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INSTITUTION

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.,PUB DATENOTE

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DOCUNANT RESUME

08 CE 014 353

Professional Teacher Education Module Series. AssistStudent Vocational-Organization Members in Developingand Fipancing a Yearly Program of Activities, ModuleH-4 of Category H--Student VocationalOrganization.Ohio' State Univ., Colgabus.'Mational Center for

Research in Vocational Education.National Inst. of Education (DHEN) , Nashington,D.C.7735p.; For related documents see CE 011 532, CE 011534, CE 014 295-355, CE 014 358 (student guide) , CE

014 588 (resource person's guide), CE 014 532-539,and CE 014 589-591 ; Some parts of the document maynot reproduce clearly

M American Association for Vocational InstructionalMaterials (JAMIE), 120 Engineering Center, Universityof Georgia, Athens, Georgia 30602 ($1.80)

MF-$0.83 HC-$2.06 Plus Postage.Behavioral Objectives; *Cocurricular Activities;Criterion Referenced jests; Group Activities; Guides;

ft Individualized Curriculum; Learning Activities;Learning Experience; Learning Modules; MaterialDevelopment; Money. Management; Performance BasedTeacher Education; Pont Secondary Education; *ProgramBudgeting; Program Development; Program Planning;Scheduling; Secondary Education:. *StudentOrganizations; *Student Participation; TeacherEducation Curriculum; *Teaching Skills; *Vocational

Education

ABSTRACTThis fourth iu a series

o

of six learning modules onstudent vocational organizations is designed to assist secondary andpostsecondary vocational teachers in developing the competency toassist students in planning a student organizatiun's (or club's)yearly program of activities, in properly managing organization -

finances, in selecting fund-raising events, and in producing an

annual chapter handbook. Introductory sections relate th' competency

to others in the program and list boti7mthe'enabling objectives for

the three learning experiences and the resources required. Materialsin the learning experiences include required reading, self-checkquizzes, model answers, case studies to critique, model critiques,and the teacher perfOrmance assessment form for use in evaluation ofthe terminal objective. (The modules on student vocationalorganizations are part of a larger field-tested series of 100performance-based teacher education (PBIE) self-contained learningpackages for use in preservice or inservice training cf teachers_ in

all occupational areas. Each of the field-tested modules focuses on

the development of one or more specific professional competenciesidentified through research as important to vocational teachers.

(SH)

Assist "Student VocationalOrganization' Members

in Developing and Financinga Yearly Program of Activities

MODULE H-4 OF CATEGORY H-STUDENT VOCATIONAL ORGANIZATIONPROFESSIONAL TEACHER EDUCATION MODULE SERIES

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THiS DOCUMENT HAS BEEN REPROOUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS CF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR Pot ICY

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO THE EOUCATIONAhJRESOURCESINFORMATION CENTER

(FRIO ANO

THE ERIC SYSTEM CONTRACTORS

The Center for. Vocational EducationThe °No 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

rr

Copyright 1977 by The Center for Vocational Education, The Ohio StateUniver-

sity, 1960 Kenny Road, Columbus, Ohio 43210.

Copyrighl is claimed until January 14, 1982 Thereafter all portions of INS work Covered by this oOpyrigi it will

be in the Dubfic domain

This work was developed under a Contract with Department of Heat th Education and Welfare

National Institute of Education However, the Opimons and other content do not necessarily

reflect the position or policy of the Agency and no official endorsement should be inferred

1977

ISBN 0-914452-33-9

Published and distributed by the American Association forVocational Instructional Materials (AAVIM), 120 EngineeringCenter, University of Georgia, Athens, Georgia 30602, (404)

542-2586.

1 2

0

so,

FOREWORDThis modukr is one of a series of 100 performance-basedteacher education (PBTE) learning packages focusing uponspecific professional competencies of vocaticnal teachers. ThecompetbnciesuPon which these modules are based were iden-tified and verified through research as being important to suc-cessful vocational teaching at both the secondary and post-secondary levels of instruction. The model's are suitable forthe preparation of teachers in all occupational areas.

Each module provides teaming experiences that integratetheory and application; each culminates with criterion refer-enced assessment of the teachers performancr of the spec-ified competency. Tes materials are designed for use by indi-vidual-or groups of teachers In training working under thedirection and with the assistance of teacher ed ucators acting asresource persons. Resource persons should be skilled in theteacher competency being developed and should be thor-oughly oriented to PBTE concepts and procedures in usingthese materials.

The design of the materials provides considerable flexibility forplanning and conducting performance-based O'reservice andinservice teacher preparation programs to meet a wide varietyof individual needs and interests. The .naterials 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 doduments: Student Guide to Using Performance-BasedTeacher Education Materials, Resource Person Guide toUsing 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 Cerders Program forPmfessionakDevelopment for Vocational Education. Many in-dividuals, institutions, and agencies participated with The Cen-ter and have made conbibutions to the systematic develop-ment, testing, revision, and refinement of these very significanttraining materials. Over 40 teacher educators provided input indevelopment of initial verslips of the modules; over 2,000teachers ar d 300 resource persons in 20 universities, colleges,and post-secondary institutions used the materials and pro-vided feedback to The Center fcr revision and refinement.Special recognitionfounajor individual-roles in the direction,development. coordination of testing, revision, and refinementof these materials is extended to the following program staff:James B. Hamilton, Program Director; Robert E. Norton, As-

THE

soclate Program Director; Glen E. Fardig. Specialist; Lois Harerington. Program Assistant; and Karen Quinn. Program Assis-tant. Recognition is also extended to Kristy Ross, TechnicalAssistant; Joan Jones. iechnical Assistant; and Jean Wiesen-baugh. Artist for their contributions to the final refinement ofthe materials. Contributions mask+ by former program staff to-ward developmental versions of these materials are also ac-knowledged. Calvin J. Cotrell directed the vocational teachercompetency research - studies upon which these modules arebased and also directed tho curriculum developmentseffortfrom 1971-1972. Curtis R. Finch provided leadership 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 s" generously in variousphases of the total effort. Early versions of the materials weredeveloped by ThesCenter 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 Sfaff with the assistance of numerousconsultants and visiting scholars from throughout the country." \

Advanced testing of the materials was carried out with assis-tance of the vocptional teacher 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 Cities; University of Nebraska-Lincoln; Univer-sity of Northern Colorado; University of Pittsburgh; Universityof Tennessee; University of Vermont; and Utah State University.

