vame 2015-16 issue 2
DESCRIPTION
ÂTRANSCRIPT
IN THIS ISSUE:
BEST PRACTICE STRATEGIES
IMPORTANT SLC INFORMATION
CHAPTER HAPPENINGS
VACTE REACHES OUT TO VAME
SUMMER OPPORTUNITIES FOR TEACHER PD
s VIRGINIA ASSOCIATION OF MARKETING EDUCATORS
2015-16 ISSUE #2
BEST PRACTICES
Phone: 804.387.0681
Email: [email protected]
Website: www.vame.org
Important DECA SLC Information
Are you ready to Amp It Up at an Epic conference this March? With just over 3400 students,
advisors and chaperons registered for this year’s State Leadership Conference we are sure
to have an amazing time. As you make your last minute preparations here are a few remind-
ers of changes at SLC 2016:
70 Minimum Qualifying Score: For students to move onto ICDC they must earn a 70
or better in each component of their event.
Mini Awards will still recognize top performers in each area.
ICDC Qualifiers in Individual Role Plays: Students must have a minimum of a 70 in
each: Test, Role Play 1, and Role Play 2
ICDC Qualifiers in Team Decision Making: Students must have a minimum of a 70 on
the presentation and an averaged test score of 70.
ICDC Qualifiers in Written Events with Tests: Students must have a minimum of a 70
on the presentation and an averaged test score of 70.
ICDC Qualifiers in Written Events: Teams must have a minimum of 70 on complete
project.
Who Receives Trophies? This year 1st-3
rd place will receive trophies, all qualifiers mov-
ing onto ICDC will receive large medallions.
Individual and Team Decision Making Top 9 move on
All other events Top 8 move on
Opening Session Starts at 6PM
Friday Dinner starts after the Opening Session
Business Session and Election will be on Saturday Evening
We look forward to seeing you and your chapter at SLC 2016 in Virginia Beach March 4th-6
th.
Ryan Witzig
State DECA Advisor
VAME Annual Conference
Sheraton Oceanfront Virginia
Beach Hotel
July 25 - 28, 2016
*You must be a paid
member by March 15th
to get the discounted
member rate.
SAVE
THE
DATE
CHAPTER HAPPENINGS
Be a Sweetie – Walk for Diabetes”
Portsmouth DECA club walks in diabetes fundraiser 114 people walking the property at I.C. Norcom High School on Nov. 25 weren’t just exercising, they were raising money for a worthy cause. In three hours, the “Be a Sweetie — Walk for Diabetes” event hosted by the school’s DECA class generated more than $200 for the American Diabetes Association.
DECA, formerly known as Distributive Education Clubs of America, is an international organization that prepares high school students for careers and further education in marketing, finance, hospitality and management. There are more than 200,000 members across the country. Virginia has 14,000 members, the greatest number per state.
At Norcom, DECA is the school’s largest co-curricular activity, outside of sports and band, according to Latesha Thornton, the school’s marketing teacher.
Thornton and co-instructors Tiffany Chappell and Felicia Scales guide their students through DECA’s four principals: academic preparation, community orientation, professional responsibility and experienced leadership.
Though the impromptu walk-a-thon met DECA’s community orientation component, the club chose this cause in support of staff, family members and friends who have the disease. Participants paid $1 then walked five laps around the school’s bus loop.
The donation was great news for Deanie Eldridge, executive director of the Virginia-area American Diabetes Association (her exact title). Eldridge is a graduate of I.C. Norcom High School and appreciated the efforts of her alma mater.
Pamela Nichols,
http://www.pilotonline.com/news/portsmouth-deca-club-walks-in-diabetes-fundraiser/article_c0914554-3f36-5107-a49e-d23dbd247a29.html
Article Submitted by: Tiffany Chappell
FOR MORE CHAPTER HAPPENINGS
VISIT www.VAME.org
SUBMIT INFORMATION ABOUT YOUR CHAPTER @
https://www.VAME.org/vame-dropbox.html
VAME BOARD 2015-2016
Randy Poland
President
Jason Uhry
President-Elect
Kellen Scott Secretary
Terri Palmer Treasurer
Richard Totten
Public Relations Director
Melvin Barrow
Region 1 Director
Sarah Hinkhouse
Region 2 Director
Dr. Chris Pendergraft Region 3 Director
Jason Ewers
Region 4 Director
Kim Beales
Region 5 Director
Sharon Acuff VA Department of Education
VAME LEADERS NEEDED!
The VAME Board is looking for nominations for future
board members to help serve the membership.
