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TITLE Professional Teacher Education Module Series.Establish a Student Vocatioilal Organizatict, ModuleH-2 of Category H--Studett NocationalOrganization.

INSTITUTION Ohio State Utiiv., Columbus. National Center forResearch in Vocational Educatiot.

SPONS AGENCY National Inst. of Educaticn (MEW) , Washington,D.C.

PUB DATE 77

NOTE 36p. ; For related documents see CE 011 532, CE 011534, CE 014 295-355, CE,014 356 (student guide) , CE014 588 (resource perscnIs guide), CE 014 532-539,and CE 014 589-591 ; Some parts cf the document maynot reproduce 'clearly

AVAILABLE FROM American Association for Vocational InstructionalMaterials (AAVIM) , 120 Engineering Center, Universityof Georgia, Athens, Georgia "30602 ($1.80)

EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS Administrative Policy; *Learning Activities; Learning

Experience; Learning Modules; National Organizations;Ori,eqtation; Parent Teacher Cooperaticn; PerformanceBased Teacher Education; Planning Meetings; PolicyFormation; Post Secondary Education; *Program .

Administration; *Program Development; SchoolInvolvement; Secondary Education; State Programs;*Student Organizations; Teacher Education Curriculum;Teacher Role;,*Teaching Skills; *VocationalEducation; Youth Clubs

IDENTIFIERS Bylaws; Constitutions

This second in a series of six learning modules onstudent vocational organizations is designed to assist secondar'y andpostsecondary vocational teachers in establishing or upgrading astudent organization or club. The terminal cbjective for the moduleis to establish a student vocational organization. Introductorysections relate the competency dealt with in this module to others inthe program and list both the enabling cbjectives for the threelearning experiences and the- resources required. Materials in thelearning experiences include required reading (covering variousaspects of developing an organization, e.T., guidelines forconstitutions &id by laws) , self-check quizzes, model answers, casestudies to critique, model critiques and the teacher performanceassessment form for use in evaluation cf the terminal objective. (The

modules on student vocational organizations are part cf a largerfield-tested series of 10.0 performance-based teacher education (PBTE)selfc2ntained learning packages for use it preservice or inservicetraining of teachers in all occupational areas. Each of the- -------field-tested modules focuses on the development of one or more,specific professional competencies identified through research asimportant- to vocational teachers.) (SB)

ABSTRACT

Establish .a/StudentVocational

OrganizationMODULE H-2 OF CATEGORY HSTUDENT VOCATIONAL ORGANIZATIONPROFESSIONAL TEACHER EDUCATION MODULE SERIES

S DEPARVAENT OF HEALTHEDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED PROk,THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF v1E04 OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OP POI ICY

*44

'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

. a.

TO THE EDUCATIONAL L SOURCESINFORMATION CENTER tERICI ANDTHE ERIC SYSTEM CONTRACTORS

The Center for Vocational EducationThe Ohio State University

KEY PROGRAM STAFF:

James B. Hamilton, Program Director

Robert E. Norton, Associate Program Director

Glen E. Fardig, Specialist

Lois G. Harrington, Program Assistant

Karen M. Quinn, Program Assistant

Copyright-1977 by The Center for Vocational Education, The Ohio State Univer-sity, 1960 Kenny Road, Columbus, Ohio 43210

Copyright Is claimed until January 14, 19$2 Thereafter all portions of this work covered by thiscopyright willbe in the public domain

This work was developed under a contract with Department of Health, Education, and Welfare,National Institute of Education However, the opinions and other content do not necessarilyreflect the position or policy of the Agency, and no official endorsement should be inferred

1977

ISBN 0-914452-39-8

Published and distributed by the American Association for'Vocational Instructional Materials (AAVIM), 120 EngineeringCenter,-University of Georgia, Athens, Georgia 30602, (404)542-2586.

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FOREWORDThis module is one of a series of 100 performance-basedteacher education (PBTE) learning packages focusing uponspecific professional competencies of vocational teachers Thecompetencies upon which these modules are based were iden-tified and verified through research as being impo t to suc-cessful vocational teaching at b6th the secondary d post-secondary levels of instruction The modules are suit ble forthe preparation of teachers in all occupational areas

Each module provides learning experiences that inte9F ftheory and application, each culminates with criterion refer-enced assessment of the teacher s performance of the spec-ified competency The iatenals are designed for use by indi-vidual or groups of teachers in training working under thedirection and with the assistance of teacher educators acting asresource persons Resource persons should be skilled ip theteacher competency being developed and should belthor-oughly oriented to PBTE concepts and procedures in usingthese materials.

The design of the materials provides consideratile flexibility forplanning and conducting performance-based preservice andinservice teacher preparation programs to meet a wide varietyof individual needs and interests The materials are intended foruse by universities and colleges, state departments of educa-tion, post-secondary institutions, local education agencies, andothers responsible for the professionardevelopment Of voca-tional teachers Further information about the use of the mod-ules in teacher education programs is contained in three re-lated documents Student Guide to Using Performance-Based

,Teacher Education Materials, Resource Person Guide tolUsing Performance-Based Teacher Education Materials andGuide to Implementation of Performance-Based TeacherEducation.

The PBTE curriculum packages are products of a sustainedresearch and development effort by The Center's Program forProfessional Development for Vocational Education Many in-dividuals, institutions, and agencies participated with The Cen-ter and have niade contributions to the systematic develop-ment, testing, revision, and refinement of these very significanttraining materials Over 40 teacher educators provided input indevelopment of initial versions of the modules, over 2,000teachers and 300 resource persons in 20 universities, colleges,and post-secondary institutions used the materials and pro-vided feedback to The Center for revision and refinement.

Special recognition for major individpal roles in the direction,development, coordination of testing, revision, and refinementof these materials is extended to the following program staffJames 13 .Hamilton, Program Director, Robert E Norton, As-

,sociate Program Director, Glen E Fardig, Specialist, Lots Har-rington, Program Assistant, and Karen Quinn, Program Assis-tant Recognition is also extended to Kristy Ross, TechnicalAssistant, Joan Jones, Technical Assistant, and Jean Wisen-baugh, Artist for their contributions to the final refinerRent ofthe materials. Contributions made by former program staftto-ward developmental versions of these materials are also ac-knowledged. Calvin J Cotrell directed the vocational teacher

potency research studies upon which these modules areba d and also directed the curriculum development effortfrom 1971-1972 Curtis R Finch provided leaderthip for the,program from 1972-1974.