The Center 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 sponsors/tip of training and advancedtesting of the materials at 10 sites under provisions 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.

Robert E. TaylorDirector

, The Center for Vocational Education

(11:11)9FON VOCATIONAL EDUCATIONOt. 4. t. MO WM 4r 0. 413210

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

Generating knowledge through research.Developing educational programs and productsEvaluating individual program needs and outcomesInstalling educational programs and productsOperating information systems and services.Conducting leadership development and trainingprograms

A AVIM

AMERICAN ASSOCIATIONFOR VOCATIONAL

INSTRUCTIONAL MATERIALS

Engineering CenterAthens, Georgia 30602

The American Association for Vocational InstructtonalMaterials (AAVIM) Is an Interstate organization of univer-sities. colleges and divisions of vocational euucation de-voted to the Improvement of teaching through better in-formation and teaching aids.

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INTRODUCTION

TA most students, the program of activities isrealty the exciting part of a student vocational or-ganization. Car washes, skating parties, visits tothe children's hospital to distribute toys, and rivercleanup campaigns are likely to have a lastingeffect on students and will be remembered longafter they leave school and move on to other re-sponsibilities.

A good program of activities is much more thanfun and games. Well-selected activities can guidestudents toward academic achievement, providewholesome social experiences, give young peoplean opportunity to 'become active and productivemembers of the community, and help them grow topersonal maturity. For these benefits to take place,students should not only participate in the ac-tivities, but should be fully involved in selecting theprogram and planning the work. ,I.

There are all sorts of valuable activities that canbe included In an organization's program. Thegroup can provide services to others and can holdsocial and cultural events. There can be some ac-tivities designed to develop personal leadershipand others to strengthen the student organization.

There may also need to be fund raising events tohelp support the other aspects of-the program.

The teacher/advisor has a number of important,responsibilities in developing the organization'sprogram of activities. Students will need to be eh-couraged to participate in planning the program,helped to select worthwhile activities, and guidedthrough the process of constructing a calendar ofevents and coordinating it with other schoolevents. The club advisor has special respon-sibilities for handling the organization's funds andfor maintaining an accurate accounting system. (Itshould be noted that some organizations refer tothe local unit as a "chapter" and others as a "club";in this module, the terms are used interchange-ably.)

This module is designed to help you developyour competency in assisting students in planninga yearly program of activities, in properly manag-ing the club's finances, in selecting fund-raisingevents, and in producing an annual chapter hand-book which describes these and other importantaspects of club operation.

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ABOUT THIS MODULE

Objectives

Enabling Objectives:1. After completing the required reading, demonstrate

knowledge of the steps and procedures involved inassisting student vocational organization membersin developing and financing a yearly program of ac-tivities (Learning Experience I).

2. Given several case studies describing how hrothet-ical advisors assisted student vocational organiza-tion members in developing and financing a yearlyprogram of activities, critique the performance ofthese advisors (Learning Experience II).

PrerequisitesTo complete this module, you must have developed apersonal philosophy concerning student vocational or-ganizations, and you must have competency in estab-lishing a student vocational organization. If you do notalready have those competencies, meet with your re-source person to determine what method you will use togain these skills. One option is to complete the informa-tion and practice activities in the following modules:

Develop a Personal Philosophy Concerning Stu-dent Vocational Organizations, Module H-1.Establish a Student Vocational:Organization, Mod-ule H-2

RespurceiA list of the outside resources which supplement thosecontained within the module follows Check with yourresource person (1) to determine the availability and the

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location 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. tour resourceperson may also be contacted if you have any difficultywith directions, or in assessing, your progress at anytime.

Learning Experience IRequired

The official handbook for the student vocational or-ganization in your service area to review.Copies of the programs of activities of your stateand national organizations to review.

OptionalCopies of award-winning programs of activities inyour service area tq revA student vocatienced .in

organization advisor experi-ting students in developing and

financing yearly program of activities with whomyou car onsult.A student vocational organization in your servicearea whose program and/or fund-raising planningmeeting(s) you can attend.

Learning Experience IIOptidnat41,

3-5 p rs to work with you in developing a tentativeprogram of activities.

Learning Experience IIIRequired r

An actual school situation in which you can assiststuaent vocational organization members in de-veloping and financing a yearly program of ac-tivities.A resour7e person to assess yoUr competency inassisting student vocational organization membersin developing ana financing a yearly program ofactivities.

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This module covers performance element numbers 281. 288. 287. 289from Calvin J Cot rell e: el . Model Curricula for Vocational and Technics.Education Report No V (Columbus. OH T to Center for AlcaticnalEducation. i he Ohio State University) The J84 elements in this docu-ment form the research brae for all The Center's PTE module develop-ment

For information about the general organization of each mod ale, generalprocedures for their use and terminology which is common to all 100moduk.s. see About Using The Cen:er's PS rE Modules on the insideback elver

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Learning Experience I

fa,es.1

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P

Activity

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For information explaining the steps and procedures involved in assisting ..student vocational orgadization members in developing and financing ayearly program of activities, Including selection- of.activitiea, involvementof members, scheduling of activities, fund raising and financial manage-ment, and preparing an annual handbook, read the following informationsheet:. $

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ASSISTING STUDENTS IN DEVELOPING ANDFINANCING A YEARLY PROGRAM OF ACTIVITIES

A program 61 activities (sometimes called a pro-gram of work) is a written outline of the activities alocal studentrvocational organization plans to ac-complish during the year. A carefully planned,well-balanced program of activities in' blves mem-bers in a variety of experiences designed to meettheir needs, and the needs of the organization, the

----; igeh001-,-and the community.

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Ideas for an effective program of activities can befound by referring to the official handbook ormanual related to your organization or by examin-ing the program; and lictivities of other youth or-

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ganizations. However, the development of a pro-gram of activities must be tailored to fit the uniqueneeds of your local area or community. Activitiesthat may work in some areas may not fit in yourlocale.

In addition, the program of activities should bebased on student and club needs, and should con-tribute to the overall goals of the organization.Each activity or event must be defensible in termsof student growth and achievement of the organirzation's goals (e.g., developing leadership, citi-zenship, or cooperation). ' = .

Some student vocational organizations havestructured, specific programs of activities de-signed to coordinate the main activities of the---,local, state, and national organizations and movethem toward a common goal. These national pro-grams of work should be considered when plan-ning local activities. Information concerning a na-tional program of activities, if one exists, is usually,located, in your national handbook under thatheading.

