Vision, Mission and Overview

Career and Technology Education (CTE) prepares both youth and adults for a wide range of careers. These careers require varying levels of education—from high school and postsecondary certificates, to apprenticeships, or two- and four-year college degrees. Students add value to their overall education by completing CTE programs of study that provide opportunities to earn industry-recognized credentials and college credit while still in high school.

CTE programs are responsive to shifting workforce priorities and emerging careers. With science, technology, engineering, and math (STEM) driving the 21st-Century economy and the military’s Base Realignment and Closure plan bringing tens of thousands more STEM-dependent jobs to Maryland, programs like Pre-engineering, Biomedical Sciences, Manufacturing Engineering Technologies, Computer Networking, and Homeland Security and Emergency Preparedness are attracting more and more students.

In Maryland, these programs of study and grouped into ten career clusters. Career Clusters allow students to explore a wide range of career options and to apply academic and technical skills in a career area. Career Pathways are like road maps of learning that help students plan for and pursue further education and careers.

Vision Statement:

Queen Anne's County Public Schools and the office of Career and Technology Education will provide all students access to CTE programs incorporate rigorous academic and technical skills and standards.

Mision Statement: 

The mission of Career and Technology Education Programs in Queen Anne's County is to increase the academic, career, and technical skills of students in order to prepare them for high-skill, high-wage and high-demand careers as well as continuing education.  

District Areas of Support

• Monitors and evaluates various career and technology education (CTE) curricula
• Applies for, and implements all aspects of the, "Strengthening Career and Technical Education for the 21st Century Act"
• Works collaboratively with the business community to provide access to workbased learning experiences for students
• Conducts program and teacher observations, monitors student performance and provides feedback to teachers, principals and the Assistant Superintendent and serves as a resource for teachers identified as needing performance improvements
• Guides the creation, implementation and evaluation of professional development activities in CTE
• Studies, evaluates, and as appropriate, recommends the adoption of textbooks and other materials of instruction