Appreciation is also--extended to all those outside The Center(consultants, field site coordinators, teacher educators,teachers, and others) who contributed so generously in various

,phases of the total effort Early versions of the materials weredeveloped by The Center in cooperation with the vocationalteacher education faculties at Oregon State University and atthe University of Missouri-Columbia Preliminary testing of thematerials was conducted at Oregon State University, TempleUniversity, and University of Missouri-Columbia

Following preliminary testing, major revision of all materialswas performed by Center Staff with the assistance of numerousconsultants and visiting scholars from throughout the cou ntry

Advanced testing of the materials was carried out with assis-tance of the vocationalteacher educators and students of Cen-tral Washington State College, Colorado State University, FerrisState College, Michigan, Florida State University, Holland Col-lege, P E I , Canada, Oklahoma State University, Rutgers Uni-versity, State University College at Buffalo, Temple University,University of Arizona, University Of Michigan-Flint, University ofMinnesota-Twin CalesoUniversay of Nebraska-Lincoln, Univer-sity of Northern Colorado, University of Pittsburgh, Universityof Tennessee, University of Vermont, and Utah State University

1

The tenter is grateful to the National Institute of Education forsponsorship of this PBTE curriculum development effort from1972 through its completion. Appreciation is extended to theBureau of Occupational and Adult Education of the U S. OfficeOf Education for their sponsorship of training and advancedtesting of the materials at 10 sites under prbvisions of EPDAPart F, Section 553 Recognition of funding support of theadvanced testing effort is also extended to Ferris State College,Holland College, Temple University, and the University ofMichigan-Flint

obert E TaylorDirectorThe Center for Vocational Education

THE CENTER FOR VOCATIONAL EDUCATIONthe Ow. 510v. Ur.v... v. 140 bad a,. .»o

The Center for Vocational Education's mission is toincrease the ability of diverse agencies, institutions, andorganizations to solve educational problems relating toindividual career planning and preparation The Centerfulfills its mission by

Generating knowledge through researchDeveloping educational programs and productsEvaluating individual program needs and outcomesInstalling educational programs and p(oduCtsOperating information systems and servicesConducting leadership development and training rprograms

1

AAVIM

AMOICAN ASSOCIATIONFOR VOCATIONAL

INSTRUCTIONAL MATERIALSEngineering Center

Athens, Georgia 306021

The American Association for Vocational InstructiOnalMaterials (AAVIM) is an interstate organization of univer-sities, colleges and divisions of vocational education de-voted tirthe improvement of teaching through betterrr

... formation anditeacning aids

VIM

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\ INTRODUCTION

The operation of a successful student vocationalorganization depends on a solid rationale forthe organization's existence. The advisor muststrongly believethatthe activity is important and

"- has a real place in a vocational curriculum. A.sound rationale is not enough,however. There arecertain steps which Must be taken in establishingthe student vocational organization which will en-sure a smooth beginning and provide a solid foun-dation for all the activities the students will beundertaking under the advisor's direction. The ad-

visor must be prepared to-l-1. gain administrative approval forestablishing

the student vocational organization2. communicate with the, statedepartment of

education unit responsible for vocational

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youth organizations related to his/her voca-tional area

3. create student interest in the or nizatibn4. communicate with parents5 conduct an orgaruzational meeting6 orient students to the' organization'7. develop a constitution and bylaws8. affiliate with state and nationat organizations

Though the details of organizing a student voca-tional organization will vary with the specific oc-cupational area, general principles and practicesapply to all. It should be noted that some organisa-tions refer to the local unit as a "chapter" andothers as a "club"; ir( this module, the terms areused interchangeably

The objective of this module is to assist the newadvisor (or the preset advisor wishing to upgradehis/her youth program) with the task of actuallyestablishirtg an organization. The advisor will needadditional competencies to effectively operate thestudent vocational organization, but these firststeps play a major role in setting the stage for asuccessful program. The competencies developedby a vocational teacher as he/she builds a youthorganization carry over into other areas such asinstruction, supervision, and human relations. Forthat reason, the learning experiences in this mod-ule should also be considered a personal growthexperience for the vocational teacher.

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ABOUT THIS MODULEObjectives .

TOrptrisi IONA:Kan actual school situation, estab-jpflt.Scatictnal organization. Your perfor-

',00**Ilte assessed your resource person, usingAlial*Cherf,Perfarmance Assessment Rhin, pp. 31-32ialifilifg,tipetience. Illy _

Enabling Objectives:1 After completing the required reading, demonstrate

knowledge of the steps and procedures involved inestablishing a student vocational organization(Learning Experience I).

2. Given a case study describing how a hypotheticaladvisor established a student vocational organiza-tion, critique the performance of that advisor (Learn-ing Experience II)

PrerequisitesTo complete this module, you must have developed apersonal philosophy concerning student vocational oc-ganizations If you have not already developed such aphilosophy, meet with your resource person to deter-

, mine what method you will use to do so One option is tocomplete the information and practice activities in, thefollowing module

Develop a Personal Philosophy Concerning Stu-dent Vocational Organizations. Module H-1

ResolesA list of the outside resources which supplement those

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contained within the module follows Check with yourresource person i1) to determine the availability.and thelocation of these resources, (2) to locate additional ref-erences in your occupational specialty: and (3) to getassistance in setting up activities with peers or observa-tions of skilled teachers, if necessary Your resourceperson may also be contacted if you have any difficultywith directions, or in assessing your progress at anytime c.

Learning Experience IRequired

The official handbook for the student vocational or-ganization in your service area

OptionalA student vocational organization advisor experi-enced in establishing an organization with whomyou can consultA new student vocational organization whose or-ganizational meeting you oan attendA student vocational organization member withwhom you can discuss orientation approaches

Learning Experience IINo outside resources

Learning Experience IIIRequired

An actual school situation in which you can estab-lish a student vocational organizationA resource person to assess your competency inestablishing a student vocational organization

This module covers performance element numbers 270-275, 277, 280,292 from Calvin J Cotrell et a/ , Model Curricula for Vocational andTechnical Education Report No V (Columbus, OH The Center for Voca-tional Education, The Ohio State University) The 384 elements in thisdocument form the research base for all The Center's PBTE moduledevelopment

For information about the geheral organization of each module, generalprocedures for their use, and terminology which is common to all 100modules, sec About Using The Center's PBTE Modules on the insideback cover

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Learning Experience Izx

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OVERVIEW

., ....:,:After. cOmpteltng _the, required reading, demonstrate KnovAidga of,,thEr.tterla, atiol,prOqedures invoked in establishinga student yoga-pot-1AI organi;-

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YoLi will be reading relevant sections of the ciffioial handbook for the.. student vocational organyation in your service area. :,-,

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adiftsor to discuss the %Nips hp/she followed in establishing the organizEiT_.

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For inforMation on the steps and procedures involved in establishing astudent vocational organization, read the following information sheet

'ESTABLISHING 'A STUDENT VOCATIONALORGANIZATION

Working(with the Scho Administration What facilities will be used, and how?