National programs of work are usually stated in).general terms to give individual chapters the lee-way to develop the plan in terms of local needs.Some examples of areas included in national pro-grams of work' are

School anted Community SafetyPersonal Growth and DevelopmentSchool and Community Public RelationsVocational Youth Organization Interaction,and CooperationImproving the Home EnvironmentEnvironmental Education

\ Social CompetencyAs indicated, some student vocational organiza-tions do not recommend a specific program ofwork. Instsd, they place emphasis on local initia-tive in generating activities relevant to current is-sues in the home community.

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Selecting ActivitiesV

The selection of a program of activities is a vitalstep in the successful operation of a student voca-tional organization. Be certain that special careand emphasis is given to this process. Evaluateeach activity in terms of its value to the success ofyour organization, keeping the following guide-linesin mind during the selection process.

-Encourage a well-balanced program 'of ac-tivities. A chapter which emphasizes sportsactivities, for example, at the expense of civicor educational or leadership activities,, will do!Miff for student personal growth and under-standing.keep the activities on the level of members. Aninteresting and student-centered program,developed by students under your supervi-sion, will encourage _member participation,and club growth.Encourage selection of activities that willchallenge every member. Activities shouldhave sufficient scope and depth to bring outthe best each member. They should not be

.beyond .studeipts' abilities, but, sufficientlydifficult and significant to merit recognitionby members and others outside the club whensubcessfully completed.Ensure that most of the activities relatesome way to the educational objectives of thevocational prwiam.Activities which encour-age personal ,growth, occupational under-standing, and recognition for achievementwill assist the student in becoming a betteremployee, a better student, and a better citi-zen.If either the chapter or advisor is new, do notundertone too many activities. Work towardaccomplishing some student vocational or-ganization objectives through the program ofactivities, but do not expect to accomplisheverything until both the advisor and the

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chapter have gained everiente and a moreextensive program can be undertaken.Avoid planning activities beYond the financial,capability' of your program. Many activitiesrequire 'financing. Goqd planning involveSproviding methods of securing or raisingfunds to pay these costs, and/or planning ac-tiviti9s which require little or no expenditureof funds (particularly if school polity prohibitsfund-raising activities). -

Remember, student interest in club activities isusually directly related to their input into the plan-ning of chapter activities and objectives. Student",involyementin the selection of goals and activities,to meet those goals is necessary if the organizationis to be responsive to their needs. The wise advisorguides the development of a program of activitiesto'ensure that this involvement does, in fact, leadto a well-balanced program reflective of members'needs and interests.

All activities should be clearly stated and under-stood by the members. Anyone reading the writtenplan should bkable to see how the activitree,assistin achievinguCtiapter goals. In addition, th0 planshould reflect careful consideration of the follow-ing questions.

What efforts and commitments on the part ofmembers are necessary?

'a. What sp5cial student training is needed?HoW 'many members will 'be involved andprofit from this experience?'What committees are needed to plan andcarry out this activity?

Sample 1 indicates a suggested format and ap-proach for a written program of a-"ivities. Indi-viduat chapters will vary in the amount of detail andtype of format suited to their needs.

Assigning Committees to Develop the Program

Your official handbook or manual may containsuggested steps or procedures to follow in de-

1 veloping a program of activities. Theie is no bestway to develop a program, but in some successfulorganizations, the executive committee memberslead as many committees as there are major areas,or divisions, in the program. For example, the vice

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president, because of his/her responsibility,should be well suited to chair the committee todevelop leadership activities; the reporter to chairthe committee on public relations; the secretary,the committee on cooperation; the treasurer,the committee on earning or fund raising andfinances.

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SAMPLE 1 --. ... ..

'PROGRAM, OF ACTIVITIES.

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Chapterifiatil Leadership, --..

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''DsrlicinetZligsure

,:duringA itchool

Participate InPT.A.-Pr--!Vrar.n~

ThingteSecure date and time:al t.for team. Determine abilities toprictice.

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Responsibility: Deigned to

Selec't members Committee:nstrate. Provide Joyce Smith

John RothTom 1Nill(ams

Secure date and timtrallotment Plan agenda withP.T.A. officers. Appoint participaits. Plan details.Rehearse. . .

:-.C.11000reasi CoOperatiOn %

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community Havirepresentatlie meet with cooperating3tatetthilliother agencies. Determine What each organization is to

'clubs. do. Make plans to fulfill the accepted ronsibilitY, .: 7, . , Carry out plans according to schedule. "6

IrParticipate in school Have representatives meet with overall school ,:.'carnival. committee. Dotermine what is to be the club'th

- assignment Make plans forfulfilling the assignment... '. (etc.) Carry out the assignment,

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Chaplet Goal' Social CompetencySkating party Determine time and place. Determine cost including

refreshments. Invite guests Plan program of events.Discuss etiquette.

Interclub basketball Determine time and place. Determine teammem bei.7on p. Provide off ictals. Providesit liable awards.

(etc.)

Committee:Robert SteinerKim HomerLeroy Homer

Committee:D. .4. HarperSusin AllenDean McGree

Committee:

tdvbt;esWertsJean Snyder

Committee:Howard MillerBarbara HensenJohn Frey

Committee:Laura Mae BergMerril GeyerRaymond Ryan

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if there are more areas talfgers, select othermembers suited for thesiassig ents. Then, afterthe chairpersons have been selected, assign two

. .or three other members to each committee. Corn-., mittee members should be assigned based on

speciel talenis and capabilities which may be of,yalue to a ,particular committee. For example, a

. student who is an active basketball player. wouldcertainly be of value on the recreation committee.

After the committees have been appointed, they ,snould be carefully directed as to what they are todo, the format to use in preparing their final re-ports, and the timeallotted for the task. Resources,

such es past chapter programs, other chapter pro:grams, official manuals, and materials' available.from the state and national orgariizations, shouldbe available for use by the committees. o

N Soon after the committees ha*been charged-with their responsibilities; the advisor should meetwith each committee; to help the members getstarted, and to offpr suggestions of strategies thatthey may wish to consider to accomplish the as-signed task. It would be desirable for the presidentto also attend these initial meetings but,.in anycase, the advisor. and the president should be incontact with the committees to check on (heir pro-gress and to offer assistance if needed. , .

Opce the committees are tunctiOning, have thechairperson of each committee present thesuggested prOlibsals to the general membershipfor consideration lend suggestiogs. Whenthis isdone in each of the classes, ancrall members havebeen reached, the committee will have the feed-back essential for developing a quality program.Subsequent contacte,,with the _separate classesmay be provided if time permits, but handouts withrevised programs aro usually sufficient to keep themembers informed and to secure some added helpto improve each of several aspeVS of the program.

