1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Presenters: Sherry D. Davis, Ed.D., Education Programs Consultant Career Technical Education Administration and Management office Career and College Transition Division Debi Batini, Director of Career Pathways and Community Outreach Santa Rosa City Schools USD

2.  Why are Career Technical Student Organizations (CTSOs) important for student in CTE Pathways?  How is a CTSO defined for California Perkins Purposes?  What makes a strong CTSO?  How to get your district/site CTSO to ROCK!!! 2

3.  Career Technical Student Organizations (CTSOs) are regarded as an integral part of career technical education (CTE). ◦ CTSOs are an important role in preparing young people to become productive and responsible citizens ◦ CTSOs provide unique programs for leadership and career development, motivation, and recognition ◦ CTSO activities provide students with the skills to maximize their employability in the real world of work 3

4.  The CDE must hold the state charter with the national CTSO office/organization  There needs to be leadership components and opportunities for students to run as local, region, state, and national officers for the particular CTSO  It has a program of work for students to incorporate at the local level 4

5.  It must be integral to the CTE pathway of instruction (not just competitive events after school or on weekends)  It must have graded project and in-class time activities and assignments not extra-curricular  CTSOs are co-curricular – not extra-curricular  Advisors for one of the six state sponsored CTSOs is eligible for stipends and/or extra duty pay with Perkins for their time 5

6. Mike Rowe SkillsUSA National Conference 2014 6

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9.  Student Success  Student Engagement  Student Involvement  Program Success  Teacher Recognition  Program Recognition  Campus Recognition 9

10. Leadership fences for CTSOs 10

11. Cal-HOSA State Leadership Conference California DECA 11

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13. FHA-HEROSkillsUSA California 13

14.  Graded assignments covering the leadership components that all CTSOs offer during the instructional day  Ability for students to serve as local, regional, state, and national officers for all CTSOs  Leadership and Technical Skill Competitions ◦ Which will include after hours and weekend time to work with students 14

15.  They have a program of work for each chapter  They are student run – advisor (CTE instructor/teacher) supervised  All students are members and participate in the leadership development during instructional time for the school day  Students learn Business Meeting skills  Students learn Parliamentary Procedure skills 15

16. Assignments Covered  Goal Setting ◦ Short and Long Term Goals  Time Management  History of the specific CTSO  History of CTE and CTSOs  Soft or Employability Skills  Ethics and Responsibility  Professional Development  Professional Dress  Community Service  Business Meeting Skills  Parliamentary Procedure  Public Speaking  Teamwork  Critical Thinking  Resume and Interviewing  Speech Writing  Financial Budgeting 16

17.  Awards, Certificates, and Degrees can be earn by all the CTSOs for each level students complete while in the CTE pathway and CTSO affiliated with the pathway  In some CTSOs, If your students upon graduation plan on joining the military – ◦ If the student completes all possible levels of leadership (professional development) curriculum components before graduating from the program: They will receive a automatic bump in rank – when enlisting ◦ This applies to all four military branches of service 17

18. All CTSOs have Program of Work requirements Most are the same – check with each CTSO for details  Elements of a Program of Work for CTSOs ◦ Professional Development (within the CTE pathway) ◦ Community Service ◦ Employment (job shadow, internships, externships, and apprenticeships) ◦ Fundraising o Leadership and Technical Skills Competitions o Public Relations (advocacy for CTE programs, school district, CTSOs) o Social Activities 18

19. 19  CTSOs are for leadership development and training for all students – not just a select few  CTSOs are not just competition events for certain students  CTSOs help all students to develop the career and college readiness standards when fully integrated into the curriculum for all CTE pathways

20.  CTSOs develop character, citizenship, technical, leadership, and teamwork skills essential for students who are preparing for the workforce and further education  Career and College Readiness Skills!!  They enhance students' civic awareness and provide opportunities for developing social competencies and a wholesome attitude about living and working 20

21. Module Outline: Officers and Elections Overview After completing this module, learners will be able to: a. Explain the process for electing chapter officers b. Describe the duties of each officer c. Locate additional resources about electing and training chapter officers Key Points 1. Electing officers for a SkillsUSA chapter is essential for the success of a local organization. a. Officers guide local SkillsUSA members. b. The personal growth of student officers contributes exponentially to the growth of the chapter. c. Officers assume a great deal of responsibility, which allows the advisor to be a guide rather than the focal point of the chapter. 21

