Shop Teachers: You Are Not the School’s Fix-It Department

If you’ve been a CTE shop teacher for more than five minutes, you’ve probably heard something like:

“Hey, can you fix this chair?”

“Our golf cart won’t start — can your kids look at it?”

“The theater needs a ramp… could your class build one?”

“We have a broken door. Can Auto/Welding/Construction help?”

“We need signs made. Could Culinary…?”

(No. Culinary cannot make signs.)

Somewhere along the line, someone decided that shop teachers are the school’s repair crew — responsible for fixing whatever breaks, building whatever’s needed, and solving whatever problem pops up.

And here’s the truth:

That expectation is not fair, not sustainable, and not part of your actual job.

You run a classroom, not a maintenance department.

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How This Happens (It’s Not Your Imagination)

Most people have no idea what CTE teachers actually do.

They see:

tools

equipment

machines

skills

hands-on work

And they assume:

“Great! You can fix everything!”

But they don’t see:

your curriculum

your safety protocols

your equipment checklists

your student certifications

your advisory committee requirements

your inventory

your grading load

your program reports

your shop management

your prep time disappearing

You’re already running a full operation.

Taking on extra repair projects steals time from your actual responsibilities.

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The Hidden Cost of Doing Everyone Else’s Tasks

When shop teachers become the fix-it department, three things happen:

1. Your instructional time erodes.

Every “quick favor” costs minutes.

Minutes turn into hours.

Hours turn into days.

You lose:

demos

practice time

cleanup

reflection

relationship building

Your program isn’t protected when you're pulled in every direction.

2. Your students lose learning opportunities.

Random repair tasks rarely align with your standards.

They become:

distractions

one-off projects

unstructured tasks

Your kids don’t need busywork.

They need purpose-driven learning.

3. Your program becomes invisible.

When you’re fixing the school’s equipment, people assume that’s your “job.”

Nobody sees the curriculum, skills, certifications, or instructional design behind your work.

Your role gets minimized — not respected.

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Teacher-to-Teacher Truth: You’re Allowed to Say No

Setting boundaries doesn’t make you difficult.

It makes your program stronger.

Here are practical ways to respond without burning bridges:

1. The Standards-Based Boundary

“I’d love to help, but this project doesn’t align with my course competencies. I need to prioritize the required skills for my students.”

This is professional and rooted in state expectations.

2. The Time Boundary

“Our instructional time is fully planned this month. I can’t add additional projects without impacting student learning.”

Clear. Respectful. Final.

3. The Safety Boundary

“This repair requires equipment or conditions that aren’t safe to run during class. I can’t take it on in this environment.”

Admin usually backs this immediately.

4. The Redirect Boundary

“That’s something maintenance handles — I recommend putting in a ticket.”

Because yes, maintenance exists.

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And If There Is a Project You Want to Take On…

Some projects are worth doing.

Choose ones that:

align with your standards

teach industry skills

build student confidence

benefit your program

aren’t urgent

don’t derail your schedule

When the project fits the curriculum, it's a win.

Just remember:

You get to choose — not them.

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You Teach Skills. You’re Not Free Labor.

You became a CTE teacher to:

teach

train

mentor

build pathways

prepare students for careers

You did not sign up to:

repair desks

fix golf carts on demand

rebuild the principal’s lawn mower

fabricate anything the school “needs” last minute

You’re a teacher, not a technician for hire.

When you protect your time, you protect your:

students

curriculum

program integrity

sanity

And that matters.