The following positions will be up for election at the
2016 Annual Conference:
President-Elect
Public Relations Director
Region 4 Director
Region 5 Director
If you would like to nominate yourself or one of your
colleagues, please visit www.VAME.org to submit
your nomination.
MEMBERSHIP BY THE NUMBERS. . .
** 2 Lifetime members #Total 6 lifetime members
NOT A MEMBER? JOIN TODAY at www.VAME.org
REGION VAME VACTE MEA ACTE
1 28** 3 1 2
2 8 0 0 0
3 37** 5 1 4
4 32 1 0 0
5 29** 2 0 1
TOTAL 134 12 2 7
Virginia Association for Career and Technical Education
Together We Make It Work
The Virginia Association for Career and Technical Education (Virginia ACTE) is the statewide
umbrella association promoting the expansion of 21st century programs of Career and
Technical Education (CTE) in public schools across the state. Virginia ACTE is your voice at
the state level to promote and increase CTE funding for the classroom, monitor state policies
which affect your program, and promote awareness of the critical need for your program to
state policymakers. As a division affiliate, the Virginia Association of Marketing Educators
(VAME) are represented on the Virginia ACTE Board by a VAME member.
Just as the national Association for Career and Technical Education (ACTE), monitors policy
at the federal level and works to maintain funding through Perkins, and collaborate with
policymakers on other CTE federal initiatives, Virginia ACTE does the same on the state level
---a critical part of advocacy.
Virginia ACTE advocates for all CTE programs by sharing data and program success stories
with stakeholders. Virginia ACTE encourages policymakers’ continued support for, among
other things, state funding for CTE equipment, credentialing initiatives, and the CTE
Resource Center. We can’t be part of the conversation if we aren’t seated at the table.
General Assembly members have reached out to Virginia ACTE on education issues
impacting Career and Technical Education.
Virginia ACTE also provides the following for all program areas and division associations:
Virginia ACTE Leadership Seminar in January to promote CTE to the General Assembly with visits by CTE teachers, administrators, and CTSO leaders
Publishes the CTE Fact Sheet on all career clusters and the economic and job impact on Virginia and is distributed statewide
Develops Issues and Solutions for CTE in Virginia, which details the policy concerns affecting CTE in all program areas and provides recommendations for General Assembly action. Both documents are posted on the Virginia ACTE website http://www.virginiaacte.org/
Works with all policymakers at the state and federal level to promote CTE and visited all 13 Virginia Congressional representatives during the 2015 ACTE National Policy Seminar.
Participates in state meetings to promote and expand awareness of Virginia CTE
Meets with policymakers and stakeholders to state the critical need for CTE in all program areas in public education
How does Virginia ACTE maintain the advocacy for CTE and continue to reach out to all
policymakers and stakeholders? This sustainability only happens with YOUR support as
members of Virginia ACTE. Membership in Virginia ACTE provides opportunity for
recognition for outstanding CTE programs, professional development, and leadership
activities. Most of all, Virginia ACTE membership provides the visibility for all CTE programs.
As a result of recent meetings Virginia ACTE had with stakeholders, the Governor’s proposed
budget includes $5 million of funding for CTE! The networking and advocacy work over the
past few months have demonstrated what our CTE educators can do when working together
as members of Virginia ACTE.
Just as it is important to join VAME, it is also important to join Virginia ACTE and national
ACTE.
The book, Road to Relevance, states six reasons to join these associations:
1. Helps your career and employer because of professional development opportunities 2. Works together to accomplish concerns on the state and national levels 3. Provides leadership opportunities and how to be a professional leader and a voice
for your association and your program 4. Protects and promotes your profession through advocacy 5. Builds relationships and network building at all levels 6. Gives something back to your profession as a member
Most VAME members, renew their membership or become new members during the
VAME summer conference. During the time which you become a VAME member, also
become a member of Virginia ACTE. It will be the best investment of $20 you ever spent!
Virginia ACTE membership brings more than its benefits of advocacy; it’s about standing
up as a Career and Technical Education supporter who pushes for change, who inspires
innovation, who prepares tomorrow’s workforce!
Virginia ACTE --- Your Voice --- Your Association
TOGETHER WE MAKE IT WORK!
Brenda D. Long, Ed. D.
Executive Director
Virginia Association for Career and Technical Education
As educators we understand that best practices for one class may not be best practices for another. How-ever there are some basic best practice strategies that can be adapted to meet different student needs. According to Rebecca Al-ber, a Edutopia Consulting On-line Editor, the five basic and highly ef-fective teaching practices include: Teacher Clarity, Classroom Discus-sion, Feedback, Formative Assess-ments, and Metacognitive Strate-gies. 1. Teacher Clarity
When a teacher begins a new unit
of study or project with students,
she clarifies the purpose and learn-
ing goals, and provides explicit cri-
teria on how students can be suc-
cessful. It's ideal to also present
models or examples to students so
they can see what the end product
looks like.