22. 2. The steps to establish a quality chapter officer team are simple! a. Follow a step-by-step process to elect the officers. b. Ensure that all candidates understand the officer roles. c. Provide training for newly elected officers. 3. The officer election process takes preparation, effort and follow- through. a. Form an election committee design the election process. i. A committee is able to focus on developing an election process that is representative of the entire chapter’s desires. ii. The committee is a group of students who volunteer, apply, or are hand- picked by the advisor to elect the officer team. iii. One committee member serves as a chairperson, and all contribute to determining guidelines and a calendar of events for the election process. iv. Members of the election committee may still run for a chapter office. 4. Determine which offices should be part of the chapter. a. There are six suggested offices; however, local chapters should consider the number that is adequate given the size and scope locally. In some cases that number may be more or less than six 22

23.  b. Items to consider include: How many members will be represented? Will each school program have an officer team, or will there be one officer team for the entire school? Will the team be representative of all programs? What structure do members desire to have? Is it in line with the chapter constitution and by-laws? Advisor Essentials Training Library Module Outline: Officers and Elections Page 1 23

24. Key Points Continued c. All candidates campaign for their desired offices. i. Campaigning provides a great opportunity for leadership and social skill development. ii. Procedures must be fair for all candidates. iii. Establish rules and guidelines that all candidates may follow. This may include implementing a spending limit for campaign materials and/or including speeches as part of the campaign. Additional guidelines may include maintaining a specific GPA or proper behavior in school. d. Hold elections. i. All chapter members are eligible to vote during the elections. ii. The election committee determines the most appropriate balloting procedure. iii. Election should immediately follow the close of the campaign. 24

25. e. Install officers. i. After election results are determined, install officers. You may use the long or short version of the installation ceremony listed in the leadership handbook. ii. Choose a time and location appropriate for the members and families who will attend, arrange for public coverage of the event, and ensure that all officers wear official dress to the installation. f. Evaluate the election process. i. Evaluation of all aspects of the election process help to determine what did and did not go well. ii. Make changes for the next year’s election process based on the results of the evaluation. 25

26. 4. Once the election procedure has been established, ensure that the candidates fully understand the duties of the office for which they desire to campaign. a. In general, officers should possess the following attributes: i. Professional actions and appearance ii. Proper etiquette iii. The ability to communicate in writing, public speaking, e-mails, conversations, meeting minutes, agendas and listening iv. Parliamentary procedure abilities v. Ability to conduct opening and closing ceremonies 26

27. b. President i. Presides over chapter meetings, offering unbiased opinions and judgments ii. Is able to work with others, provide encouragement, offer information and delegate tasks iii. Has a working knowledge about parliamentary procedure c. Vice President i. Is informed well enough to function in the absence of the president ii. Conducts program planning iii. Assists the parliamentarian and president before meetings d. Secretary i. Sets agenda for meetings ii. Keeps all chapter records and meeting minutes; counts votes at meetings iii. Fulfills chapter correspondence Advisor Essentials Training Library Module Outline: Officers and Elections Page 2 27

28. Key Points Continued e. Treasurer i. Keeps records of income and expense ii. Provides bills for annual dues and pays approved bills iii. Prepares financial statements f. Reporter i. Establishes and maintains media relations ii. Writes articles and prepares and distributes news releases g. Parliamentarian i. Holds chapter authority and serves as a consultant for procedural matters ii. Has a knowledge of parliamentary law iii. Calls attention to incorrect use of parliamentary procedure 28

29. 5. The growth process for officers begins with training. Training ensures officers understand and are capable of performing their duties effectively. a. Training chapter officers ensures they are equipped with the skills and knowledge to feel and act confident and responsibly in their many duties. b. Some ideas for training topics include: i. Officer duties ii. Opening and closing ceremonies iii. Parliamentary procedure iv. SkillsUSA knowledge v. Professional etiquette and appearance vi. Goal setting vii. Communication skills viii. Basic Skills ix. Team building 29

30. 6. Many resources are available to aid in learning about the officer election process. Some primary resources include: a. SkillsUSA Leadership Handbook b. Advisor’s Success Kit Chapter 3: Establish a New SkillsUSA Chapter c. Advisor’s Success Kit Chapter 6: Elect and Train SkillsUSA Leaders and Officers d. Robert’s Rules of Order, Newly Revised e. Parliamentary Procedure at a Glance f. www.skillsusa.org 30

