 2023 KSLA. All rights reserved.

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Career & Technical Education

The Career & Technical Education Programs section is responsible for developing and maintaining educational programs that prepare individuals for occupations important to Floridas economic development. These programs are organized into 17 different career clusters and are geared toward middle school, high school, district technical school, and Florida College System students throughout the state. With the help of partners in education, business and industry, and trade associations, each program includes the academic and technical skills required to be successful in todays economy.

Check out Floridas Workforce Initiative, Get There for more information on career and technical education in Florida.

Starting Out In The Air Force

CTE 101

So a little bit about my career to give you some context. I did 20 years in the Royal Air Force in the U.K., as you can tell from my accent, Im not from around here. I started off fresh out of university, with a first degree in aerospace systems engineering. And then after my Air Force training, my first job was as an engineering manager on ground support equipment: in General Engineering Flight, it was called.

We had people looking after the electrical and hydraulic power rigs that the aircraft needed to be maintained on the ground. And we had painters and finishers and a couple of carpenters and a fabric worker and some metal workers and welders, that kind of stuff. So I went from a university where we were learning about all this high-tech stuff about what was yet to come in the aerospace industry. It was a bit of the opposite end to go to, a lot of heavy mechanical engineering that was quite simple.

And then after that, we had a bit of excitement because six weeks after I started, in my very first job, the Iraqis invaded Kuwait. I didnt go off to war, thank goodness, but some of my people did. We all got ready for that: a bit of excitement.

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Career & Technical Student Organizations

CTSO programs help students build leadership skills, promote positive work values, and reinforce the CTE curriculum.

Some CTSOs across the state are:

  • FBLA: Future Business Leaders of America
  • FCCLA: Family, Career and Community Leaders of America
  • FFA: Colorado Future Farmers of America
  • HOSA: Future Health Professionals
  • 2: for Alternative Cooperative Education students
  • SkillsUSA: technical, skilled, and service careers
  • TSA: Technology Student Association

Your Construction Safety Program: Safe Students Safe Workers

Each year, 2-year post-secondary Career Technical Education programs train roughly 78,000 students to enter this dynamic field.

Workers in construction need to be prepared to work safely in changing, hazard-filled environments, armed with the knowledge and skills to protect themselves and their co-workers. Safety skills are critical employability skills, and well-trained workers help save their employers the high human and financial costs of injuries. In addition to apprenticeship programs, one of the few places new construction workers gain these critical employment skills are in construction programs at community colleges and technical schools. Providing effective safety and health education to students in these programs is essential to ensuring future workers return safe and healthy to their families.

Safety Happens in Systems. Injuries in construction do not just happen because someone is careless one day. Whether it is out in the field or in the community college classroom, safety depends on systems that are established by leadership at schools and by contractors out on the jobsite. CTE administrators and instructors in construction programs are critical to establishing Safety and Health Management Systems that will protect and prepare new and young construction workers.

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