RANDOLPH TECHNICAL CAREER CENTER

Randolph Technical Career Center

table of contents

3 director’s welcome

4 building trades

4 criminal justice and public safety

5 business management

5 culinary arts

6 automotive technology

6 diesel technology

7 environmental resource management

7 graphic arts

8 technical health careers

8 digital filmmaking

9 agricultural technology

9 education and social services

10 benefits of work-based learning

11 resource center & cooperative education

12 contact us

WELCOME TO RANDOLPH TECHNICAL CAREER CENTER!

This is a school like no other. I hear student after student say, “Coming to RTCC was the best decision I ever made.”

Come investigate what other students and schools have discovered, a school where students and faculty join together to make learning personal, viable, and real. RTCC is a leader in proficiency-based learning and can offer students an opportunity to excel in their career choice through academic instruction, hands-on learning, and authentic practice.

RTCC is made up of students from seven sending schools and an accomplished and award-winning staff and faculty that will help students prepare for their future. Our small student-to-faculty ratio and faculty who build relationships with students will benefit any learner. Students can apply to 12 different programs that can lead them down the path towards a career after graduation or towards a number of accredited colleges and universities.

We look forward to working with you!

Jason Gin goldJason Gingold, Director Randolph Technical Career Center

WHAT OUR GRADUATES SAY

“I am so glad I looked into RTCC’s Automotive Technology program and the opportunities it offered. My advice to today’s students: Follow what you want

to do. Follow your dream.” brian putney, technician 802 toyota in berlin, vt

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BUILDING TRADESThe Building Trades program provides students with

a combination of theory, practical application, and real-life learning experience. Students participate

in a variety of classroom and off-campus projects that include many areas and phases of construction

work, including carpentry, masonry, electrical, and plumbing. In addition, students are introduced to local and regional contractors and manufacturers who offer them a range of apprenticeship opportunities.

College Credit and Industry Certifications ➼ Students completing the program obtain Technical Certification from the Associated General Contractors, OSHA 10, and First Aid.

After the Program ➼ Graduates of the Building Trades program are prepared to enter a two- or four-year college program in Construction Management or other building related fields, or to accept jobs as carpenters, electricians, plumbers, contractors, excavators, timber framers, project managers, estimators, and solar installers. Past students have attended Vermont Technical College, Community College of Vermont, and The State University of New York.

Interests and Attitudes ➼ Students who are applying to the Building Trades program should have a strong interest in craftsmanship, safe building practices, construction estimating, and energy efficiency; an awareness that program activities take place inside and outside throughout the school year; a commitment to community service and an ability to work with others; a willingness to learn in a project-based environment; and a desire to become certified in several areas including, but not limited to, OSHA, general contracting, electrical work, and plumbing.

The Criminal Justice and Public Safety program introduces students to a broad range of career opportunities in the Criminal Justice and Public Safety/Emergency Management fields, exposing them to the latest laws and technologies. It also assists students with making informed life decisions regarding their behavior, which might inhibit a future career in one of these occupations.

College Credit and Industry Certifications ➼ Students whose academic skills qualify them for the “Fast Forward” program earn a voucher for six college credits accepted at any of the Vermont State Colleges. The program is also working to establish a dual enrollment course credit with Vermont Technical College’s Fire Science program. Students may receive industry-recognized certifications including: Federal Emergency Management Agency EMI 100; Vermont Department of Transportation – Traffic Support; Blood Borne Pathogens; CPR; Cold Water Rescue; and Confined Space Rescue.

After the Program ➼ Graduates may continue their studies at a two- or four-year college or enter careers in law enforcement, fire service, and rescue service. Graduates typically pursue careers as police officers, crime scene technicians, polygraph examiners, security consultants, and firefighters; as well as jobs in search and rescue, as lawyers and paralegals, court officers, in the military, and in homeland security.

Interests and Attitudes ➼ Students should possess an interest in careers related to law enforcement, emergency services, law, and criminal justice; a desire to earn certifications such as First Responder, Emergency Medical Technician (Basic), Incident Command, CPR, and First Aid and Hazardous Materials Awareness; an ability to think independently; a commitment to take responsibility for themselves; a readiness to learn in a mature, respectful environment; and a willingness to participate in rigorous, outdoor activity.