Perhaps the most critical step in the establish- What time will tie required of the teacher?

ment of a student vocational organization is gain- What will be the extent of the activities?ing the enthusiastic and sympathetic support ofthe school administration. Many valiant efforts bywell-meaning youth advisors have failed simplybecause there was little or no effort rhAde to workwith the school administration The belief of theadvisor in th.e benefits of the organization is criti-cal. However,an advisorwho fails togenerate thissame en-thusiasm inthe schooladministrationmayvery yvell Probably the most beneficial approach in deal-falter in an ef- mg with theadministration in obtaining continuingfort to create *support for your student vocational organization isa successful to involve key administrators as adult or associateyouth pro- members of the organization. The installatiohgram. event should be handled in a dignified manner to

ensure that the individuals feel they are part ofA meeting

with the ad-something worthwhile. Once the administratorhas identified with the organization', keep him/her

ministration involved, and you will find a supporter who will

discuss thein which you give added zest and spark to your program. Do not

dismiss this activity' as something that might bepurposes, nice to do if you have time. Plan immediately tophilosophy, and positive benefits of the student involve members of the administration as activevocational organization for both students and Participants in the student vocational organize-school is a wise approach. Highlighting the'rnajor tion. 4activities of a successful youth program with ex-amples of activities undertaken in other schoolsystems should be effective. Be emphatic aboutthe fact that student vocational organization ac-tivities are designed to be a part of the vocationalcurriculum and will assist with the personal growth Each vocational service area usually has an indi-of the student. Few administrators will be opposed vidual at the state level whose responsibility is toto aneffort that is specifically designed to develop work with

thatstudent vocational organization,

positive student attitudes and reinforce erntial specific to that area. To find out who your statelearriings. 'advisor is, you may contact the national office of

the organization, your state department of educe-

ing things.The administrators will want to know thefollow- tion, or the advisor of a local chapter in your area.

What steps are to be taken to establish theorganization?

What 4Will be the tivolvement of people out-side the school?

You must know your administrator and be pre-pared to present your proposal in an effective andtactful manner. In some situations, you may find itwise to take him /her with you to visit echapter in aschool system with a gqod program or to a re-gional or state youth conference to view studentactivities at those levels. You may wish to includein your presentation some audiovisuals and/or lit-erature, or involve interested students -and otherfaculty in your meeting to give support to thecause

Communicating with the StateAssociation

The state advisor usually is the source for allmaterials available relating .to the student voca-

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\tional organization Many state associations haveorganizational packets availably to assist in theinitial effort of establishing the student vocationalorganization. These. packets inctude

an official guide or handbookthe state and national constitutiona recommended local constitutionprogremti activitiesaffiliation forms (to join the state and nationalorganization)chapter supplies cataloguesawards and contest informationleadership, materials

Some states use state bfficers and/or instructorsin adjacent school systems to assist you in thedevelopment of your organization Many studentvocational organizations assist in organizing newchapters, and their interest in the development ofyour chapter is genuine

Be certain that you have all materials availdblethat relate to your organization Each publicationhas a purpose, do not assume that some of thepublications available may not be. relevant

,The stale office can be a valuatkle source of in-formation in the creation of a student vocationalorganization However, do not rely on the stateoffice to give individual attention to your needs.State advisors are often part-time workers andhave other administrative duties in the state opera-tion. The success of the program relies on an ad-visor who works to find answers and keeps theenthusiasm of those involved at a high level

,..Motivating StudentsA successful chapter requires capable officers, a

chall4nging programeadequate finapcing, sharedresponsibilities, and proper equipment andrecords Most importantly, however, it requiresknowledgeable,and motivated members The taskof securing student and parent approval and s,up-port is not a one-time affair, but is continuous.Because you encounter a new group of incomingstudents each year and frequently some new stu-dents during the year, the task of selling the oppor-tunities available through the organization is al-lays present. In fact, the Vvisior ,who performs

this task well is most likely to have a,chapter grow-ing in effectiveness and in popularity

Your students must be aware that-the organiza-tion is an important segment of the vocationalprogram Your positive attitude towards the or-ganization will convey itself to students You mustuse- adequate time during regular classes to dis-cuss the organization with the students andexamine the manuals and handbooks Every as-pect of the student vocational organizatoon, withemphasis on individual benefits, should be dis-cussed Slides, films, and brochures may assist inthis effort. Speakers, other advisors, members.ofyouth groups from adjoining schools, or membersof 'other successful youth qrganizations in. yourschool can help motivate students to join and par-ticipate. The state association may have lists ofsuch resources for youto use in your initial effortsto organize a chapter and/or motivate students tobecome involved.

While such careful introduction of students tothe student vocational organization may seemtime-consuming, students' attitudes, towards theactivity will be shaped by these initial activities.However, some instructors take weeks trying toconvince students about the worth of this effort,instead of actually getting the activity off theground and engaging in the activities of the or-ganization. In the final analysis, there is no bettermotivational devipe than actual participation in theyouth prograrn.

Ideally, as students are acquiring knowledge ofthe purpose, activities, and values of other studentvocational organizations, they will want to startdoing something to get their own chapter

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You will notice some students taking the lead inpromoting a Chapter. Ask these students to meetwith you to discuss the concerns of their fellowstudents and the steps to be taken to establish achapter. It-is likely that they can assess studentinterest better than you can, in that students areoften hesitant to express their feelings to a teacher

Establish a committee of these interested stu-derits to report to you the candid responses of theirclassmates. You can accomplish this by.having thecommittee divide the class membership so thateach student is interviewed by a committee mem-ber whose relationship with the classmate wiltpromote-free and honest discussion The reportsfrom this committee should make clear the nextsteps to take to get student cooperation

Whatever the effort or method, your studentsshould understand that the activity is very impqr,tant to the total vocational program There shouldbe no misunderstanding of expectations and re-sponsibilities in the student vocational Organiza-tion

Former student vocational organization leaders canassist In organizing a new chapter or In orientingstudents to the benefits of the organization.

Communicating, with Parents,

Parents want the school to provide the best edu-cation possible for their children. You would begiving your students less than the best if you did

not have an active student vocational organizationin your service area It is therefore important thatthe parents are fully aware of, the efforts of theyouth organization and your program to enhancetheir children's development

Even though some 'communication exists be-tween home and school, parents sometimes arenot knowledgeable about the youth organizationand how it affects their sons and daughters There-for; activities and communication must be de-veloped to inform the parents When parents be-come familiar with the program, their approval isalmost guaranteed

Keeping parents up to date can be accom-plished through'various promotional Activitiesletters, fliers, public relations, and sometimes per-sonal visitsbut the opportunity for parents toactually observe some activity of your chapter isprobably the most meaningful

, A letter sent with appropriate handOuts orbrochures to parents of prospective membersbrings the parents -closer to th? organizationSample 1 is example of such a letter

A "Parent Night" can provide the advisor withthe opportunity to communicate the purposes andvalue of the organization. This one activity canmean the beginning not only of good parent rela-tions but also community relations as the parentsdiscuss th4s, experience with their friends and ac-quaintances. A parent night often brings favorablecomments from the community to the school ad-ministration, further reinforcing the value of voca-tional youth organizations

Your approach to parents should be centered ondoing what is best forlheir sons or daughters Yourmutkraf concern encomp-asses occupational ex--perieng2, class performance, conduct, use of time,use at eStningsscholarship, citizenship, chapterparticipation, and overall vocational progress andpersonal improvement Your task is to show par-ents how they can cooperate with the school indoing what is best for their children enrolled invocational education.

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.,exto filai/ocation4education class at $dhool; yeiux (son,liter)",hasAlone m',ore'than just enroll in another class. (lie, diet ligsactucOY

Onia,nti-w-wctioflifehecanse of the. many-extraordiriariadvantages availableig Silence: ;. ,

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nribCtioti with:the. vocationalprogram, your (Son, daughter) will be invited to,.i.Stildent*opationcil organization associated With the vocational program.- -

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, its 1TO*00gram is a specific organization available iOr students enrolled in theatginalarea chasen hyyour(Onglaughter), and it is designed to give the student that

nrie ineeistra" which will help (him, her) to take (his, her) place more effectively ins iciety. ,

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I1 our vocational chapter we stress leadership through the election of studehtcers, We stress.participattozi-througfisocial'activities, leadership development

e, one, business meetings, and friendly competition by means of skillsent academiciintes4 Ori the locals district( a?(;,1 state:levels. .