At the due date greed upon, all committees.should havesubmittedlheir reports. The secretarywould,be the most logleal choice of officer to as-semble the individual reports for the tentative pro-gram of activities. This program should be care-fully reviewed by the executive committee and theadvisor.

Preparing a Schedule of ActivitiesA

After the proposed program has been preparedin writing, the activities need to be properlyscheduled and coordinated with club meetings.Placing the activities in a monthly calendar pro-vides a ready reference for their proper considera-tion as indicated in the partial calendar in Sample2.

Once the activities have been placed on a chap-ter calendar, the next step is to have the presidentand the adviso'r present the tentative program ofactivities and the calendar to the proper schoolauthorities. Make changes that may be necessaryto secure approval. Seething approval will beeasier if activities that might cause problems havealready been discussed and resolved with the ad-ministrator during the planning stage of the pro-

gram. Generally, weil-planned programs, properlypresented, are rbadily accepted. Getting the chap-ter activities scheduled on the school calcndarmay well prove to be the only difficulty.

Once the program has been approved by theadministration, secure its acceptance by themembers. If the members were involved in de-veloping the program, and if they were kept awareof changes, they know its content; and its adoptioncan be speedily secured at a business meeting.Provide duplicated copies of the program severaldays before the meeting to give members timetothink through their concerns, and to eliminate theneed to read the entire program of activities at themeeting.

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Financing Activities

After careful consideration and planning ofchapter goals and of activitiesto meet those goals,realiotic financial planning is needed for successIn carrying out the activities. A committee (includ-ing thE club treasurer and some local &titers)should be charged with the task of estimating thecost of each event or activity to see if the chapter's"activity package" is within its financial capacity.Additionally, this committee should examine theanticipated sources of income and establish abudget systemallocating specific funds for aachactivity.

Armed with specific figures, the committee candetermine if the chapter goals and activities arewithin financial' reason or if they are over-ambitious and require -additional financing. Ineither case, the finance committee should presentits findings to the membership. If the activities anwithin the financial moans of the club, approval bythe membership can be expected. Should the costof proposed activities exceed the expected in-come of the organization, then adjustments willneed to be made.

The membership may ask the program planningcommittee, which proposed the year's activities, toreduce the scheduled programs in order to avoidfurther financial responsibility. On the other hand,the members may feel that thepianned program iswithin-the reach of the club by means of additional

.111,fund raising. The membership would then directthe finance committee to seek the ways and meansto obtain additional financing to cover the pro-grams. In any event, if there is an imbalance be-tween the cost of activities and available funds, theprogram must be Cut or the budget expanded until

a financial. balance is achieved. (SeetSample 3.)

> A student's participation in this type 9f activityassists him/her to begin to realize the importanceof sound plannifig and financing. Every organiza-tion, institution, and governmental unit faces thesame problemthat of balancing its budget. If astudent can assume financial responsibility in a

o club activity, he/she will be better prepared to un-derstand the financial responsibilities of adult-hood and citizenship.

Fund RaisingThe question, "Where does- the money come

from?" emerges in considering budgeting as anecessary club la ctivity. There are many expensesin the operation of an organization. Altive organi-zations will plan and develop a program of ac=tivities that reguiree at least some, expenditure of

funds. 'The advisor will find it necessary to dealwith the fund-raising issue to prevent deficitbudgeting.

The sametommittee members assigned the re-sponsibility of estimating costs of, and incomesfrom, chapter events can be involved in the selec-

r, tion of fund-raising activities. Their role, with theassistance of the advisor, will be to examine andrecommend activities to raise operational fundsfor the club. Suggestions for these activities can besought from other youth organizations, commu-nity organizationsizfund-raising organizations, andschool and community business leaders.

Several activities should, be considered andevaluated in terms of profit expectations, difficulty_or ease of the activity, and the educational worth of'"!the project. Many times organizations take on ex-tensive activities that require a time load that doesnot justify the profit expectation. The followingguidelines are designed to ensure that the fund-raising activity is an educational as well as aprofitable experience for the chapter.

During the process of listing and selectingfund-raising activities, the advisor must give care-ful attention to school policies and legal restric-tions that apply to the activities. Many fund-raisingefforts, while seemingly within the capacity of theclub or chapter, may conflict with school or legalregulations. For example, the purchase and sale ofsome food materials may require a license or per-mit fiom a state or community agency. In manystates, raffles or drawings are considered games ofchance, and are, therefore, prohibited. Spc,.,sor-ing a dance that involves binding the school in acontract with an entertainment agency may becontrary to school policy.

Adequate financing is often the principal prob-lem or issue with which an advisor must deal..Careful planning and organization are necessaryto build a financial base for your youth group.

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SAMPLE 30

- Working with the local officers and appropriatecommittees, you need to see 'hat fund-raisingactivities and events are carefully chosen, wellplanned, and effectively carried out.

In solving his/her financial problem, the advisorsometimes fails to see the worth of the activitybeyond the raising of funds. Most activities thatrequire student involvement will, in fact, also pro-vide student growth, but the chapter goals of theorganization need to be kept in mind. The advisorshould always view the fund-raising activity as amethod of providing students with real growth op-portunities.

For example, students who are asked to marketa product to raise money are placed in situationsthat force them to communicate with others. Theywill need to develop the ''sales profile" necessaryfos success as well as effective social and human

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interaction skills, requirements of adulthood Thedevelopment of these skills by students snouldtake precedence in the mind of the advisor over thefund-raising potential of the activity.

Membership dues are sometimes used as asource of local funding, but local chapter duesshould be kept at a reasonable level. Some clubshold special fund-raising events to finance local,state, and national dues In any case, additionalfunding will probably be necessary to finance theprogram of activities. As mentioned earlier, allfund-raising activities should be educational,profitable, legal, and consistent with school policy.The following list contains some activities used bylocal chapters to raise funds.

school, club, or community dancescandy (or other food product) salecar washes

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flea marketodd-job servicecar waxplastic trash bag salepainting house numbers on curbsfaculty vs. radio personnel sports eventsstudents vs. faculty sports eventsused car sale (or raffle)riding mower (or other home product) raffleChristmas tree salealuminum or other metal collectionpop bottle collectionschool carnivalcoffeeand rolls sale in faculty loungecoffee and rolls sale to evening adult classesdonkey baseball or basketball game

While this list is limited, it does suggest therange of possible local fund-raising activities.Each local situation is unique, of course, and youwill probably be able to generate other ideas ap-propriate to your chapter, schoui, and community.Some good suggestions to get ycu started can,however, be found in your official handbook and in

. other materials provided byte state and nationalorganizations.