CRIMINAL JUSTICE & PUBLIC SAFETY

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BUSINESS MANAGEMENT The Business Management program provides students with the opportunity to study management, marketing, accounting, and computer applications, while exploring future options through visits to both colleges and businesses. Students participate in numerous practical and real world activities inside and outside of the classroom, as well as operate their own for-profit, in-class business.

College Credit and Industry Certifications ➼ Students completing the program can earn six credits toward a Business degree at Vermont Technical College, including BUS 1051, Information Pro-cessing (3 credits); and CIS 1080, Intro to Spreadsheets and Database (3 credits). They also qualify for nine credits at Community College of Vermont in the following courses: CIS 1041, Micro Computer Applica-tions (3 credits); ACC101, Office Accounting (3 credits); and BUS 1010, Introduction to Business (3 credits). Students can also earn a Career Safe industry-recognized certification and ethics certification through the IRS.

After the Program ➼ Graduates have a strong foundation for success in a two- or four-year college degree program or immediate employment in the workforce, including work as Human Resource managers, account managers, store managers, customer service reps, bank tellers, administrative assistants, and accounting interns. Past students have attended Vermont Technical College, Community College of Vermont, University of Vermont, Thomas College, Lyndon State College, Norwich University, and New England School of Hair Design.

Interests and Attitudes ➼ Students applying to the Business Management program should have a strong desire to explore a wide range of career possibilities; a desire to develop skills that apply to many different careers; an interest in marketing, advertising, merchandising, retail, and customer service; a readiness to participate in a work- study program or take a college course; a commitment to community service; an ability to exhibit professional behavior at all times; and an interest in managing and improving their financial future.

CULINARY ARTS The Culinary Arts program is a one or two-year course of study where students are trained in the basic skills of cooking and baking. This focused training provides students with the skills necessary to enter the food service industry upon graduation or continue their education at a post-secondary institution. At the end of each school year, students must complete the State- approved Culinary Arts exam.

College Credit and Industry Certifications ➼ Students completing the program have the opportunity to participate in a 6-credit Culinary Externship course at New England Culinary Institute. Students who successfully complete two years of the program will receive an application fee waiver to the Culinary Institute of America (CIA), fulfillment of CIA’s foodservice experience requirement, and an annually renewable Articulation Grant of $4,000. In addition, students are able to earn the industry-recognized Serve Safe certification.

After the Program ➼ Graduates of the Culinary Arts program are well-prepared to enter a two- or four-year college program. Past students have attended The Culinary Institute of America, Johnson and Wales, The New England Culinary Institute, The Arts Institute, White Mountain Community College, and the San Francisco Culinary Institute. They have also accepted jobs as chefs, bakers, catering directors, kitchen managers, nutritionists, and sous chefs.

Interests and Attitudes ➼ Students applying to the Culinary Arts program should have an interest in exploring job opportunities as chefs, bakers, butchers, hotel stewards, food and beverage managers, catering chefs and/or working in the fast-paced food service environment; a desire to participate as an honest, responsible, and mature member of a learning community; a commitment to being punctual, accountable, and working as a team player; and the ability to exhibit good personal hygiene and clean up after oneself daily.

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DIESEL TECHNOLOGY The Diesel Technology program provides students with the opportunity to learn about Diesel Technology and demonstrate that knowledge through a variety of projects and written assignments. Through a combination of classroom and off campus studies, students have the opportunity to work with customers, suppliers, and other professionals. The program culminates with an intensive, individualized project that tests students’ learning and acquired knowledge.

College Credit and Industry Certifications ➼ Students completing the program can earn up to 6 college credits at Vermont Technical College in the following dual enrollment courses: DSL 1020, Diesel Power Systems (3 credits); and DSL 1040, Basic Electricity and Electrical Systems (3 credits). They can also take up to 4 ASE Certification Exams and earn advanced placement and 12 credits in Ohio Tech’s Diesel Program. Students are also able to train and test for the National Automotive Student Skills Standards Assessment in Medium/Heavy Diesel systems.

After the Program ➼ Graduates of the Diesel Technology program are prepared to enter a two- or four-year college program. Past students have attended Vermont Technical College, Ohio Technical College, University of Northwestern Ohio, Advanced Welding Institute, and the Universal Technical Institute. They have also entered the workforce as diesel truck technicians, heavy equipment operators, welders/fabricators, automotive technicians, shop foremen, and parts specialists.