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e cost0 tbe'etudent for partiCipcition is being kept at a xniniuMUM. The dues are ,fcir 'slate anctriati,nal atembershiy, plus :whateverlocal siues are 'required.

airghthese'clilei yOtg (son, daughte,0;may take ddvantageof the -chapter, aria ,.' benefits through fictive participation, ,

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Conducting an Organizational MeetingDuring the initial days of school, students have

been informed of the value of, and need for, thestudent vocational. organization. While interest ishigh, you should hold an organizational meetingto get things started. This first meeting (involvingall students should be planned to be impressive,and have an impact on the students: Hopefully, thisimpact will stir their interest in the activities of theyouth group. Detailed planning and organization isnecessary t9 create that first impression. Formerstudent leaders or current members and advisorsfrom other schools and organizations, as well asyour own students, can be of help in this planning.

, Enlist a group of your students to participate ona committee to plan' and conduct the first meeting.

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Although some of these students already will havedemonstrated qualities of leadership, take a littletime to discuss the qualities of a good leader andthe responsibilities of the officers during your reg-ular class sessions and during the meetings of thisplanning committee Let the members of thecommittee decide who should be the temporarychairperson, ,the temporary secretary, and theother temporary officers that they feel are neededThe committee will have more to do than the mem-bers are likely/to anticipate, so prepare them fortheir tasks NO plan time for meetings

As you work with the temporary officers and theplanning committee, determine when and wherethe first meeting should be held Determine wh6 isto get clearance on the school calendar, have themeeting properly scheduled, and have the roomset up for the meeting -Work to have 100 percentattendance at the meeting

You. may follow the meeting agenda suggestedin your official manual During the first meeting.some of the items may not ask0/, such as the wen-ing ceremony, the creed, unfinished business, andclosing ceremony Omit these and decide what isto be included

Be certain the agenda includes an explanationof thepzkoses of the organization and how thesepurposes Mate to the growth and future of each,student member Emphasize that membership al-so means a responsibility to the organizationitspurpose, goals, and valuesas well as similar re-sponsibilities to school and community

The meeting should describe the organiza-tional structure and the responsibilities of eachorganizational element, including responsibilitiesof the individuals who will be chosen to carry outthe duties and assignments necessary for an effec-tive casanization

Determine who is responsible for presentingknown items of business such as

establishing a chapteradopting the constitution and bylawsselecting a nominating committeeelecting officerssetting duessetting meeting dates and timesplanning the next meeting

Then be certain that you help each of the studentsfulfill his/her assignments so that each feelsconfident to participAe and enjoys the satisfactionof success.

The temporary chairperson and other temporaryofficers may also need help in carrying,out theirresponsibilities. You must give them the requiredattention so that their performance is successful It

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may be wise to take a class period or two to teachthe students some of the common activities ofconducting a business meeting sucflas

receiving and disposing of a motion of buss-nessreceiving and disposing or-a motion and itsamendmentsrising to a point of orderreferring to a committeeadjourning a meeting

At this first meeting and also in later meetings',plan the business session so that it lasts from 30minutes to not more than 45 minutes With properofficer preparation, this can be done This willpermit important business to be conducted duringthe usual allotted time of an activity period It alsopermits time to conduct the other activities of thechapter, whigbef they are social, recreational, oreducational

Orienting Students to the OrganizationStudents need to become oriented to the or-

ganization so that it becomes meaningful andeducational for them This is accKplished as theadvisor pro-motes theorganizationin class ses-sions and,through in-dividual con-tacts Stu-dents willform opin-ions aboutthe organiza-tion basedon their ownstudy andobservationas well as through contacts with classmatesNevertheless, it is the advisor's responsibility tohelp students get things in correct focus, to recog-nize their proper roles in the chapter so that theycan make their unique contributions and reap thebenefits from active participation in the activitiesof the organization

One way to motivate students to participate inthe organization is to involve ttlem in activities thatbring obvious and :immediate returns Then, asstudents become involved in -activities with lessobvious rewards, it is to be hoped that the actualparticipation will become its own reward

As with most leadership activities, many youthare reluctant to participate, and this reluctance isoften based on peer pressures This is sometimes

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the case in a vocational classroom in which stu-dent vocational organization activities are treatedas secondary to other activities. The instructormust fully integrate the activities and principles ofthe student vocation& organization into the every-day classroom and laboratory experiences. In thisway, students will realize its importance and mean;ing to the instructor This integration is a commoncharacteristic of successful student vocational or-ganization programs.

Operating the student vocational organizationas a part of the curriculum allows the free flow ofchapter information in the everyday classroom en-vironment. Such an approach enables the studentto see the relationshy between Student vocationalorganization activits and hisi'her future as anAmerican wage earner and citizen.

The advisor's effort to involve students in a.specific phase of the various degree, award, orrecognition programs offered by the student voca-tional organization is equally important. Eachmember must be actively involved in some phaseor activity of the organization. Involvement is thekey to the student accepting the activitras sOe-thing meaningful and worthwhile

The instructor should be aware of, and havestudent representation in, the district, regional,state' and national functions of the vocationalyouth organization. These events and activities notonly bring recognition and reward to the individu-als who participate in the activities, bUt also de-velop a sense ,of team effort" as your chapterselects its representatives to these events. Compe-tition with other chapters it the district, regional,state, and national activities creates enthusiasmthat cannot be generated in any other fashion. Thespirit of friendly competition with other chapterstends to elevate the aspirations and goals of theorganization and creates new ent seas forchapter exchange. The success of thes activitiesand events is directly related to the instructor. Yourbelief in the program, its activities and events,helps to determine the ultimate benefit to yourstudents.

As an advisor, you are concerned with students'aspirations, concerns, and problems. In many

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cases, you will need to refer students with severeor special problems to those better qualified.However, you yourself can help students at thiscritical and sometimes' troublesome time in theirlives to get the most from their vocational educa-tion program, including the student organization.Once you have developed rapport with students,you can encourage them to discuss their voca-tional and other goals, their progress, and theirproblems. You can help them pursue worthy goalsin an intelligent manner.

It is one of your resporisibilitiesto help them planand make commitments relating to participationin class work, occupational experience, and ac-tivities of the chapter. Here is where they are calledupon to give serious thought to how the chapterprogram can help them achieve their overall goals.With your guidarice, they can accept increasingresponsibility in the organization, perform theirroles effeOvely and, as a result, move closer toachieving 'their vocational and life goals.

