Q&A: Donna Prudhomme Ensures CTE Makes a Difference

EDTECH: What are some of the programs you're most proud of?

PRUDHOMME: I’m proud of our K–8 career readiness program, where we introduce students to a wide range of careers through our Future Ready Lab. Through hands-on exploration, students discover their interests and passions while envisioning their future career goals.

Another program I’m especially proud of is the R.E.A.L. (Real Experience and Learning) Program. This initiative provides students with meaningful, real-world experience through on-campus, in-district and off-campus internships, allowing them to apply classroom learning in authentic work environments.

In Texas, districts are required to offer high-demand, high-skill and high-wage programs of study. Beaumont ISD currently offers 22 programs across our high school campuses. The most popular include healthcare, cosmetology, law enforcement and business management. Some programs are housed at Beaumont United and West Brook High School, while others are offered at the Career and Technical Education Center, which features hands-on, lab-based instruction in areas such as welding, automotive technology, culinary arts, and healthcare. Our goal is simple: Ensure students enter careers that provide the skills and financial stability necessary for lifelong success.

EDTECH: How do you prepare students to meet local workforce needs?

PRUDHOMME: We conduct a comprehensive local needs assessment every two years. This process includes analyzing current industry data and workforce trends, which shift regularly. Using that information, we ensure our programs align with what local industries need so students are prepared for real, in-demand careers.

Here in Southeast Texas, the oil and gas industry plays a major role in our regional economy. Through dual-enrollment partnerships with our local technical college, students gain hands-on process operations experience while earning college credit aligned with careers in the oil and gas sector. We also maintain strong partnerships with ExxonMobil and a local chemical refinery to further support workforce preparation. The 409 Energy Scholars program introduces students to careers in the petrochemical industry and the educational pathways required to pursue them. Some students move directly into employment at ExxonMobil after graduation.

These partnerships are invaluable and play a critical role in meeting local industry needs. The program places a strong emphasis on STEM coursework and provides students with opportunities to participate in STEM-focused field trips, tour ExxonMobil facilities, and engage directly with site leaders to gain firsthand insight into careers in the energy sector.

EDTECH: How do you ensure the classroom technologies stay up to date?

PRUDHOMME: That’s why industry partnerships are critical. Our partners help guide us on the skills needed in today’s workforce, ensuring our students receive training aligned with real industry expectations. Through our CTE Advisory Council, we bring together industry partners, educators and community stakeholders on a monthly basis to discuss workforce trends. They share what’s emerging, donate equipment and help identify gaps — whether in technical knowledge or soft skills — which our students need to strengthen. These partners have also been instrumental in helping us determine which industry-based certifications we offer. When students graduate, they are prepared to enter the workforce and succeed with our local employers.

A key part of this work is supported by our business and industry coordination, ensuring strong collaboration with industry partners and translating workforce dialogue into meaningful opportunities for both students and staff.

Our local workforce commission also provides summer externships in healthcare, oil and gas, and maritime. These experiences allow our teachers and staff to stay current with industry practices while earning a stipend for their participation. We also benefit from strong support from our regional education service center, which offers professional development, industry trainings, and access to CTE conferences that help educators stay current on emerging technologies and trends.

Through ongoing professional development and industry engagement, we ensure our teachers remain informed, prepared and connected in a workforce landscape that is constantly evolving.

EDTECH: What impact can programs such as these have on students’ futures?

PRUDHOMME: My son graduated from West Brook in 2020 and began taking engineering courses in ninth grade. He knew early on that he wanted to become an engineer, and just last month, he graduated with a degree in mechanical engineering. That is exactly what these programs are designed to produce: students who leave high school with certifications in hand and a clear pathway forward.

It’s important for parents and students to understand that industry-based certifications are not student simulations; they are the same work-related certifications adults earn to perform those jobs. This gives our students a significant advantage and positions them for success when they take the opportunity seriously and fully engage.

We’re giving students a jump start and allowing them to begin their careers far ahead of where previous generations could. When they commit to the process, the sky truly is the limit.

EDTECH: What other industry partnerships have helped Beaumont CTE?

PRUDHOMME: Bechtel Energy Inc., a large multinational company with a strong local presence, has donated more than $18,000 worth of equipment to support our collision repair and diesel technology programs. We also partnered with Doggett Automotive Group to create Doggett Drive, an initiative designed to prepare students for careers as automotive technicians.

The partnership allows students to gain hands-on experience and real-world exposure to the industry. Juniors and seniors are eligible to work two to three days a week after school, receiving paid training at local Doggett dealerships. Last month, Doggett service managers and technicians were on campus to speak with students about career pathways within automotive dealerships.

To further engage students, Doggett also brought brand-new Ford trucks to our collision repair program, allowing students to be exposed to current, industry-relevant equipment and sparking excitement about careers in the automotive field.

RELATED: K–12 career training programs focus on cybersecurity.

EDTECH: What has the reception to the National Administrator of the Year recognition been like?

PRUDHOMME: My name may be on the award, but it reflects the hard work of our entire team. Nothing we’ve accomplished happens without our teachers and our students. Having served as a CTE teacher, high school counselor, assistant principal and principal, I came into this role with a different perspective. With that background, I saw the program through a different lens, and I knew it needed more support.

As a former CTE teacher, I understand how often this work happens behind the scenes. Core subjects like English, math, science and social studies have traditionally been viewed as more important, and that mindset isn’t unique to our district — it’s something CTE leaders across the state have experienced. I still remember asking about budget support early in my career and being told, “Oh, you’re just an elective teacher.” An English teacher standing next to me immediately spoke up and said, “No, she’s important too.” That moment stayed with me.

I was teaching criminal justice. I had industry experience. I was a graduate of the school. I knew then — and I know now — that CTE educators are just as essential as core teachers. That’s why shifting mindsets became so important to me. When teachers recognize their value and the importance of these programs, it changes everything.

I knew real momentum would require a visible shift, so we made intentional changes. We branded the department by developing a logo, motto and colors. Our team wears blazers with the CTE logo. We purchased vehicles that teachers can use when traveling to conferences. These may seem like small things, but they send a powerful message: You are seen, you are valued and your work matters.

The feedback has been overwhelmingly positive. Our educators feel appreciated, and CTE is no longer operating in the background — it’s at the forefront. Once we flipped that dynamic, the momentum followed.