Interests and Attitudes ➼ Students applying to the Diesel Technology program should be interested in careers as diesel technicians, heavy equipment operators, truck drivers or related occupations; a desire to learn real-life skills related to Diesel Technology theory and application; a commitment to completing all assigned coursework; a willingness to engage in applied technical projects as well as significant classroom instruction; and an ability to exhibit initiative, responsibility, and accountability.

AUTOMOTIVE TECHNOLOGY The Automotive Technology program gives

students the opportunity to prepare for work or further study in the automotive field. The curriculum of classroom and hands-on

learning reflects both the Vermont Auto Dealers’ Association standards and Vermont’s Framework of Standards. Students gain entry-level experience and specialized training through cooperative education and earn their state inspection certificate.

College Credit and Industry Certifications ➼ Students completing the program earn three college credits at New Hampshire Community College for the course Auto 111, Introduction to Automobile Services. Students may also test for their Vermont Department of Motor Vehicle Inspection certification.

After the Program ➼ Graduates are prepared to enter a two- or four-year college program, or to accept jobs as automotive technicians, service managers, service advisors, or parts managers. Past graduates have attended Vermont Technical College, New Hampshire Technical College, Wyoming Technical College, Ohio Tech, and Universal Technical Institute, among other higher education institutions.

Interests and Attitudes ➼ Students applying to the program should have a strong interest in mechanics; a desire to learn in an applied and active environment; and be willing to work with others as part of a team. They should also be able to accept feedback from their instructor and have an ability to demonstrate their thoughts and learning through speaking and writing.

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ENVIRONMENTAL RESOURCE MANAGEMENTThe Environmental Resource Management program introduces students to environmental science and natural resources-related skills and careers. Classroom study includes theory of environmental systems, GIS/GPS mapping and surveying, land use, water and soil systems, forest management, and engineering, including the safe and effective use of power and hand tools, equipment and technology. The program provides focused field labs and project- oriented activities, plus applied demonstrations, guest speakers, and field trips to businesses.

College Credit and Industry Certifications ➼ Students completing the program can earn three college credits at Paul Smith’s College in Introduction to Environmental Science, as well as dual enrollment credits from CCV, University of Maine, and Unity College. They will also complete training and assessment for the Game of Logging (the premier forestry safety and land use practices training); as well as earn OSHA 10, First Aid, Tractor Safety, and Wildland Fire Fighting Certification.

After the Program ➼ Graduates are prepared to enter a two- or four-year college program. Past students have attended Paul Smith’s College, State University of New York, Castleton State College, Unity College, Sterling College, and University of Vermont. Students have also accepted jobs right after graduation in GIS mapping and environmental law; and as arborists, farmers, land use specialists, sugar makers, sawmill operators, landscape designers, surveyors, and outdoor power equipment operators.

Interests and Attitudes ➼ Students applying to the program should be interested in careers in agriculture, engineering, arboriculture, forestry, nurseries, surveying, and landscaping; an ability to think independently by evaluating and making decisions through investigation of data; a desire to take initiative and work to their full potential; a commitment to taking responsibility for their behavior and work assignments; and a desire to work both outdoors and in a laboratory environment.

GRAPHIC ARTS The Graphic Arts program is a one-year program of study that exposes students to the skills necessary to pursue further education or work experience in the Graphic Arts industry. The program helps students develop specific skills in drawing, illustration, graphic design, software applications, computer systems management, printing, designing for film, and digital photography. Students study the work of design professionals both in the classroom and in the field and complete projects for a variety of public customers.

College Credit and Industry Certifications ➼ Students completing the program have the opportunity to earn multiple credits at Lyndon State College, including: DGC 1010, Introduction to Graphic Design (3 credits); DGC 1011, Introduction to Graphic Design II (3 credits); DGC 2015, Illustration Software (3 credits); DGC 2025, Photo Manipulation Software (3 credits);

After the Program ➼ Graduates are prepared to enter a two- or four-year college program, or take immediate jobs in the workforce as trainee graphic designers, illustrators, interior design-ers, web designers, film set and costume designers, animation designers, photographers, software specialists, and art teachers. Past students have attended the Rhode Island School of Design, Savan-nah College of Art and Design, Montserrat College of Art, Mount Ida College, Full Sail Film School, Johnson State College, Saint Michaels College, Lyndon State College, and Champlain College.