Developing the Constitution and BylawsThe official handbook or manual for the student

vocational organization in your service area in-cludes the constitution and bylaws that apply tothe national, state, and local organizations. Yourtask and that of your students is to become thor-oughly familiar with these official regulations. Youwill notice that the constitution deals with funda-mental laws and principles that serve for a longperiod of time. They can be changed or additionscan-be made by following the stringent regulationsprescribed by the constitution. In contrast, the by-laws are more easily changed and are designed toguide the operational procedures For the localchapter, consideration should be given to areassuch as: .

duties of officersprocedure for electing officersresponsibilities and committeesmeeting schedulefinancing of chapter activitiesresponsibilities of members

The packet of materials which you receive fromthe state advisor should contain theinformationyou need to wri the bylaws (including state de-partment policies for youth organizations). Youmay also have gui elines for developing the by-laws or even a sam le constitution and bylaws.

Since it is quite difficult and time-consuming toinvolve all students in arriving at bylaws, have acommittee of interested members study the needsand do the writing. During their deliberations, youshould work With them tO maintain interest and toensure satisfactory results. Copies of the sug-

14

gested constitution and bylaws should be madeavailable to the students. A few minutes of classtime will be sufficient to get student reactions

When it appears that the constitution and by-laws are reasonable, in keeping with school policy,not contrary to the state and national constitutionsof the organization, and acceptable to the stu-dents, meet with your school administrator andseek,his/her approval After this has been granted,the final version should be presented at a'desig-nated meeting and accepted by a voting majorityof the students. The final version should be placedon file with the state association.

Sample 2 is an example of a,constitution andbylaws which you may refer to in developing yourlocal constitution. Another excellent source of as-sistance is Robert's Rules of Order, Revised Edi-tion,' under the section entitled Bylaws and sub-section "Sample Bylaws (Robert's Rule of Orderalso has several sections on the organization anddevelopment of a new association )

Affiliating with the State and NationalOrganizatibn.

During the organizational meeting the studentsshould favorably Vote on the motion to affiliate withthe state and national organizations A committeeof students should write to the state advisorfor your service area and request the materialsneeded to organize a local chapter, if you have notalready secured these materials

1 Nat Onal (Ed ), Robert's Rules of Order, Revised Edition (Reston, VANational Association of Secondary School Principals, 1974)

Among these materials should be the applica-tion form for the chapter representative to com-plete and return to the state advisor The applica-tion form differs among the various service areas,but generally it requires the school and chaptername, date, address, name of the administrativehead of the school, names of the officers, list ofchapter members, copy of constitution and by-laws, chapter fee (ranging from $3 00$5 00), an-nual membership dues (ranging from $1 50$3.50per member), and the signatures of the presidentand advisor

After submitting the application, you will receivea certificate of charter signed by the state advisorand appropriate state officers This entitles thechapter and, of 'course, the members to participatein the activities of the state and national organiza-tions In most of the vocational service areas, themembers receive copies of the state and nationalnews bulletins or magazines Check your officialmanual to familiarize yourself with the rights andprivileges of members. Be certain your studentsunderstand that they must submit annual reportsto the state association in order to maintain goodstanding with the state and national organizations

After you receive your charter, have it framedand prominently displayed in your classroom(Some schools hang all charters in the schooloffice for public display ) It should be a proud mo-ment for you and each student member when yourcharter arrives

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ARTICLE VI Meetings

Section 1. 'Regular meetings shall beheld at least.once each month during e school year.

Section 2. Purliatnentary procedure of all meetirts will be governed by Robert's Rules ofOrder; Revisecl

ARTICLE VII Officers

Section 1. ,The fficers of the 6h4ter shall consist of a president,vice-predident, secretary, treasurer, reporter, sergeant-at-arms, and .

e4 parliamentarian; and each shall exercise the usual duties of the office to whichhelshe has been elected. [These duties shoulcbe identified do the bylaws.]

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Section 2. The officersof the chapter Shall be nominated and electedby ballot at the first regular meeting of each sohobl year. A majority vote of tieactive membership shall be necessary to elect.

I

ARTICLE VIIIAdvisors

Section 1. The chapter advisor shall be the vocational or relatedteacher of they program. Other teachers in the schoolsystem who are interested may serve as advisors..

ARTICLE IXFinances

Section 1. chapter shall be responsible for state and national duesaccording to the number of individual members claimed in each membershipclassifiCation, times the amount established for" that classification.

Section 2. The chapter advisor shall be responsible for the chapterfinances and will furnish an annual report to the state advisor.

1.

ARTICLE XSymboliim, MottetiPledgEt.Colors, Creed

[Insert symbolism, motto, pledge, creed: etc. from the state or nationalhandbook."

ARTICLE XIAmendments

Section 1. To amend this constitultion, the proposed amendment must be presented inwriting by a local member to the president. The president Will present theamendment to the membership where it must be approved by a three-fourthsmajority vote for adop 'on.

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[A reviewcfl state a national constitutions may provide additional ideas toinclude in your local co stitution. A rather detailed examination, of bothdocuments could also provide additional understanding of the organiiation.]

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Obtain a copy of the official handbook for the student vocational organiza-tion in your service area, and review any sections relevant to establishingthe organization.

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You may wish to arrange through your resource person to meet with anperienced student vocational organization advisor to discuss the steps/she followed in establishing the organization, and to review any organi-

za 'pnal materials he/she hason file.

c If a student vocational organization in your service area is being organizedin a school near you, you may wish to arrange through your resourceperson to attend an organizational and/or orientation meeting ,to observethe procedures followed, and to identify the responsibilities of the advisor,officers, and members in these procedures. .

1I Optionalik Activity

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. .You may wish to arrange through your resource person to meet with acurrent or former student vocational organization member to discuss waysto motivate students to join the organization, and orientation apprbachesthat were 'used successfully in this student's chapter.

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The following items check your comprehension of the material in theinformation sheet, Establishing a Student Vocatiacal Organization, pp.7-16. Each of the ten items requires a short essay tpe response. Pleaserespond fully, but briefly, and make sure you respon6 to all parts of each

. item.

SELF-CHECK1. What is the reason for securing administrative support for the student.vojational organization, and

what are the steps in securing administrative approval? .

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2. What materials are available from the state advisor for local chapters to develop the local organiza-tion?

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1. Who, besides the state advisor, is a source of help in organizing a local chapter?

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4. What methods would be effective in getting students to share your desire U;ki an active chapter?'4

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/5. Why is parental support for the student vocational organization important?

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6. List some important agenda items to cover during an organizational meeting.

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7. Why is early student involvement ?n the Youth program important?

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8. Why is local representation ''at district, regional, and state events important to your chapter')

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- 9. What function does a well - planned orientation meeting serve?

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10. How does a local chapter affiliate with the state and national organizations?

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Compare your written responses on the' Self-Check with the Model An-swers given below Your responses need not exactly duplicate the modelresponses, however, you should have covered the same major points

,

MODEL ANSWERS1. The local administrator is held accountable for

all that goes on in the school. He/she shouldknow how and where the local chapter fits intothe total educational program He/she shouldknow how the teacher is using hiS/her timeand that these efforts are in keeping with thefunction of the department and the schoolThe administrator gives the license for the op-eration of the student organizationkindividual

,support on the part of the administrator alsogives recognition and prestige to the program,so necessary in establishing the student voca-tional organization as a meaningful educa-tional' experience

You must first have a well-developed personalphilosophy, a positive rationale for the studentvocational organization Then, meet with youradministrator and show him/her appropriatematerials relating to the benefits to studentand school alike. Develop the administrator'senthusiasm and support by involving him, herin the youth program as an official member ofthe organization.

