Career and technical education (CTE) teachers occupy a unique and challenging role in high schools. Whether it be automotive technology, culinary arts, construction trades, or health sciences, they bear the responsibility of preparing students not only with hands‑on technical skills but also with the academic knowledge, work habits, and collaborative teamwork attitudes essential for career success. This dual focus presents persistent instructional challenges. How can a CTE teacher help students appreciate and apply academic concepts (e.g., mathematics, reading/writing, reasoning) in a performance‑based environment? How can they cultivate positive work habits and collaborative mindsets alongside mastery of technical tasks? Too often, we have seen school-based professional learning fail to tackle these questions and meet CTE educators’ needs. Generic sessions often emphasize theory over practice, overlook the