31. Review Chapter officer teams are essential to the success of a local chapter. Following a step-by-step procedure will ensure an efficient and effective election process. Several additional resources are available for more information about electing chapter officers. Advisor Essentials Training Library Module Outline: Officers and Elections Page 3 Advisor Essentials Training Library Module Outline: Officers and Elections Page 4 Implement an officer selection and training process and begin growing outstanding leaders in your chapter today! 31

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33. FFA 87 th Annual Conference 2014 Highlight Video 33

34. Perkins Office Hours – During the Conference Room 305 34

35.  www.cde.ca.gov  http://www.cde.ca.gov/ci/ct/pk/ (Perkins web page)  www.cccco.edu  www.skillsusaca.org  http://www.californiadeca.org/  http://ca-fhahero-fccla.org/  http://www.cafbla.org/  http://www.calaged.org/  http://www.cal-hosa.org/  http://www.leadershipchallenge.com/home.aspx  www.changingminds.org  www.leadership-central.com  https://www.stephencovey.com/  http://www.ccsse.org/center/  http://www.ydae.purdue.edu/lct/hbcu/documents/Student_Involvement_A_Developmental_Th eory_for_HE_Astin.pdf 35

36.  ACTE. (2007, August). CTE’s role in secondary-postsecondary transitions. Issue Brief. Alexandria, VA: Retrieved September 19, 2010, from http://www.acteonline.org/issuebriefs.asp  ACTE. (2007, June). Career and technical education’s role in dropout prevention and recovery. Issue Brief. Alexandria, VA: Retrieved September 18, 2010, from http://www.acteonline.org/issuebriefs.aspx  ACTE. (2007, March). Position paper: Expanding opportunities postsecondary career and technical education and preparing tomorrow’s workforce. Alexandria, VA: ACTE publication. Retrieved September 19, 2010, from http://www.acteonline.org/  ACTE. (2006). Perkins act of 2006: The official guide. ISBN: 100895140128. Alexandria, VA: ACTE publication.  Alfeld, C., Hansen, D.M., Aragon, S.R., Stone III, J.R. (2006). Inside the black box: exploring the value added by career and technical student organizations to students’ high school experience. Career and Technical Education Research. 31(3), p. 121-155. Retrieved September 19, 2010, from Google Scholar website: http://scholar.lib.vt.edu/ejournals/CTER/v31n3/alfred.html  Ambrose, W.L., and Goar, L.G. (2009). Student organization integration: initiatives for positive Youth development – the ultimate leadership experience. Journal of Family Consumer Sciences Education. 27(NTS 5), p. 65-83. Retrieved September 20, 2010, from http://www.natefacs.org/JFCSE/v27standards5/v27standards5Ambrose.pdf  Astin, A.W. (1997). What matters in college? Four critical years revisited. ISBN: 1555424929. San Francisco, CA: Jossey-Bass, Inc. 36

37.  Brown, B.L. (2002). CTE student organizations. ERIC Digest #235. EDO-CE-02-235 Retrieved November 11, 2010, from Google scholar website: http://calpro-online.org/eric/docs/dig235.pdf  California Department of Education. (2007). Career Technical Education Model Curriculum Standards. ISBN: 001677. Retrieved September 11, 2010, from http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf. Sacramento, CA: CDE Printing Office.  California Department of Education. (2010). Career and technical student organizations. Retrieved September 25, 2010, from California Department of Education Career and technical education website: http://cte.ed.gov/links/career_and_technical_student_organizations.cfm  Covey, S.R. (2004). The 7 Habits of Highly Effective People. Revised edition. ISBN: 0743272455. New York, NY: Free Press, Inc.  Davis, S. (2012). Career Technical Student Organizations: California Community College Best Kept Secret. (Dissertation). California State University, Northridge. Retrieved December 1, 2012, from: Google Scholar: http://csun- dspace.calstate.edu/handle/10211.2/1848  Derrickson, D.R. (2007). Career technical student organizations: Purpose and possibility. ISBN: 074143066. West Conshohocken, PA: Infinity.  Gordon, H. R. D. (2008). The history and growth of career and technical education in America ( 3rd edition ). ISBN: 101577665171. Long Grove, IL: Waveland Press, Inc. 37