2. The organizational packet that must be usedwhen establishing a local chapter can be ob-tained from the state vocational office Thispacket may include art official guide or hand-books, state and national constitutions, asample local constitution, a suggested pro-'gram of activices, affiliation forms, suppliescatalog, awards and contest information, andleadership materials The advisor should re-quest lists and sources of teaching aids per-taining to the organization such as motionpictures and slides. Also, get the names andaddresses of state officers and'state staff per-

* sonnet and others who could be called uponfor help

3. Officers and/or instructors in nearby schoolsystems are often a valuable source of assis-tance in the development of your student vo-cational organization. These individuals usu-ally are eager to assist in such an effort be-cause of the personal satisfaction they getfrom seeing the efforts of the organization ex-panded as well as the recognition and awards

given by some state and national vocatglialyouth organizations

4. Take time during in-glass instruction to study,review, and discuss the purposes, degrees, of-ficers, activities, and dues. Present slides anddiscuss the activities of successful chapters Ifpossible, take students to a meeting of a 'sit-c essf u I chapter and prepare them to observeand ask questions about the organization Becertain that your students understand what ittakes to have a successful organization andare ready to assume their responsibilities

5. Parents who are *ere of the benefits of theyouth program become a significant publicrelations tool in their communication aboutthe youth activity to friends and acquain-tances. This positive feedback can be one ofthe best reinforcers of your student vocationalorganization

6 --The organizational meeting should includeexplanations of the purposes of the organiza-tion, the 'orgarlizational structure and thefunction of officers within the organizationaloperation; membership responsibility; localconstitution, nomination and election of of- yrficers; dues, meeting dates, and affiliation re-quirements (See your. official handbook formore specific information )

7 Early student, involvement is the best way to"sell" students on the value and benefits of theorganization Work quickly to get all studentsactively involved in some aspect of the youthactivity Each organization has sufficient of-ficet, committees, and awacds and recogni-tion programs to offer a wide range of studentinvolvement possibilities An involved studentwill probably be a motivated student, eager toimprove the organization and .thus himself!herself.

8 Local representation at district, regional,state, and national events brings the chaptertogether in a greater team effort As the ac-tivities and accomplishments of other chap-ters are recognized, enthus asm is created forimprovement at the local I I. These activities

232

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also bring prestige and recognition to theschool and community, reinforcing the needand rationale for the chapter's existence

9. fhe orientation meeting providet the oppor-tunity to examine, in detail, the programs andactivities available to the mqmbers. Eachmember can scan the opportunities and Zeroin on an activity that may have some particularmeaning for him/her. This initial effort must bewell planned, with proper emphasis given to

each activity, to create a chapter environmentthat includes a multitude of student options.

10. Get student assistance to establish a chapter,adopt a constitution and bylaws, and providethe charter fee and the charter membershipdues. Complete the application form, secureadministrative approval, provide the propersignatures, and submit the application to the,state advisor (See your official handbook formore specific information.)

LEVEL OF PERFORMANCE: Your completed Self-Check sh,ould have covered the same major points asthe model responses. If you missed some points or have questions about ny additional points you

dcmade, review the material in the information sheet, Establishing a Student Vational Organization, pp.7-16, and/or in your official handbook, or check with your resource person if necessary.

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The following Case Study describes how an advisor established,a_stuqentvocational organization in his service area. Read the situation described,and then explain in the space provided (1) the strengths of the advisor'sapproach, (2) the weaknesses of the advisor's approach, and (3) how theadvisor should have treated his responsibilities.

CASE STUDY

tV. Martin, a new vocational education teacher

amithville High School, wanted to establish astudent vocational organization in his service area.The other vocational programs at Smithville hadlong established, successful organizations, andMr. Martin was somewhat envious of the rapporttheir advisors seemed to have with their students.He assumed that, as with most extracurricular at-tivitres, the socializing that went on broughtteachers and students closer together and in-creased the teachers' popUlarity In addition, somefriends in his own service area who were teaching

,in other school districts had established chaptersin their schools, and he looked forward totravelingto contests and getting together with them forsome relaxation.

Mr. Martin wasn't quite sure how to go aboutestablishing the new organizationbeing new tothe school, he couldn't be expected to know theropes, and none of his teacher education courseshad dealt with the subject. He decided to write tothe state advisor for his service area, assuming thateverything he needed would be available from thisperson. Having written, Mr. Martin sat back andwaited for the materials to arrive, since withoutthem his hands were tied.

After the packet of materials arrived, Mr. Martin

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e.looked everything over, skimming the unneces-sary sections the history and purpose of theorganization,, ut carefully studying the section onthe proper pr dure to follow in' organizing achapter.

Feeling ready to go, Mr. Martin announced in allhis classes that a meeting would be held afterschool that day to organize a student vocationalorganization in this program. Mr. Martin was dis-appointed at the rather small turnout for the meet-ing, but was happy that those who attendedseemed anxious to start a chapter. After explainingabout dues, cost of pins and jackets, and the chap-ter contests they would be holding, Mr Martin tooka vote on setting up a local chapter and applyingfor a charter. The vote was unanimously in favor.

Mr. Martin, who had expected a favorable vote,passed out duplicated copies of the ,constitutionand bylaws for the students to study in loreparationfor adopting them at the next meeting, and told thestudents that he would fill out and mail in theapplication for a charter. After the meeting, Mr.Martin felt confident that the chapter was off to agood start, and that membership would grow(even if he had to do a little "arm twisting" atfirst). . . .

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Compare your completed written critique of the Case Study with the ModelCritique given below Your response need not exactly duplicate the modelresponse, however, you should have covered the same major points

MODEL CRITIQUEMr. Martin's confidence may be short-livedthe

chapter is offio anything but a good start, and if hewants a successful chapter, he will probably haveto start over Unfortunately, Mr. Martin will proba-bly not sta over, even when things begin to gobadly; beca se he lacks the most important qualityof a stude t vocational organization advisorasolid unde tanding of, and belief in, the purposesand value of the student vocational organizationHe sees it as little more than a social club, and whatis worse, one which is manly designed for his-benefit.