2. Classroom Discussion
Teachers need to frequently step
offstage and facilitate entire class
discussions. This allows students to
learn from each other. It's also a
great opportunity for teachers to
formatively assess (through obser-
vation) how well students are
grasping new content and con-
cepts.
3. Feedback
How do learners know they are
moving forward without steady,
consistent feedback? They often
won't. Along with individual feed-
back (written or verbal), teachers
need to provide whole-group feed-
back on patterns they see in the
collective class' growth and areas
of need. Students also need to be
given opportunities to provide feed-
back to the teacher so that she can
adjust the learning process, materi-
als, and instruction accordingly.
4. Formative Assessments
In order to provide students with
effective and accurate feedback,
teachers need to assess frequently
and routinely where students are in
relation to the unit of study's learn-
ing goals or end product
(summative assessment). Hattie
recommends that teachers spend
the same amount of time on forma-
tive evaluation as they do on sum-
mative assessment.
5. Metacognitive Strategies
Students are given opportunities to
plan and organize, monitor their
own work, direct their own learning,
and to self-reflect along the way.
When we provide students with
time and space to be aware of their
own knowledge and their own think-
ing, student ownership increases.
And research shows
that metacognition can be
taught (Alber, February 27, 2015, p.
1).
Lastly Alber stated that collaborat-
ing with colleagues is vitally im-
portant to teacher learning. This
sounds a lot like Professional
Learning Communities that many of
us are already a part of.
Dr. Chris Pendergraft
Region 3 Director
Strategies for Best Practices
SUMMER 2016 COURSE OFFERINGS
SEPS 410/510 - FOREIGN FASHION MARKET TRIP (Paris)
Students plan and conduct a fashion buying trip to a foreign market in Europe or Asia (Paris, 2016),
and learn how to buy merchandise in the global marketplace. The course requires students to go on
the trip as well as attend the pre- and post-trip classes, but distance learning options may be
individually arranged for distance learners. Contact the instructor for distance learner
arrangements, dates, and travel costs. Instructor: Sharon Davis, [email protected]
STEM 732/832 – Program Development for Technology Education
Plan and develop effective program in technology related activities. Focus is on identification and
development of resources, activities, and materials for classroom programs.
Online, 3 graduate credits. Instructor: Dr. Philip Reed, [email protected]
SEPS 765/865 is an online/asynchronous course and can be used toward an MS or PhD at Old
Dominion University.
SEPS 762/862 – Administration and Management of Education and Training Programs
This course deals with organizational policy, human and financial resources, facilities, and the
planning process as applied to occupational education and adult training programs.
Online, 3 graduate credits. Instructor: Dr. Cynthia Tomovic, [email protected]
SEPS 762/862 is an online/asynchronous course and can be used toward an MS or PhD at Old
Dominion University.
SEPS 765/865 – Trends and Issues of Economic and Workforce Development
An analysis of economic trends and issues that lead to workforce development decisions. Focus is
on planning for educational and training programs to meet workforce needs dictated by local and
regional economic issues. This course is designed for community college and school system
personnel. Thursday, Time TBA, 3 graduate credits
Instructor: Dr. Philip Reed, [email protected]. SEPS 765/865 utilizes online videoconferencing and
can be used toward an MS or PhD at Old Dominion University.
SEPS 785/885 – Curriculum Development in Occupational Education and Training
A course designed to prepare professionals to design and develop curriculum for occupational
education and training courses and programs. Wednesday, 6:30-10:00 p.m., 3 graduate credits.
Instructor: Dr. Deri Draper, [email protected]. SEPS 765/865 utilizes online videoconferencing and
can be used toward an MS or PhD at Old Dominion University.
SUMMER OPPORTUNITES FOR PROFESSIONAL DEVELOPMENT
Other distance learning graduate courses that may be used toward licensure or
recertification:
SEPS 450/550 ASSESSMENT, EVALUATION AND IMPROVEMENT
This course prepares training and educational professionals to plan for and conduct
assessments to use in planning instructional programs, evaluate individual learning, monitor
student progress, measure program effectiveness and efficiency, and evaluate the return on
investments of training courses and programs. Asynchronous online format, 3 undergraduate
or graduate credits. Instructor: Dr. Terrell Perry, [email protected]
SEPS 400/500 – INSTRUCTIONAL SYSTEMS DEVELOPMENT
A course designed to prepare individuals how to design and develop classroom instructional
materials including career and technical education and training curricula and programs for
youths and adults. Monday, 1:00 – 4:50 p.m., 3 undergraduate or graduate credits; practicing
teachers who cannot attend may view the course asynchronously with instructor permission
Instructor: Dr. Mickey Kosloski, [email protected], SEPS 400/500 utilizes online
videoconferencing (or asynchronous delivery with instructor permission).