Financial ManagementEach local student vocational organization is

responsible for the financial management of itsactivities, and the full weight 61 the responsibilityretts with the local program advisor. All funds(dues, fund-raising monies, donations, etc.) mustbe accu-rately re-corded. Theremay be astandardrecord-keepingsystem, orschool au-thorities mayhale sugges- /tions -for, re-

«

cording allfinancialtransactionsof the chap-ter, Somestates have

specific legal requirements regarding the use ofany monies relative to school activities and events.In any case, the advisor must develop an accept-able system for recording the use and disburserpentof club resources.

The club treasurer will have extensive responsi-bility in this area (collecting dues and issuing re-ceipts, keeping records of chapter receipts anddisbursements, preparing financial statementsand reports, etc.). His/her duties are outlined in theofficial handbook. The Advisor must make certainthat the treasurer understands his/her respon-*sibilities and carries them out competently. Sincethis person should be accurate, dependable, andcapable of attending to details, the advisor shouldguide members in electing the type of individualwho can fulfill this office capably, and providewhatever leadership training is necessary to assisthim/her in developing the necessary skills.'

Most of the student vocational organizationshave published formats useful in the developmentof a local financial record- keeping system. Theadyisor should consult the school clerk or otherperson in charge to see if the suggested format isacceptable. A simple adjustment of the format maybe necessary to meet local requirements.

These formats are usually published in thefinancial or treasurer's section of the state or nl-tional handbooks. Some student vocational- or-ganizations provide a complete set of treasurerand secretarial documents to be used by the loCalclub in its recording of load finances and ac-tivitiea. These documents (if available) are recom-mended because they usually include explana-tions of the state and national organization relativeto the assessing and collecting of dues monies.

---,The-system of operation of the local club may bea matter of public record. This means that an in-terested club member or public taxpayer may havethe legal right to examine your records. You needan adequate record system to avoid embarrass-ment for club and school alike.

1. To gain skill in developing leadership, you may wish to refer to Module11-3. Prepare Student Vocational organization Members for LeadershipRoles.

14 15

Preparing a Local Annual Handbook

Many well-organized local student vocationalorganizations develop and duplicate an annualreference for their members. Obviously, thisdocument varies from club to club and usually isspecific to the needs of the local operation. De-veloping the handbook helps to emphasize localactivities and events, and develops student pride in

the local organization. -

The handbook should include items relative tothe Operation of the local club. Decisions concern-ing the actual format and contents of the hand-book should be handled by a student committeeresponsible for its development. The committeeshould consult with the members to determinecontent that would be helpful and meaningful forthe organization. This committee should also beresponsible for the duplication and distribution ofthe local handbook (e.g., to new members).

Local finances and resources will dictate theextent and style of the handbook. In some cases, asimple duplication process may fill local needs.Some schools may have the advantage of voca-tional printing classes or printing facilities that willpermit a more elaborate publication.

Activity

Activity

As indicated, the content of the handbook will bedetermined by local need. The committee shouldexamine past handbooks and publications ofother organizations and survey the membership toarrive at a format and content tGi be used by thelocal organization. Generally, however, the hand-buok should include the following items.

title pagecreed, pledge, and mottolist of local officerslist of state officers (optional)committee chairpersons and committeemembersadvisory committee membersprogram of activitieslocal calendarlocal constitution

To ensure ease of duplication in following years,standard. items such as the local constitution,pledge, creed, etc., could be preprinted. Then, theitems which change (list of officers, program ofactivities, etc.) could be revised and printed eachyear.

Other materials may be added as supplements tothe handbook to increase its value to the members.Material from state and national handbooks, par-liamentary procedure aids (charts, diagrams, etc.),and degree or recognition information could besupplementary items.

The final document should not be too extensiveand complicated for use by the members.

Obtain the official handbook of the student vocational organization in your

service area, and read any sections reiated to developing a yearly programof activities, financing chapter activities, and fund raising.

If your state and/or national organizations have-developed programs ofactivities, obtain and review these programs.

1 5 1 6

e

OptionalActivity

1OptionalActivity

IOptionalik Activity

%11110

116

To familiarize yourself with the scope, range, and quality of programs ofactivities which have been recognized to be superior, you may wish toobtain and review copies of award-winning programs of activities of localchapters inyour service area (winners in VICK.- Award-of Merit program, orFFA's National Chapter Award Program, for example).

You may wish to arrange through your resource person to meet with anexperienced student vocational organization advisor in your service areato discuss his/her responsibilities in assisting students in (1) developing ayearly program of activities, (2) managing chapter Jinances, (3) planningand organizing fund-raising activities, and (4) developing an annual hand-book. -

If a local chapter inyour service area is involved in developing a program ofactivities, including fund-raising activities, you may wish to attend a meet-ing or meetings to observe the means by which activities are selected, therole of the advisor, the degree of involvement of the total membership, etc.

The following items cheCk your comprehension of the mate(ial in theinformation sheet, Assisting Students in Developing and Financing aYearly Program of Activities, pp. 7-15. Each of the five items requires ashort essay-type response: Please respond fully, but briefly.

r

SELF-CHECK1. Wnat is the purpose of developing an annual written program of activities for a student vocational

organization?

16 17

2. What are the advisor's responsibilities in assisting students in developing a yearly program ofactivities?

,.-

.3. How can the advisor assist students in the financial managementof the student vocational organiza-tion (record keeping, handling funds, etc.)?

s.

1:18

a

L.

Aor.

4. Critique the assertion that fund-raising activities are a necessary evil to keep the club operating, but

are not an integral part of the program of activities.

5. Locate a local handbook for a chapter in your service area, and br efly describe its contents. If nochapter in your immediate environment has.developed a local handbook, discuss with the advisbr(s)why this is so, and briefly describe these reasons.

s.

18 19

Compare your written responses on the Self-Check with the Model An-

swen given below. Your responses need not exactly duplicate the modelresponses; however, you should have covered the same major points.