Such a misconception might have been cor-rected had he taken t e to read the sections inthe official handbook on urpose,values, etc., of the organization, d to stu andreally think about the meaning the organiza-tion's creed and the responsibilities of the advisorThese are not irrelevant window dressing in theofficial manual. They provide the framework withinwhich any meaningful student vocational organi-zation is established, and they are concepts whichthe advisor is expected to communicate to stu-dents before any vote is taken on forming a localchapter. ^

4- Even though Mr. Martin's teacher educationprogram did not provide him with a meaningfulrationale for his student vocational organization orthe steps to follow in establishing a chapter, therewas ample opportunity for him to learn what theorganization was all about, as well as to get help inplanning to organize and in motivating and orient-ing students Advisors in the student vocationalorganizations in the other service areas in hisschool were one source of help Help morespecific to his needs was available from his col-leagues imottier schools, and from current andformer members of their organizations

Mr. Martin was correct in writing to the stateadvisor for information and materials, but therewas a lot more he could and should have done toget things moving. Being new to the school is noexcuse for not attempting to find out what proce-dures exist in his school for establishing any newyouth group. Any student vocational organization

advisor could have told him that he would be ex-pected to obtain approval from his school adminis-tration, and could have given him some ideas onthe kind of "case" he should be prepared to pre-sent

Instead of doing nothing until the materials ar-rived, and then immediately holding an organiza-tional meeting, Mr. Martin should have spent time/introducing students (during class, and in informaldiscussions) to the idea of a student vocationalorganization and assessing their interest in form-ing their own chapter. Interest already existedamong some of his students (those who showedup at the meeting) Before any vote was taken,these students could have been asked to form acommittee to talk to their peers and discover howthey felt about organizing a chap,Zer

Mr Martin failed to discuss the esential aspectsof the student vocational organizat on (dues, pins,and Jackets are important, but without a solidrationale, they are Just meaningless parapher-nalia). He also ignored his responsibility to see to itthat students realized the organization was theirown, and to develop the leadership potential of hisstudents. He completely took over some of the ,,

steps in establishing the chapter in which studentsshould have been actively involved planning theorganizational meeting, developing and revisingthe constitution and bylaws, and applying for acharter.

Mr. Martin's failure to actively involve students inestablishing the new chapter makes it unlikely thatit will be successful. Without a solifoundation inthe purposes and values of the organization, and asense apersonal responsibility for making it grow,the original members will probably not make verygood ambassadors for the organization Mr Mar-tin's plan to use "arm twisting" to increase mern-bership, instead of developing an orientation pro-gram to explain the goals, benefits, and activitiesOf the organization, is consistent with his othermethods What it is not consistent with is a healthy,active, self-renewing studentvocational organiza-tion.

27 2-2).

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LEVEL OF PERFORMANCE: Your completed critique should have covered the same major points as themodel response. If you missed some points or have questions about any additional points you made,review the material in the information sheet, Establishing a Student Vocational Organization, pp. 7-16,or check MO your resource Berson if necessary.

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Learning Experience 111FINAL EXPERIENCE' "

For a definition of "actual school situation," see the inside back cover

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TEACHER PERFORMANCE ASSESSMENT FORMEgablish`a.Student Vocational Organization (H-2) -

Directions:'Indicatethe level of the teacheit's accomplishlent by,placingan X in the appropriate box Linder the LEVEL\pF PERFORMANCE heading.If, because of.special circumstances, a performance component was notapplicable, or impossible to execute, place an X in the N/A box. ,-

Name

Date

Resource Person

LEVEL OF PERFORMANCE

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In establishing a student vocational organliation, theteacher:1. informed the school administration of the need for a,.

student vocational organization

2. outlined-for the administration the philosophy and pur-poses of the suggested student vocational organization El

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3. described for the administratiOn the role and respon-sibilities of the advisor El

4. obtained from the state department all procedures,forms, and materials necessary for organizing a studentvocational organization 0 El

5. explained the purposes and values of the student voca-tional organization to prospective members and theirparents

6. involved members and advisors from other organizationsin promoting the organization El

7. organized and assisted a student committee to assessstudent interest in forming a student vocational organi- DElzation

8. conducted an organizational meeting for a student voca-tional Organization which includeda. an explanation of the purposes of the student voca-

tional organization Elb. a discussion of the responsibilities of the student vo-

cational organization to each member, the school,and state and national organizations .. ..... El

c. an explanation of the organizational structure of thestudent vocational organization El.

tr..; explanation of the responsibilitiof members andofficers D El

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9. obtained a sample constitution forialocal chapter from-the state department

10. assisted students in developing, revising, and finalizingthe constitution and bylaws for the local chapter ..

11. oriented students to the ddgree and awardS program ofthe student vocational organization

12. oriented students to the local, district, state, regional,and national student vocational organization activities

13. organized the chapter in a manner which fulfilled therequirements set up by the state and national organiza-tions

14, obtained, completed, and returned all forms needed foraffiliation with the state and national organizations

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LEVEL OF PERFORMANCE: Alliiems must receive N/A, GOOD, or EXCELLENT responses. If any itemreceives a NONE, POOR, or FAIR response, the teacher and resource.person should meet to determinewhat additional activities the teacher needs to complete in order to reach competency in the weakarea(s).

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ABOUT USING THE CENTER'S PBTEMODULES

OrganizationEach module iS designed to help you gain competencyin a particular skill area considered important to teach-ing success. A module is made up of a series of learningexperiences, some providing background information,some providing prsactice experiences, and others com-bining these two functions Completing these experi-ences should enable you to achieve the terminal objec-tive in the final learning experience The final experiencein each module always requires you to demonstrate the

/ skill in an actual school situation when you are an intern,a student teacher, or an inservice teacher

'ProceduresModules are designed to allow you to individualize yourteacher education program You need to take only thosemodu)es covering skills which you do not already pos-sess Similarly, you need not complete any learning ex-perience within. a module if you already have the skillneeded to complete it Therefore, before taking anymodule, you should carefully review (1) the Introduction,(2) the Objectives listed on p. 4, (3) the Overviews pre-ceding each learning experience, and (4) the Final Ex-perience. After comparing your present needs and com-petencies with the information-you have read in thesesections, you should be ready to make o of the follow-ing decisions

that you do not have the competencies indicated,and should complete the entire modulethat you are competent in one or more of the en-abling objectives leading to the final learning ex-perience, and thus can omit that (those) learningexperience(s)

that you are already competent in this area, andready to complete the final learning experience in

__order_to test out"that the module is inappropriate to your needs atthis time

When you are ready to take the final learning experienceand have access to an actual school situation, make thenecessary arrangements with your resource person If

you do not complete the final experience successfully,meet with your resource person and arrange (1) to re-peat the experience, or (2) complete (or review) previoussections of the module or othey-fetated activitiessuggested by your resource personbefore attempt' ngto

1`,repeat the final experienceOptions for recycling are also available in each of thelearning experiences preceding the final experienceAny timeyou do not meet the minimum level of perfor-mance required to meet an objective, you and your re-source person may meet to select activities to help youreach competency This cbuld involve (1) completingparts of the module previously skipped; (2) repeatingactivities', (3) reading supplementary resources or com-pleting addition §1 activities suggested by the resourceperson, (4)clesiOling your own learning experience, or(5) completing some,other activity suggested by you oryour resource person.

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TerminologyActual School Situation . refers to a situation inwhich you are actually working with.$1taond responsible

, for, secondary or post-secondary vote nal students ina real school An interji, a student teacher, or an in-service teacher would 6e functioning in an actual schoolsituation. If you do not have access to an actual schoolsituatiomwhen you are-faking the module, you can com-plete the module up to the final learning experience Youwould then do the final learning exrerience later, i.e

"when you have access to an actual school situationAlternate Activity or Feedback refers to an item orfeedback device which may substitute for requireditems which, due to special circumstances, you are un-able to complete.Occupational Specialty . refers to a specific area ofpreparation within a vocational service area (e g , theservice area Trade and Industrial Education includesoccupational specialties such as automobile me-chanics, welding, and electricity)Optional Activity or Feedback . refers to an itemwhich is not required, but whicp is designed to supple-ment and enrich the required Items in a learning experi-ence.