Interests and Attitudes ➼ Students applying to the Graphic Arts program should have an interest in exploring careers in graphic design, 3D design, multimedia production, advertising and marketing, professional photography, or illustration; an ability to work independently and as part of a team; a commitment to meet deadlines with assignments and homework; an ability to take direction and to collaborate in critiquing one’s work. Students who show an interest in the program are invited to attend the class as part of the application process. They will be partnered with a Graphic Arts student and have an opportunity to show a portfolio of their work.

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DIGITAL FILMMAKINGThe Digital Filmmaking program exposes students to a wide range of video projects, giving them the opportunity to produce a number of videos including narrative films, documentaries, commercials, music videos, TV shows, or a web series. Within these projects, students are given the opportunity to perform each of the production functions. Beyond these real world projects, students read (or watch) and analyze articles, movie scenes, and entire films.

College Credit and Industry Certifications ➼ Students

completing the program have

the opportunity to earn the

following college credits:

at Castleton State College,

COM 1211, Video Workshop I

(3 credits); at Community

College of Vermont, FLM 1050,

Introduction to Filmmaking, (3

credits). The program may soon

offer students certification in

Adobe Creative Suite.

After the Program ➼ Graduates of the program are prepared to

enter a two- or four-year college program in the film or communications

field. They are also equipped with the necessary technical and

professional skills needed to enter the workforce in a variety of positions,

including film directors, editors, assistant editors, camera operators, grips

and film set PAs, sound engineers, boom operators, and actors/actresses.

Interests and Attitudes ➼ Students applying to the program

should possess a desire to learn about and practice visual storytelling,

filmmaking techniques, and other computer technology, film theory,

and journalism. They should have an interest in exploring a career in the

filmmaking or television industry and an ability to work as a team player

in a fast-paced environment; and a commitment to taking advantage of

new learning opportunities.

TECHNICAL HEALTH CAREERS The Technical Health Careers program offers students

the time and opportunity to explore various careers within the healthcare industry. The program provides

the information students need in order to make an informed decision regarding the health care path they wish to follow and includes coursework on such topics as anatomy and physiology, first aid and advanced life support, patient care and communication, medical terminology and the safe, competent development and delivery of fundamental care competencies.

College Credit and Industry Certifications ➼ The program offers Medical Terminology for three college credits at the River Valley Community College. It is also pursuing dual enrollment agreements with a number of post- secondary colleges and universities. Students will also complete training to earn their Licensed Nursing Assistant (LNA) certification, as well as First Aid and CPR.

After the Program ➼ Graduates are prepared to enter a two- or four-year college program. Past students have attended Castleton State College, Lyndon State College, University of Vermont, Vermont Technical College, and Community College of Vermont. The program also equips students with the skills needed to enter a variety of health care positions and careers after high school. Graduates typically pursue careers as nurses, pharmacists or pharmacy technicians, veterinarians or veterinary technicians, laboratory specialists, dental hygienists, midwives, nurse practitioners, physical or occupational therapists, radiologists, and in emergency medicine.

Interests and Attitudes ➼ Students applying to the Technical Health Careers program should possess a strong interest in providing service and health care to a wide range of populations; a commitment to mastering the ongoing challenges of academic and clinical skill development; a willingness to obtain additional academic support if needed; and a desire to take academic and personal initiative. Students should have a dedicated, positive, caring, and encouraging attitude.

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AGRICULTURAL TECHNOLOGY The Agricultural Technology program prepares students for careers and post-secondary education opportunities connected with the region’s rapidly growing farm and food economy. Students focus on plant, soil, and animal sciences through classroom and experiential learning in the program’s shop, greenhouse, and off-campus food production facilities. Technical aspects of farming, including equipment operation and maintenance, innovative design, and welding and fabrication are taught. Students learn the essentials of farm business management and use scientific and project-based methods to gain insight into the solutions for pressing local and global environmental concerns.

College Credit and Industry Certifications ➼ In addition to free courses available through the Vermont Dual Enrollment program, the Ag Tech program is pursuing dual enrollment agreements with a number of other colleges. Students will also have the opportunity to complete training and receive certification for industry recognized OSHA 10 and tractor safety.

After the Program ➼ Graduates are prepared to enter a two- or four-year college program related to diversified agriculture, local food systems, agricultural mechanics and engineering, renewable energy systems, and welding and fabrication. Vermont Technical College, SUNY Cobelskill, Green Mountain College, Sterling College, and University of Vermont offer programs in sustainability and agriculture. Graduates can also enter the workforce in entry-level positions in these occupations.