MODEL ANSWERS1. The progradi of activities provides the experi-

ences through which members accomplish thegoals of the organization. These experiencesneed to be systematically planned and updatedeach, year to meet the changing needs of themembers, the school, and the community. A

carefully written program of activities, indicat-ing the goals to be reached, the activities de-signed_to meetthose goale, the means by whichthe activity wil be accomplished, the commit-

. tees responsible, etc., is essential to the smoothoperation of the club.

2. The advisor's overall responsibility is to ensurethat students develop a vital, student-centered,well-balanced, and challenging program of ac-tivities which will accomp:,sh the chapter'sgoals. The activities should be planned by andfor members. Thus, the advisor needs to deter-mine how much assistance students need toaccomplish the task, and give that assistancewithout taking over the effort.

Whatever method a chapter uses to develop aprogram of activities (for example, solicitingsuggestions from the total membership, thenappointing a program committee. and sub-committees to work on the identified areas andreport back to the membership), the studentsresponsible should be given guidelines forselection of activities, and sources to use indeveloping the program. These could includecopies of the state and national programs ofwork, and of the programs of other chapters.

The advisor is responsible for securing the ap-proval of the school administration for theplanned activities, and for overseeing the coor-dination of the program with other school ac-tivities.

3. The advisor can, through leadership trainingsessions and by making pertinent informationand resources available, assist the club trea-surer (and other members responsible) with thefinancial management of the organization. Fre-quently, school policy will dictate how clubfunds are to be handled, and!or a system for

to

depositing and disbursing funds will be avail-able. For example, a voucher system may beused in which the club has its own account withthe high school activity fund..

Help in devising a record-keeping system canbe obtained from the state and national organi-zations and/or from other chapters.. For ex-ample, the Future Farmers of Americanationalorganization makes an Official Treasurer'sbook .available to local chapters, which pro-vides forms and space for keeping. financialrecords. The duties of the club` treasurer, andthe policies to be followed in assessing andcollecting dues, are outlined in the officialhandbook(s) for the organization.

The advisor can guide students in selectingcapable officers to handle financial matters,and then assist all those involved in under-standing and using acceptable, efficient proce-durei for financial management.

4. The primary purpose of fund-raising activitiesis, obviously, to raise money to cover the ex-penses inherent in the operation of the club.But in addition to profit-making criteria, thesame key criteria used to select and evaluateother aspects of the program of activities applyto fund-raising activities. Do they contribute toachieving the goals of the organization? Arethey educationally sound, related to vocationaleducation objectives? Are they well balancedand challenging?Fund-raising activities should be viewed by theadvisor and members as one facet of the overall-program designed to develop each member'sfull potential. As with any other activity, theyinvolve cooperating in committee work, plan-ning, leadership skills, ability to follow through,etc. As such, they deserve the same carefulselection and planning as the rest of the pro-gram of activities.

5. Answers will vary depending on the needs end'individual programs of the chapter(s) you con-tacted.

19 20

Mi.

b

,"=..-...

NN

LEVEL OF PERFORMANCE: Your completed Self-Check should have covered the samemajor points asthe model responses. If you missed some points or have questions about any additional points youmade, review the material in the information sheet, Assisting Students in Developing and Financing aYearly Program of Activities, pp. 7-15, or check with your resource person if necessary. %)

le

°

20 21

a 3

G

,

Learning Experience li

21 22

..:

'''''u...Lk._,.

. OVERVIEW

1k

The following Case Studies describe how four studeht vocational organi-

Activity zation advisors approached their respunsibilities rn(assisting students indeveloping and financing a yearly program of_activities. Read each of the

case studies, and then explain in the space provided (1) the strengths of the

advisor's approach, (2) the weaknesses of the advisor's approach, and (3)

. how the advisor should have treated his/hor 'responsibilities.

CASE STUDIES1. Before the various subcommittees of the program Committee set to work, Ms. Quint instructed them

to concentrate on developing activities geared to the needs and interests ofclub members. Because

of their inexperience, she told them to study last year's program of activities, and make revisions

based on what they felt would motivate members to participate.

4

2. Mr. Bennett's system for managing student vocational organization funds consisted of putting all

money collected or raised in a cigar box which he locked in his desk drawer, and recording all

transactions in a little black book whidh he kept at home. One day a thief broke in and stole the moncy,

and Mr. Bennett's dog ate the book.

2223

r

I

1.

3. Ms. Peterson gave the Finance Committee the following guidelines for selecting fund-raising ac-

tivities. .

f

The activity should provide sufficient profit to justify the effort.

The activity should involve all or most members.The activity should be legal; and consistent with school policy.The activity should not be too time-consuming.

/

r

23 24

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P

4. When Mr. Narton took over as advisor to the student vocational organization, he dropped thedevelopment of an annual. local handbook, feeling that the state and national handbooks were

. sufficient reference for members.

"J

c

t. 24 25

Vb

0

Compare your completed written critiques of the Case Studies with theModel Critiques given belgw. Your responses need not exactly duplicatethe madel responses; however, you should have covered the same majorpoints.

MODEL CRITIQUES1. Ms. Quint is rightly concerned with seeing to it

that the program of activities of the stuaentvocational organization is developed by and formembers, withpixperiences that will generatethe enthusiastic participation of all students.Studying last Alert- program is also a goodidea. If well co'hceived, it probably containssome solid, relevant, balanced experiences on

which to build, and is one good source of ideasfor a group without experience in de sloping aprogram of activities.

But, Ms. Quint has not given this committeenearly enough guidance to undertake the task.The group may be quite capable of self-direbtion, betheir inexperience makes it en-tirely possible that they need more help thanMS.Quint gave. They may be tempted to simplyadopt last year's program without really evaluat:ing it in terms of its successes and failures, andthe.changing situation in the club, school, andcommunity. Without a clear and more completeset of guidelines to follow, the committees may,

in their attempt to select activities which inter-est them, fail to develop a well-balanced, chal-lenging program of .activities which relates to.the objectives of the organization.

.MS. Quint could have given the committeememberi other sources of help. Unless this.or-gartization encourages a totally local approachto chapter program k of activities, the state andnational programs hould have been con-

'suited. In addition, the programs of activities ofother successful chapters could provide valu-able suggestions to help this inexperiencedgroup select activities which will provide. thebasis for real accomplishment in the organize-tion.

2. Mr. Bennett's system for financialmanagementwas very inadequate. The most we can say forhis approach is that he tried.to keep a record ofchapter finances. Obviously, he, should have

4

developed a more organized and secure systemto handle club funds and records. If the schoolhas a system whereby all school club funds canbe recorded and disbursed, Mr. Bennett coulduse this method. The state or national hand-books could be consulted for suggestedrecord-keeping systems.