38.  Higher Education Opportunity Act of 2008 (HR 4137). (2008). Retrieved December 20, 2011, from: The Library of Congress: http://thomas.loc.gov/cgi-bin/query/z?c110:H.R.4137.  Johnson, S. (2008). The influence of career technical student organizations on non-traditional and traditional community college students. (Dissertation). University of Southern Mississippi. Hattiesburg, MS. UMI: 3346534. Retrieved September 20, 2010, from Oviatt library Dissertations (Proquest): http://proquest.umi.com.libproxy.csun.edu/pqdweb?index=0&did=1685695831&SrchMode=2&sid=1&Fmt=6&VInst=PRO D&VType=PQD&RQT=309&VName=PQD&TS=1317159059&clientId=17859  Krattenmaker, P., Vaughan, E., Ramirez, D., Ochsner, K., Staley, J. and Raymond, T. (2010). The benefits of implementing CTSOs. Retrieved September 11, 2010, from Google: http://www.cotsa.cccs.edu/permDocs/TheBenefitsofImplementingCTSO.pdf  Kuh, G., Kinzie, J., Schuh, J.H., Whitt, E.J., and Associates. (2010). Student success in college: Creating conditions that matter. ISBN: 9780470599099. San Francisco, CA: Jossey-Bass, Inc  Kuh, G. (2009). The national survey of student engagement: conceptual and empirical foundations. New Directions for Institutional Research. 141(1). pp. 5-20. Retrieved November 24, 2010, from Oviatt Library http://library.csun.edu/  Kuh, G. (2007). The national survey of student engagement: conceptual framework and overview of psychometric properties. Indiana University Center for Postsecondary Research. pp. 1-26. Retrieved September 20, 2010, from Google Scholar: http://nsse.indiana.edu/2004_annual_report/pdf/2004_Conceptual_Framework.pdf 38

39.  Kuh, G., Kinzie, J., Schuh, J.H., Whitt, E.J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success. ISBN: 9780787982201. San Francisco, CA: Jossey-Bass, Inc.  O’Connell, J., Woodruff, D., Schwarzenegger, A., Board of Governors of the California Community Colleges, CCCO, CDE, et, al. (2008). 2008-2012 California state plan for career and technical education: a guide for high-quality programs, a bridge to the future. Retrieved September 11, 2010, from WestEd website: http://www.schoolsmovingup.net/cs/ctep/print/htdocs/ctep/home.htm  MacGregor, M.G. (2005). Designing student leadership programs: Transforming the leadership potential in youth. 3rd edition. ISBN: 100967798167. Denver, CO: Youthleadership.com  McNally, K. and Harvey, M. (2001). Career and Technical Student Organizations: A perfect path to self-determination and successful transition. Preventing School Failure. 45(3). pp. 114-118. Retrieved September 11, 2010 from Oviatt Library http://library.csun.edu/  Scott, J. L. and Sarkees-Wircenski, M. (2004). Overview of career and technical education. (3rd edition). ISBN: 0826940161. Homewood, IL: American Technical Publishers, Inc.  SkillsUSA. (2010). SkillsUSA: Champions at work. Retrieved November 2, 2010, from website: www.skillsusa.org  SkillsUSA. (2010). SkillsUSA Student Leadership Handbook. 24th edition. ISBN: P90. Leesburg, VA: SkillsUSA  SkillsUSA. (2010). Values Proposition Research. Retrieved October, 5, 2011, from website: www.skillsusa.org/directors 39

40.  Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. 2nd edition. ISBN: 100226804496. Chicago, IL: University of Chicago.  Threeton, M. and Pellock, C. (2010). The relationship between SkillsUSA student contest preparation and academics. Journal of Career and Technical Education. 25(2). pp. 94-108. Retrieved September 20, 2010, from Oviatt Library http://library.csun.edu/  Threeton, M. (2007). The Carl D. Perkins Career and Technical Education (CTE) Act of 2006 and the roles and responsibilities of CTE teachers and faculty members. Journal of Industrial Teacher Education. 44(1). pp. 66-82. Retrieved September 18, 2010, from Oviatt Library http://library.csun.edu/  United State Department of Labor. (1999). Secretary’s Commission on Necessary Skills (SCANS) Report. Retrieved November 2, 2010 from http://wdr.doleta.gov/opr/FULLTEXT/1999_35.pdf  United States Department of Labor. (2010). Occupational Outlook Handbook. ISBN: 9781593577384. Indianapolis, IN: JIST Publishing.  Zirkle, C. and Connors, J. (2003). The Contributions of career and technical student organizations (CTSO) to the development and assessment of workplace skills and knowledge: A literature review. Workforce Education Forum. 30(2). pp. 15-26. Retrieved September 20, 2010, from Oviatt Library http://library.csun.edu/ 40