Interests and Attitudes ➼ Students should be interested in careers in agriculture, local food production, sustainable farm practices, renewable energy production, animal and soil sciences, and composting. They should have a desire to study the science and skills associated with agricultural mechanics including welding and fabrication, and a commit-ment to participate in an OSHA 10-hour job safety training program.

The Education and Social Services program provides students with the basic skills and competencies needed to pursue careers in education and social services, or to take an entry-level job in social services. Through internships at local elementary schools, day care centers, and elder care facilities, students develop skills in effective communication, working as a team member, and taking directions from supervisors. Students study health and wellness throughout the life cycle, human growth and development, career exploration, and providing clients with a safe environment.

College Credit and Industry Certifications ➼ Students completing the two-year program have the opportunity to earn 12 credits that will be accepted at Vermont State Colleges and Universities. Certifications include First Aid, CPR, and Shaken Baby

Syndrome, plus an opportunity to earn Certificates of Proficiency from the Vermont Child Care Industry and Careers Council. The hours spent on the proficiencies can be applied towards the VCCICC apprenticeship program.

After the Program ➼ Graduates of the Education and Social Services program have a strong foundation for success in a two- or four-year college degree program or immediate employment in a wide sector of the workforce, including work as teachers, paraprofessionals, child care providers, preschool teachers, social workers, nannies, and elder care providers. Past students have attended The University of Vermont, Castleton University, and Johnson State College.

Interests and Attitudes ➼ Students applying to the program should have a strong desire to explore careers in child care, teaching, special education, social work, and care of the elderly. They should also possess a commitment to exhibit professional behavior in and out of the classroom and demonstrate respect for everyone. Solid communication skills are also important.

EDUCATION & SOCIAL SERVICES

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RTCC’s Work-Based Learning Community Partners

• 802 Toyota• Beidler Family Farm• Bethel Mills• Capital City

Farmers’ Market• Capital City GMC• Catamount Solar• Cedar Ridge Farm• Central Supplies• Central Vermont

Medical Center• Champlain Chocolates• Champlain Valley

Equipment• Chelsea Animal Clinic• Chimney Savers• Chips Auto and Tire• Cody Chevrolet• CompuCount• Country Animal Hospital• Dayco, Inc.• Dr. Chris Dutton DVM• Early Childhood

Program Randolph Elementary School

• Electrical Systems, Inc.• Fred’s Auto Sales

& Service• Gerrish Honda• Gifford Medical Center

- Human Resources• Gifford Medical Center

- Menig Extended Care• GW Plastics• Hanse Electric• HEB Manufacturing• Hitching Post Farm• Institute for Applied

Agriculture and Food Systems, Vermont Tech

• IV Generation Paving• John Keith Draft Horses• Karen’s Daycare• L.F. Trottier & Sons• Lake Sunapee Bank• Lew Stowell &

Son Tree Farm

• Liberty Hill Farm• Lucky’s Trailer Sales• Luna Bleu Farm• Magic Mountain

Daycare• Maple Leaf Seal Coating

& Line Striping• Menig Extended

Care Unit• Miller Auto Group• Naylor & Breen• Pepper Hill Builders• Performance Unlimited• Poulin Lumber• Rain or Shine Tents

and Events• Randolph Elementary

School• Randolph Regional

Veterinary Clinic• Randolph Senior Center• Roger Poulin

Construction• Route 66 Tire and Auto• Rutland Magazine• School Street Montessori• State of Vermont Dept.

of State’s Attorneys• Sugarbush Service

Station• Sunrise Construction LLC• Tabor’s Towing• The Barn - Summit

Stores• The Robin’s Nest Child

Enrichment Center• Twin City Subaru• Vermont Coffee

Company• Vermont Food Bank• White River Craft Center• White River Toyota• White River Valley

Ambulance• Wood’s Vermont Maple

Syrup Company

Work-Based Learning is for Career-Bound Students

For students who choose to go directly into a career upon gradua-tion, those who have participated in work-based learning are more likely than their peers to be working and earning, on average, higher wages than those who did not.

When evaluating a candidate for employment, employers place more weight on experience over academic credentials.

Increasingly, employers say that education and training programs are not enough, that the employability skills that they need are those that are learned “on-the-job” and specific to their industry.

Employers weigh internships as the number one attribute, even over traditional employment, when considering a potential new hire.