In addition, it appears that Mr. Bennett hastaken over completely the responsibilities of theclub treasurer, including receiving and han-dling chapter funds, keeping financhit records,paying out funds, etc. As advisor, te is ulti-mately responsible for the financial manage-ment of the organization. But, his role shouldbe supervisory, one in which he guides stu-dents in developing the leadership and man-agement skills they need to handle themselvesin this important function in the operation of a.student vocational organization.

3. Ms. Peterson's guidelines are fine so far as theygo, but they don't go far. enough. She was cor-rect in giving the committee this kind of assis-tance, and presumably she intends to follow upon their progress and supervise the organizingand conducting of the fund-raising activities.But, she has ignored at least two very importantcriteria or such experiences..Like any otheraspect of the program of activities, fUnd-raisingactivities ought to contribute in some way to theobjectives of the organization, and should haveeducational benefits. In addition, the needs ofthe school and community shottbd be taken intoconsideration--7not just the needs of the club.

Not every 'fund- raising activity will meet allcriteria, of course, ,but the selection processshould result in a balanced prOgram of fund:raising experiencesif funds are raised-exclu-sively through sales of products, concessionstands, and the like, for example, the experi-ences may have little value beyond the makingof a profit.

N

2526

4. The state and national handbooks are, ofcourse, eksentiat resources for all club mem-bers. But each local chapter represents aunique situation, and a unique approach to ac-complishing the overall objectives of the or-ganization. New members, especially, need to

be oriented to local activities, officers, commit-tee structure, and bylaws. Other interest9d per-sons (e.g., prospective members, adminisetrators, advisory committee ,members) couldalso benefit from a document describing thefunctions of the local chapter.

400

LEVEL OF PERFORMANCE: Your completed critiques should have _,ered the same major points asthe model responses. If you missed some points or have question about any additional points)roumade, review the material in the information sheet, Assisting Students in Developing and Financing a

,Yearly Program of Activities, pp. 7-15, or check with your resource person if necessary.

OptionalIlk Activity

41110

You may wish to work with a grOup of 3-5 peers who have taken or aretaking this module in develqping a tentative program of activities for astudent vocational organizatibn in your service area. In real life, of course, 0you would assist students in developing such a program, and would beworking with a,partiCular group of students in a particular school andcommunity. For this exercise, you could use your official handbook,sample programs of activities from existing chapters (see your resourceperson for help in locating these), and the state and national programs ofwork, in developing a program which meets the major criteria outlined on,p. 8 of the information sheet, Assisting Students in Developing and Financ-intj a Yearly Program of Activities.

Include some fund-raising activities in the tentative program of work whichyou think would be necessary to help cover the cost of your proposedactivities.

26 27

0

Learning Experience 111

.

TerminalObjective

For s definition of "actual school situation.' sea the Inside back cover.

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FINAL. EXPERIENCE

2

TEACHER PERFORMANCE ASSESSMENT FORMAssist Student Vocational Organization Members in Developing and Financing,

a Yearly Program of Activities (H-4)

Dkections: Indicate the level of the teacher's accomplishment by placing

an X in the appropriate box under the LEVEL OF PERFORMANCE heading.lf, because of special circumstances, a performance component was notapplicable, or impossible to execute, place an X in the N/A box.

Name

Data

Resoun3 Person

j.EVELOF PERFORMANCE

The teacher:1. involved students in establishing goals for the chapter . 07 El El2. provided organization members with one or more of the

following resources.for developing a program of activities:a. the state and national program of activities

b. programs of activities of other chapters

c. the official handbooks) and associated materials ofthe organization El

d. resource persons (e.g., former club officers, advisorycommittee members, program committee members Ei Eiof other chapters)

3. guided students in developing a wriVen program of ac-tivities which was:.a. well balannad' El El 0b. student centered

c. challenging, but not too difficult D-d. designed to achieve the goals of the organization tJ EDe. relevant to the needs the club, school, and commu-

nity

f: feasible in terms of financial, time, and membership,constraints El El El

g. clearly stated

4. guided students in developing a chapter calendar orschedule of activities

5. coordinated the planned program with the school admin-istration

)

29 3 0 /

/ I'6. assisted students with the financial management of the

organization, such that:a. school policy was followed in the handling of funds DI El EJ

b. policies of the state and national organization werefollowed in assessing and collecting dues El El

c. an efficient system for keeping financlal,records wasestablished and maintained E] El

d. any local dues were kept at a reasonable level El-7. guided students in preparing a budget for the-projected Elprogram

8. guided students in selecting fund - raising activities-whichwere:"

a. legal and consistent with school policy El El El Elb. related to vocational education objectives and the

goals of the organization El El ac. justified in terms of profit and the time and labor

involved El ad. appropriate to the needs of the school and community

9. supervised the development of an annual local handbook,including:a. establishing a committee to develop the handbook

b. guiding the committeeln assembling and organizingthe content of the handbook 1:1 E3 0

c. supervising the production and distribution to mem-bers and interested others CI El LJ

C

LEVEL OF PERFORMANCE: All items 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).

30 31

NOTES

NOTES

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ABOUT USING THE CENTER'S PBTE6 MODULES

.4

OrganizationEach module Is designed to=tielp yougairicointAitencyin 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 practice experiences, and others com-bining these two functions. Completing these experi-ences s enable you to achieve the terminakobjec-tive in to inal learning experience. Therf-inal experiencein each ;no Jule always requires you to demqnstrate theskill in an actual school situation when you are an intern,a student teacher, or an inservica teacher.

ProceduresModules are designed to allow you to individualize yourteacher education. program. You need to take only thosemodules 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,tyve read in thesesections, you should be ready to make one of the follow-ing decisions:

that you do not have the competencies indicated,and should complete the entire modulethat y:'.4.1 ar competent in one or more of the en-abling objectives leading to the final learning PX-perience, and thus can .omit that (those) learningexperience(s)that you are already competent in this area, andready to complete the final learning experience inorder 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. Ifyou 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 other related activitiessuggested by your resource person before attempting torepeat the final experience.Options for recycling are also available in each of thelearning experiences preceding the -final experience.Any time you do riot 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 could involve (1) completingparts of the module previously skipped; (2) repeatingactivities; (3) reading supplementary resources or com-pleting additional-activities suggested by the resourceperson; (4) designing your own learning experience; or(5) completing some other activity suggested,by you oryour resource person.