SEPS 401/501 – FOUNDATIONS OF CAREER AND TECHNICAL EDUCATION
This course is designed to teach career and technical education majors to plan, develop, and administer a comprehensive program of career and technical education for high school students and adults. Students also develop an understanding of the historical and sociological foundations underlying the role, development and organization of public education in the United States. Asynchronous online delivery. 3 undergraduate or graduate credits Instructor: Dr. Mickey Kosloski, [email protected] There are several additional options for on-campus and undergraduate courses.
Current tuition rates are $316/credit hour for undergraduate students and $464 for graduate
students (in-state students; see the Web site for out-of-state rates). Non-degree seeking
students should apply to ODU as a non-degree seeking student. Students who have taken a
course at ODU in the past may reactivate their status through the admissions department.
Students wanting to inquire regarding admissions should inquire within.
Please direct your questions and inquiries to: Mickey Kosloski / 757.683.3314 /
Virginia Tech—Career and Technical Education Online Courses
2016 Summers I & II and 2016 Fall Semester (Application and Registration Deadlines and Directions Provided Below)
Registration (Please Read Carefully)
Students must apply for admission to Virginia Tech in order to enroll in the courses listed above. Please go to the Virginia Tech website and complete and submit the Graduate School application. Go to: http://graduateschool.vt.edu/
There are two categories for graduate school admission. They are the “Degree Seeking Status” and the "Commonwealth Campus Status.” The “Degree Seeking Status” is for regular admission into the CTE program in order to work on a master’s degree in CTE. The “Commonwealth Campus Status” is for admission into the CTE program in order to take the courses to satisfy the VDOE requirements only. Individuals admitted as a commonwealth campus student are not working toward a CTE master’s degree at Virginia Tech. However, if an individual decides to work on the CTE master’s degree after taking the courses as a commonwealth campus student, he/she can apply for admission as a degree seeking student and still count the courses toward a master’s degree. Being admitted as a commonwealth campus student will allow you to take up to 12 hours of graduate credit at Virginia Tech.
Application Deadline Dates Degree Seeking & Commonwealth Campus: Summer I 2016 – 5/1/16; Summer II 2016 – 6/1/16
Fall 2016 – 8/1/16 Note: If you miss a deadline, you can still apply by using the Expedited Admissions
Application. All courses will count toward a 30-hour master’s program in CTE at Virginia Tech.
Tuition and Fees
For tuition and fees go to: Summer - http://www.bursar.vt.edu/#totalstable Fall - http://www.bursar.vt.edu/tuition/
Scroll down to Extended or Virtual Campus Graduate category. Subtract a 25% discount rom the tuition rate if you are currently teaching in a public school in Virginia) For information concerning K-12 Employee Tuition Reduction go to: http://graduateschool.vt.edu/sites/default/files/u12/forms/academics/K-12_Reduced_Tuition_Request.pdf
For More Information Contact Dr. Joseph Mukuni [email protected] or (540) 231-0919
Prefix/Num
Course Title Cr.
Hrs. Sem.
Offered
Requirements Met by Courses
VDOE Requirement Area
(For Provisionally Licensed Teachers)
Licensure Re-certification
(Ck. W/Local Adm.)
VT CTE Master's Program
EDCT 5624
Managing Career and Technical Education Programs
3 hrs. Smr. I 2016
Yes (Program Manage-
ment)
Yes Yes
EDCT 5784
GS: CTE in a Global Society 3 hrs. Smr. II 2016
N/A Yes Yes
EDCT 5604
Foundations of CTE 3 hrs. Fall
2016 N/A Yes Yes
EDCCT 5714
Education and Work in a Changing Society
3 hrs. Fall
2016 N/A Yes Yes
EDCI 5524 Behavior Mgt. K-12 Classroom
(Emphasis in CTE) 3 hrs.
Fall 2016
Yes (Classroom/Student
Behavior Mgt)
Yes Yes
EDCT 6604
Administrative Leadership in CTE 3 hrs. Fall
2016 N/A Yes Yes
All courses will satisfy requirements for: 1. Licensure re-certification (Ck. with your local re-cert. administrator) 2. Selected licensure requirements for provisionally-licensed teachers 3. Virginia Tech CTE master's degree
VT offers a
25% discount
on tuition Virginia public school employees!