“This is our Disney,” Bennett says, laughing.“Students personalize what they explore, and if something resonates, we show them exactly how to build on it—what courses to take at the middle or high school level, which credentials matter, and what next steps look like.” PATHWAYS THAT ANSWER TO STUDENTS AND THE ECONOMY The district’s career and technical education is built at the intersection of labor market demand and student interest. Vance County’s local comprehensive needs assessment—conducted biannually—keeps those lines aligned. Tried-and-true pathways in culinary and hospitality remain strong; so do automotive services and carpentry. Over the last several years, student interest in emergency management, law and justice, and public safety has surged. The district responded by building a feeder program into the middle grades and expanding hands-on coursework at the high school. A recent tiny-home build, led by the carpentry and construction pathway and supported by small business and entrepreneurship students, culminated in a community auction—and a job for one graduate, now employed by the district’s maintenance department. Partnerships with firms like Kilian Engineering provide internships and job shadowing that move students from simulation to site experience. “We want our students to see the world beyond their immediate pond,” Bennett says. “Sometimes that means a field trip across the county or a virtual visit with a cyber engineer. Sometimes it means a shift at a local employer. The point is to widen their aperture and then personalize the path.” Across these programs, a single through-line holds: soft skills are not soft. They are durable. The district treats communication, collaboration, problem solving, and professionalism as core content. Students practice structured conversation, deliver TED-style talks, write technically and persuasively, and engage in peer critique. 396 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
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