Behind every successful classroom is a well-prepared teacher. But for many professionals transitioning from industry into education, especially in Career and Technical Education (CTE), the shift from practitioner to instructor can be challenging.

In South Carolina, a program called Developing Instructional Readiness for Educators in Career and Technical Education (DIRECT) helps bridge that gap. We spoke with PTEC Leadership Committee member Lucia Watson, MSEd, CAS, NBCT, RDH, CPhT, CPTEd, who works directly with new educators entering the field as a DIRECT instructor for the state of South Carolina. Lucia, a Health Science teacher at Socastee High School in the Horry County School District, shared what it means to “teach the teachers,” why preparation matters, and how this work ultimately impacts students across the state.

The DIRECT program consists of a series of four courses: Methods of Teaching, Classroom and Lab Management, Curriculum, and Assessment. Each course includes five full-day, live, in-person sessions designed to help new educators build the skills they need to succeed in the classroom.

From Educator to Educator-Trainer

How did you get into this “teaching the teacher” role? Was it a natural progression from your industry experience?

A health science colleague from elsewhere in the state provided my name to the director of the program, and he reached out to see if I was interested. With my extensive teaching and school leadership education and experience, it was a natural progression.

However, it wasn’t an advertised position, so being solicited was quite an honor. My volunteer work and the relationships I’ve built with fellow health science educators across the state are ultimately what sparked this opportunity.

How common is this type of role in pharmacy education and other industries?

I believe this type of role is highly uncommon. I am not aware of other states that provide this kind of CTE-specific training for new teachers, although that doesn’t mean it doesn’t exist.

What type of training or certification was required for this role? 

To teach the DIRECT program, instructors must hold a professional CTE-teaching certification in South Carolina and be selected by peers and/or the program director. 

Because of my educational background and experience, the transition into this role was seamless. All DIRECT instructors collaborate on curriculum development and teaching modalities, and each of us teaches all four courses. 

This semester, I’m teaching my 15th course. I began teaching these courses prior to COVID, and I’ve taught each of the four courses multiple times. I teach whichever course I’m asked to teach, depending on student and program needs.

Why Teacher Training Matters

Why do you think it’s important for industry professionals to complete teacher training before entering the classroom?

In my professional opinion and experience, completing teacher training programs is vital to successful educational outcomes for students and teacher retention. 

There is a high turnover rate in health science education, and I believe that is due to several factors. Teaching is usually a large pay cut compared to industry salaries. There are many challenges associated with being an educator—it has certainly changed in the 20+ years I’ve been teaching. The pressure to pass students who have not demonstrated mastery of the material can impact an educator’s mental and physical health. 

Having teacher training before entering the classroom helps educators manage the basic, day-to-day responsibilities of teaching. That foundation allows them to better navigate the many unexpected demands they face every day.

Strategies that Make a Difference

How did one of your teaching tips lead to a positive shift in student engagement?

I use large, colored craft sticks and write my students’ names on them. I pull the “sticks” to randomize students into groups, select students for participation, or call on someone to answer a question. Each class has a different color. I walk throughout my classroom holding my “sticks” ready to use them at any time. 

I teach this method to all of my DIRECT students. 

One teacher later told me she was using the “sticks” when her administration walked in to observe her class. Her administrator commented on how much he liked the method because it kept the students engaged and allowed her to call on students equitably instead of always choosing the ones who raise their hands first.  

This method keeps students on their toes and does not allow them to remain non-participatory. Interestingly, I actually learned this technique from one of my college professors during my first master’s program. She used this technique with us.

How does combining industry knowledge with teaching skills impact student outcomes?

Combining the two truly provides the best of both worlds. When educators bring real-world experience into the classroom, they can share stories and examples that help students internalize the information they are learning and apply it to future careers.  

When students can relate to the material or see how it is valuable in their own lives, they are much more likely to engage with the content and remember it.

Challenges and Rewards of Teaching Teachers

Are there challenges unique to teaching teachers, compared to teaching students directly?

Yes, there absolutely are.

One significant challenge is mindset. Adult learners, especially those transitioning from industry into education, often possess deep expertise in their professional field. Because they are highly skilled in their craft, some may feel they do not need instruction in pedagogy or classroom practice. 

This can create resistance to learning new strategies, particularly when the focus shifts from what they know to how they teach. Helping experienced professionals recognize that content expertise does not automatically translate into instructional effectiveness requires tact, credibility, and strong relationship-building. 

Additionally, many industry professionals have no idea how dysfunctional and bureaucratic the education system can be. When we explain how to navigate these realities, they sometimes struggle to believe what we are describing is true.

