The recognition of the potentially transformative effects of having a quality career and technical education program has grown exponentially over the past two decades in the United States. As such, it is paramount that those serving as administrators of this co-curricular content area be prepared, trained, and developed to effectively lead these important programs at the campus level. This qualitative action research is a case study, using two types of interviews of 38 specific personnel within the career and technical education departments and leadership in that district to determine whether effective career and technical education administration is assumed or developed in that school district. The study found that, in the district studied, it was the prevailing sentiment by those vested in the career and technical education program that effective administration was assumed, not developed. Key conclusions reached in this study included that the role of program administrator could be potentially impactful to the success of the career and technical education program, and, by extension, to the success of the program’s students within this school district. As such, this study also concluded that it is incumbent upon this school district to be more intentional about the preparation, training, and development of those that are positioned to lead this department at the campus level across the school district. Finally, the study concluded that, while the district studied did possess quality administrators for its career and technical education program, this was not the byproduct of the recruiting, training, or development systems and processes the district enacted to prepare and support those placed in this critical role.
Keywords: career and technical education (CTE), program administrato