RESEARCH SHOWS BENEFITS OF WORK-BASED LEARNING

Work-Based Learning is for All High School Students

Work-based learning students show a great change in important attitudes toward life, work, and themselves: greater acceptance of responsibility, improved attitudes toward work, parents, and adults, and more positive perceptions of post-secondary education and careers.

Students who participate in work-based learning score significantly higher on measures of classroom motivation and aspiration.

Work-based learning has been shown to increase personal and social competence.

Research shows that work-based learning improves the ability for students to understand and retain material longer, and that it drives an interest in academics and subject area reading.

All students say that their academic achievement is enhanced through contextual learning and the application of knowledge gained in the classroom.

Students involved in work-based learning place a higher value on skills of decision making, problem solving, teamwork, and communication skills.

Work-Based Learning is for College-Bound Students

High school graduates who participate in work-based learning are more likely to attend college the year after graduation and remain in college and earn a college degree than their peers who do not.

Research has shown that college students who participated in work-based learning while in high school have greater success and higher GPAs than their collegiate peers who did not.

The greater the participation in work-based learning, the greater the aspiration rates for enrollment in post-secondary education.

Students who participate in work-based learning say that their experiences have helped to clarify their choice of college major.

Across multiple data points, students who participate in work-based learning in high school achieve as well or better than their college peers who did not.

Data on this page provided by the Educational Resources Information Center

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“Hands-on-learning should never be confused as being less academically rigorous than any other kind of learning. To do so is to make the mistake of thinking that the hands and the mind are able to operate in complete independence of one another. The fact is, hands-on-learning requires a tremendous amount of creative and divergent thinking skills, learned through the actual application of knowledge rather than the simple rote memorization of information.”

– jason finley, rtcc career counselor

RESOURCE CENTER EXPANDS OPTIONSStudents have access to the College and Career Lab from the day they walk into RTCC. The lab provides students with the opportunity to:

Plan career paths,

Develop resumes,

Practice interviewing skills,

Make professional phone calls,

Explore interests through job shadows,

Attend career fairs,

Learn employability skills in short-term unpaid placements, and

Develop and expand technical skills through long-term paid placements.

COOPERATIVE EDUCATION PROGRAM

GIVES STUDENTS A HEAD STARTRTCC’s Cooperative Education program takes seriously the “learning” in work-based learning placements. In addition to providing students with the opportunity to develop what we call “employability skills,” our goal is to ensure that students gain the technical skills they need to succeed in jobs related to their program of study here at RTCC.

A good example of this is Automotive Technology student Matt Mattheson. In his placement at Twin City Subaru, in Berlin, Vt., Matt earned Industry Recognized Credentials at the dealership and through class attendance at the Subaru of New England campus in Norwood, Massachusetts.

Here are just a few of the 26 Subaru

courses Matt Mattheson took through

the Cooperative Education Program.

• Electrical Theory & Diagnosis

• Basic Electrical I

• Basic Electrical II

• Electrical Diagnosis I

• One-motor Hybrid Vehicle Systems

• Two-motor Hybrid Vehicle Systems

• Mild Hybrid Belt Alternator Starter

Systems

• Hybrid Emergency Procedures after

Accidents, Fires, Water Immersion

• Troubleshooting using Inputs and

Outputs of Control Modules

• Bluetooth and Blue Connect

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EXPERIENCE RTCC

Download an application on our website, or call for more information about our programs.

Randolph Technical Career Center 17 Forest Street | Randolph, Vermont 05060 phone 802.728.9595 | fax 802.728.9596

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135 Total program enrollment

71 Number of male students

64 Number of female students

12:1 Student / teacher ratio

40 Number of students who earned college credit through Dual Enrollment last year

42 % students attending college after graduation

58 % students entering the workforce

3 % students entering the military

97 RTCC’s placement rate (2016)

325 Number of industry-recognized certifications earned by RTCC students

RTCC BY THE NUMBERS

OUR MISSION: The mission of the Randolph Technical Career Center is to provide students with a challenging academic and technical education in a supportive, engaging, and respectful environment. Students learn the skills to be responsible, productive citizens who are able to take advantage of educational and career opportunities now and in the future.

Education Non-discrimination: RTCC provides equal education opportunities to all learners regardless of race, color, national origin, gender, disability, religion, sexual orientation, gender identity, or marital/civil union status. Questions about this policy should be directed to our Guidance Coordinator at 802-728-9595.