Resource Person . refers to the person in charge ofyour educational program, the professor, instructor,administrator, supervisor, or cooperating, supervising,classroom teacher who is guiding you in taking thismoduleStudent refers to the person who is enrolled andreceiving instruction in a secondary or post-secondaryeducational institutionVocational Service Area refers to a major vocationalfield agriculturaLeducation, business and office educa-tion, distributive education, health occupations educa-tion, home economics education, industrial arts edu-cation, technical education, or tradiand industrial edu-cationYou or the Teacher . refers to the person who is tak-ing the module.

Levels of Pe'rformancefor Final-Assessment

N/A The criterion was pot met because it was notapplicable-t0 the situationNone No attempt was made to meet the criterion,although it was relevent.Poor The teacher is unable to perform this skill orpas only very limited ability to perform itFair . .. The teacher is unable to jlerform this skill in anacceptable manner, but has some ability to perforri itGood .. The teacher is able to perform this skill in aneffective mannerExcellent The teacher isiable to perform this skill in avery effective manner

35

4.

Titles of The Center'sPerformance-Based Teacher Education Modules

Category A: Program Planning, Development, and Evaluation

Prepare for a Community'SurveyA-2 Conduct a Community SurveyA-3 Report the Findings of a Community SurveA-4 Organize an Occupational Advisory CommitteeA-5 Maintain an Occupational Advisory CommitteeA-6 Develop Program Goals and ObjectivesA-7 Conduct an Occupational AnalysisA-8 Develop a Course of StudyA-9 Develop Lang-Range Program PlansA-10 Conduct a Student Follow-Up StudyA-11 Evaluate Your Vocational Program

Category B: Instructional PlanningB-1 Determine Needs and Interests of StudentsB-2 Develop Student Performance Objectives8-3 Develop a Unit of Instruction8-4 Develop a Lesson PlaitB-5 Select Student Instructional MaterialsB-6 Prepare Teacher-Made Instructional Materials

Category C: Instructional ExecutionC-1C-2

C-3

C-4C-5C-6C-7C-8C-9C-10C-11C-1,2C-13C-114C-15C-16C-17C-18C-19C-20C-21c-nC-23C-24.C-25C-26C-27C-28C-29

Direct Field TripsConduct Group Discussions, Panel Discussions, and

SymposidrisEmploy Brainstorming, Buzz Group, and Question Box

TechniquesDirect Students' in Instructing Other StudentsEmploy Simulation TechniquesGuide Student StudyDirect Student Laboratory ExperienceDirect Students in Applying Problem; Solving TechniquesEmploy the Project MethodIntroduce a LessonSummarize a LessonEmploy Oral Questioning TechniquesEmploy Reinforcement TechniquesProvide Instruction for Slower and More Capable L'eamersPresent an Illustrated TalkDemonstrate a Manipulative SkillDemonstrate a Concept or PrincipleIndividualize InstructionEmploy the Team Teaching Approach 'Use Subject Matter Experts to,Present InformationPrepare Bulletin Boards and ExhibitsPresent Information with Models, Real Object?;, and Flannel

Boards-Present Information with Overhead and Opaque MaterialsPresent Informktion with Filmstrips and SlidesPresent InformdtiOn with FilmsPresent Information with Audio RecordingsPresent Information with Televised and Videotaped MatenaltEmploy ProgYammed, InstructionPresent information with the Chalkboard and Flip Chart

Category D: Instructional Evaluation

D-1 Establish Student Performance CriteriaD-2 Assess Student Performance KnowledgeD-3 Assess Student Performance AttitudesD-4 Assess Student Performance SkillsD-5 Determine Student GradesD-6 Evaluate ur Instructional Effectiveness

Category E: In nil Matiageinent*E-1 Project Instructional Resource Needs 4.E-2 Manitge Your Budgeting-and Reporting ResponsibilitiesE-3 Arrange for Improvement of Your Vocational FacilitiesE-4 Maintain a Filing System

E-5 Provide for Student SafetyE-6 Provide for the First Aid Needs of StudentE-7 Assist Students in Developing SelfDisciplineE-8 Organize the Vocational LaboratoryE-9 Manage the Vocational Laboratory

Category F: GuidanceF-1 Gather Starent Data Using Formal Data-Collection TechniquesF-2 Gather Student Cats Through Personal ContactsF-3 Use Conferences to Help Meet Student NeedsF-4 Provide Information on Educational and Career OpportunitiesF-5 Assist Students in Applying for Employment or Further Education

Category G: School-Community RelationsG-1 Develop a School.Community Relations Plan for Your Vocational

ProgramG-2 Give Presentations to Promote Your Vocational ProgramG-3 Develop Brochures to Promote Your Vocational ProgramG-4 Prepare Displays to PrOmote Your Vocational ProgramG-5 Prepare News Releases and Articles Concerning Your Vocational

ProgramG-6 Arrange for Television and Radio Presentations Concerning Your

Vocational ProgramG-7 Conduct an Open House

, G-8: Work with Members of the CommunityG-9 Work with State and Local EducatorsG-10 Obtain Feedback about Your Vocational Program

Category H: Student r:icational OrganizationH-1 Develop a Personal Philosophy Concerning Student Vocational

OrganizationsH-2 Establish a Student Vocational OrganizationH-3 Prepare Student Vocational Organization Members for

Leadership RoleSH-4 Assist Student Vocational Organization Members in Developing

and Financing a Yearly Program of ActivitiesH-5 Supervise Activities of the Student Vocational OrganizationH-6 Guide Participation in Student Vocational Organization Contests

Category I: ProfessionalRole and Development1-1 Keep Up-to-Date Professionally1-2 Serve,Your Teaching Profession1-3 Develop an Active Personal Philosophy of Education1-4 Serve the School and Community1-5 Obtain a Suitable Teaching Position1-6 Provide Laboratory Experiences for Prospective Teffihers1-7 Plan the Student Teaching Experience1-8 Supervise Student Teachers

Category J: Coordination of Cooperative EducationJ-1 Establish Guidelines for Your Cooperative Vocational ProgramJ-2 Manage the Attendance, Transfers, and Terminations of Co-Op

Students,'J-3 Enroll Students in Your Co-Op ProgramJ-4 Secure Training Stations for Yoyr Co-Op ProgramJ-5 Place Co-Op Students on the JobJ-6 Develop the Training Ability of Onthe-dob InstructorsJ-7 Coordinate Onthe-Job InstructionJ-8 Evaluate Co-Op Students' On-the-Job PerformanceJ-9 Prepare for Students' Related InstructionJ-10 Supervise an Employer-Employee Appreciation Event

RELATED PUBLICATIONSSttident Guide to Using Performance-Based Teacher Education

MaterialsResource Person Guide to Using Performance-Based Teacher

Education MaterialsGuide to the Implementation of Performance-Based Teacher Education

Fqr information regarding availability and prices of these materials contact_ AAV I M

American Association for Vocational Instructional Materials. 120 Engineering Center Athens, Georgia 30602 (404) 542-2586