3

TerminologyActual School Situation . refers to a situation inwhich you are actually working with, and responsiblefor; secondary or post-secondary vocational students ina real school. An intern, a student teacher, or an in-service teacher would be functioning in an actual schoolsituation. If you do not have access to an actual schoolsituation-when you are taking the module, you can com-plete the module up to the final learning experience. Youwould then do the final learning experience later; i.e.,when you have access to an actual school situation.Alternate Activity or Feedback . refers to an item or'feedback 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 requiced, but which 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 thismodule.Student ... refers,to the person who is enrolled andshelving instruction in a secondary or post-secondary

educational institution.Vocational Service Area . . refers to a major vocationalfield: agricultural education, business and 'office educe-tiont.distributive education, health occupations educa-tion, home economics education, industrial arts edu-cation, technical education, or trade and industrial edu-cation.You or the Teacher ... refers to the person who is tak-ing the module.

Levels of Performance for Final Assessment

N/A ... The criterion was not met because it was notapplicable to the situation.None ...,No attempt was made to meet the criterion,although it was relevent.Poor .. . The teacher is unable to perform this skill orhas only very limited ability to perform it.Fide_ The teacher is unable to perform this skill in anacceptable manner, but has some ability to perform it.Good ... The teacher is able to perform this skill in aneffective manner.Excellent ... The teacher is able to perform this skill in avery effective manner.

34r'

Titles of The Center'sPerformance -Based Teacher Education Modules_

Cg Mply PM gam Plan lag Dave Swim% and lairsalseA-1 Primers for a Community SurveyA-2 Conduct a Community SurveyA-3 Report the Findings of a Community SurveyA-4 Organize an Occupational Advisory CommitteeA-5 -Mangan an Occupational Advisory CommitteeA-6 Develop Program Goals and ObjectivesA-7 Conduct an tr. petional AnalysisA-6 Develop a Course of StudyA-9 Develop Long-Range Program PlansA-10 Conduct a Student Follow-UP StudyA-11 Evaluate Your Vocationst Program

Category II: Instrvollonal PlanningB-1 Determine Needs end intoremts of Students9-2 Develop Stk,dent Performance ObjectivesB-3 Develop a Unit of Instruction1-4 Develop a Leeson Plan11-5 Select Student Instructional MaterialsB-6 Prepare Teach( -Made Instructional Materials

Calvary C: MatntaMorrei ExecutionC-1 Direct Field TripsC-2 Conduct Group Discussions. Panel Discussions, and

SymposiumsC-3 Pmploy Brainstorming. Buzz Group, and Question Box

1SchniquesC-4 Direct Students in Instructing Other StudentsC-5 Employ Simulation TechniquesC-6 Guide Student StudyC-7 Direct Student Laboratory Experience0-6 Direct Students in Applying Problem-Solving TechniquesC-9 Employ the Project MethodC-10 Introduce a LessonC-11 Summarize a LeesonC-12 Employ Oral Questioning TechniquesC-13 Employ Reinforcement TechniquesC-14 Provide Instruction for Slower and More Capable LearnersC-15 Present an lUustrated TalkC-16 Demonstrate a Manipulatlat SkillC-17 Demonstrate a Concept or PrincipleQ-16 indiekluallse InstructionC-19 Employ the Team Teething ApproachC-20 Use Matter Experts to Present InformationC-21 Prepare Bulletin Boards and ExhibitsC-22 Present information with Models, Real Objects. and Flannel

BoardsC-23 Present Information with Overhead and Opaque MaterialsC-24 Present Information vrith Filmstrips and SlidesC-25 Present Information with FilmsC-26 Present Information with Audio RecordingsC-27 Present Information with Televised and Videotaped MaterialsC-28 Employ Programmed InstructionC-29 Present Information with the Chalkboard and Flip Chart

Ca'agery D: Mattagami EvaluationD-1 Estebleth Student Performance CriteriaD-2 Assess Student Performance: Knowledge0-3 Assess Student Performance: AttitudesD-4 Assess Student Performance: Skills0-5 Determine Student GradesD-6 Evaluate Your Instructional Effectiveness

Cabmen It: inelmolionai ManagementE-1 Projett instructional Resource NeedsE-2 Manage Your Budgeting and Reporting ResponsibilitiesE-3 Arrange for improvement of Your Vocational FacilitiesE-4 Maintain a Filing System

S

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

Category F: GuidanceF-1 Gather Student Data Using Formal Data-Collection TechniquesF-2 Gather Student Data Through Parana 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 Fu rarer Education

Catenary G Relations0-1-. Develop a School-Community Relations Plan for YourVocational

G-2G-30-40-5

0-8

0-70-8G-90-10

GiveIgen:Mations to Promote Your Vocational ProgramDamao Brochures to Promote Your Vocational PrOgramPrepare arsplays to Promote Your Vocational ProgramPrept-.. News Ratosese and Art isles Concert ng Your Vocational

ProgramArrange for Television and Radio Presentations Concern' n g Your

Vocational Program-Conduct an Open NaussWork with Members of the CommunityWork with State and Local EducatorsObtain .FeedloacIt about your Vocational Program

Category H: Student Vocational 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 Vocationel Organization Members In Developing

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

Categdry I: Professional Role and Development1-t Keep Up-to-Date Professionally1-2 Serve Your Teaching Profession

.1-3 Develop an Active Personal Philosophy of education1-4 Serve.the School and Community1-5 Obtain a Suitable Teaching PositionI-8' Provide Laboratory Experiences for Prospective Teachers1-7 Plan the Student Teaching Experience1-8 Supervise Student Teachers

Category J: Coordination of Cooperative EducationJ-1 Establish Guidelines for Your Co perative Vocational ProgramJ-2 Manage the Attendance. Trancfn s. and Terminations of CoOp

StudentsJ-3 Enroll Students In Your Co-Op ProgramJ-4 Secure Training Stations for Your Co-Op ProgramJ-5 Place Co-Op Students on the JobJ-8 Develop the Training Ability of On-the-Job InstructorsJ-7 Coordinate On-the-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 PUSLICATIONSStudent Guide to Using Performance-ined Teacher ilducation

MaterialsResource Person Guide to Using Performance-Based Teacher

Education MaterialsGuide tr. the Implementation of Performance-Based Teacher Education

For Information regarding evallebillty and prices of these materiels confect

AJAVIPA-American AsSocletion for Vocational Instructional Materials

120 Engineering Center Athens, Georgia 30802'. (404) 542-2588