Another distinct challenge is the complexity of adult responsibilities. Unlike traditional students, teachers in these training programs are often balancing full-time teaching positions, family commitments, and other obligations. Participating in coursework during weekends or intensive summer sessions can create fatigue and stress. 

Because of this, instructors working with adult learners must be flexible, empathetic, and highly organized in course design while still maintaining rigorous expectations. 

Ultimately, teaching teachers demands a different instructional approach. It must be grounded in respect for their professional experience, an understanding of adult learning theory, and an understanding of the competing demands on their time and energy.

What is the most rewarding part of your role?

Over the years I have been a DIRECT instructor, several of my former teacher students have told me that they regularly use many of the things I’ve taught them. They have said that my courses helped them navigate the challenges they face in the classroom every day, and they are grateful to have had me as their instructor. Many ask to join another one of my DIRECT courses as they progress in the program.

Knowing that what I teach translates directly into classroom practice and ultimately affects students is incredibly rewarding.

I am truly making a difference not only for my own students, but for students in classrooms across the state of South Carolina. That is the most rewarding part of being a DIRECT instructor.

Looking Ahead

How do you see this role evolving in the future for technical education programs? 

I would love to see every state mandate a CTE teacher preparation program similar to the DIRECT program in South Carolina. 

These courses are realistic, condensed, and extremely valuable without burdening industry professionals and new educators with the minutia of educational theories and philosophies like I had to go through in my undergraduate, graduate and post-graduate teacher education programs. 

If this type of teacher-training program were more widely promoted, I believe student achievement would increase.

The Ripple Effect of Preparing Educators

Programs like DIRECT show that preparing educators is just as important as preparing students. When industry professionals enter the classroom with both subject matter expertise and a foundation in teaching practices, they are better equipped to support learning and navigate the realities of education.

For Lucia, the impact extends far beyond a single classroom. Every strategy shared and every teacher supported ultimately reaches students across the state, creating a ripple effect that strengthens career and technician education for years to come.

Learn about Pharmacy Technician Certification at HOSA ILC!
I'm Zachary Green, Director of Professional Affairs and PTEC at PTCB, and I'm looking forward to presenting about pharmacy technician certification and pharmacy careers at HOSA International Leadership Conference in Nashville, June 18th–21st. Stop by booth 620 during expo hours to learn more. I look forward to seeing you there!

On November 14, 2024 from 7 - 8 PM Eastern Time, PTEC members gathered for a Member Orientation hosted by the PTEC Leadership Committee. Attendees were given a tour of essential resources, guided through member forums, and discussed ways to volunteer with PTEC and make a difference. 

Are you going to HOSA ILC in Houston on June 26 - 28? Be sure to visit PTCB and PTEC at booth #1025.

HOSA is an international student organization recognized by the U.S. Department of Education and the Health Science Education (HSE) Division of ACTE. HOSA's two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people.

HOSA’s International Leadership Conference is the highlight of the year for HOSA members and advisors. This event includes:

• Competitive events focused on leadership, professional and technical skills

• Educational Seminars, Workshops & Exhibits presented by professional partners that provide Information about current healthcare issues

• An opportunity to meet people from across the globe with similar career goals

PTCB will be participating in two HOSA workshops in which Zack Green, CPhT will co-host the workshop “Potions, Pills, and Possibilities with a Career in Pharmacy” with Susan Staggs-Vos from American Association of Colleges of Pharmacy (AACP) to talk to HOSA students and advisors about careers in pharmacy. This workshop will be held in Houston Marriott Marquis Houston Ballroom VI on Thursday, June 27 at 3 PM.

Zack Green and Verdina Frazier-Gladden will host the workshop “PTCB Certification and Pharmacy Technician Careers” to discuss the pathway to certification and the importance of earning a CPhT Credential and advancement in CPhT careers. You can find this workshop in Houston Marriott Marquis Fort Bend A on Friday, June 28 at 10 AM.

“We are so excited to attend ILC in a few weeks! From the Opening Session to Closing Ceremony, there is so much to see, do and learn that all attendees come away with a valuable experience and more enthusiasm for their future health careers.

As a HOSA Advisor, I have had students change their entire path simply by being a member of HOSA and attending the conferences; some have even created HOSA chapters when they went to college.

Networking opportunities are unparalleled at ILC and provide growth not only for the students, but for us. The workshops are varied, interesting and informative. I'm looking forward to seeing what's in store at ILC this year.

Be sure to stop by the PTEC and PTCB booths and say ‘Hello.’ See y'all soon!”

- Lucia Watson, MSEd, CAS, NBCT, RDH, CPhT

PTEC Leadership Committee Member-At-Large 2023 - 2025