CTE Teacher Spotlight – Elizabeth Hartley
Caroline Cox
Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage
The Career and Technical Education (CTE) Career Journeys series is aimed to shed light on current career trends as they align to student career clusters. In this series installation, we have interviewed Aimee Steele, Assistance General Counsel in the law, public safety, corrections and security career cluster. Aimee shares with us the career journey that lead her to her current role with Alameda-Contra Costa Transit District. Aimee dives into what motivated her to pursue this career, milestones that lead to where she’s at today, how she stands out in her field and advice for others looking to pursue this career. This series also offers career outlook data collected from the U.S. Bureau of Labor Statistics.
Educator Introduction
Name: Elizabeth Hartley
Title: Healthcare Science Instructor, HOSA Advisor
School District/State: Southeast Bulloch High School, Bulloch County, GA
Question and Answer with Elizabeth Hartley
Q: What does CTE Month mean to you?
A: When I was in high school, there was a strong emphasis on pursuing a four-year college degree. I was taught, both at home and in school, that achieving good grades was the key to getting into a larger college or university, which would ultimately lead to success and financial stability. I followed this path and flopped. At the larger university, I felt like just a number on a roster, and I was lost in the masses of undergraduates chasing a dream.
Later on, I was shown Career and Technical Education (CTE), and that’s where I truly thrived. CTE focuses on providing education geared toward specific careers and focused on instilling the critical skills needed to be successful. This approach reignited my passion for healthcare. I graduated as the Salutatorian of my nursing class at a technical college, achieving a nursing degree that I had previously been told I wasn’t smart enough for and should abandon all hope or pursuits.
For me, CTE Month is about celebrating students who may be unsuccessful in the traditional four-year school. It’s about supporting those who were told, “You can’t” or “You’re not good enough.” In CTE, we are dedicated to championing you! We are here to train the next generation of nurses, technicians, and healthcare providers. This month is our opportunity to showcase our commitment to your success.
Q: How do you engage and motivate students in CTE courses, ensuring they have a meaningful and relevant learning experience?
A: I strive to get my students active, involved, and engaged as advocates in their education and experiences in my classroom. As a new teacher, I had to learn that I was not traditionally trained in education and how to effectively connect learning to practice. I was a nurse, not a teacher! In those early years, I turned to my students to advocate for what they wanted from each class and how I could best help them succeed. I believe this approach was crucial to our collective success.
It wasn’t until a conversation involving myself, my CTAE director, a student, and a reporter—while we were developing an article on the progress of CTAE programs—that I truly recognized the impact of my inquiries. The reporter asked my student the typical questions, but it was his response to what he enjoyed most about my class that surprised me. He said, “I really appreciate the fact that she asks what I want. No teacher has ever asked me what I wanted to get out of a class or how they could help me be more successful.” This response left me astonished.
When students feel invested in the class, we create an environment marked by meaningful relationships and purposeful learning. I have shown them that they are part of something much bigger and that each person is needed for our team to be successful.
Q: Can you share any success stories or examples of students who have benefited from participating in CTE programs?
A: My success is tied to the success of my students. We faced the NCHSE National Healthcare Certification Exam head-on, and in my second year of teaching, we achieved an impressive 93.2% pass rate by utilizing National Geographic Learning | Cengage programs to better prepare our students for their future careers.
In today’s healthcare industry, many bright new faces enter the field but often become disillusioned by the daily realities and less glamorous aspects of the profession, which do not match the idealized images portrayed. Unfortunately, just as quickly as they enter the field, many decide it is not the right career for them, leading to a loss of time, energy, and financial resources invested in obtaining a degree they’re no longer passionate about. To tackle this issue, I aimed to shed light on the less visible areas of healthcare by providing students with first-hand shadowing experiences. This allows them to explore a variety of healthcare careers and discover what they are truly passionate about.
In my first year of teaching, I developed a clinical program designed to showcase the diverse careers available in healthcare. Although my background is in Emergency Medicine, I recognize that this fast-paced and sometimes intense environment is not for everyone. I wanted to highlight the variety within healthcare, offering students opportunities to experience outpatient dental care, imaging, and acute care settings one day and then observe surgeries the next. From witnessing critical care patients rely on life-saving drips to attending routine health visits at a general practitioner’s office, there is a multitude of paths for aspiring healthcare professionals. My goal is to connect each student with a fulfilling career dedicated to healing and serving others.
In my second year, we launched the clinical aspect of the program. I am proud to say that several students have discovered their passions, which inspires them to become dedicated healthcare professionals. Watching my students thrive and pursue their dreams because of the opportunities we provide brings me great satisfaction and reassures me that I have fulfilled my role as their teacher.
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