CTE 696 School and Community Relations
Dr. Michael Roberts
Presentation to Parent Group
Assignment #3
Project: Preparing and delivering an oral presentation that is designed
to be given to a parent group.
Rationale: To gain experience in the process of dissemination of
information through the format of an oral presentation. This
presentation is to be designed to be given to a parent group in the
scenario of an open house. Your task is to prepare a 10 minute
presentation that will promote your program / project through an
informative speech, a promotional speech, or a special occasion
speech.
You are to write a script that will last about 10 minutes.
Optional Assignment: You can record yourself and save it
to YouTube. In this case, you would have to provide me
with a link from YouTube and then you must submit in the
same email the plan and the grading rubric.
Directions: Your oral presentation will include your: 1) plan, 2) Script & 3)
visual media plan. Upon completion, send the assignment via email as
an attachment. Send it with your nau.edu email account. You will use
all the heading below when your write out your plan. You will have
responses for A, B, and C and D for each assignment you send in.
NOTE: Use each of the below as a heading in your assignment. Do
this on every assignment.
1. Plan for the development of presentation:
A Statement for the purpose(s) of the presentation.
(This is a written statment 1-2 paragraphs)
B. Rationale (statement of need). (This is a written
statement describing the need)
C. Description of the target audience(s) number, special
characteristics and reasons why they are a part of the audience
selected. (Describe the audience. Community college faculty, High
school parents, CTSO parent group, etc.)
2. Script of the information to be covered by your oral
presentation.
A. You are to write a script for your presentation. Time
yourself. It should be between 8 and 10 minutes.
Your speech should be in the format of:
B. Include what you are going to tell them.
C. Tell them.
D. Tell them what you told them.
3. Audiovisual Media Plan
A. List the types of media that you would use if you were
giving this presentation to a parent group, i.e., overhead project,
projector, DVD/VCR, computer, smart board, etc.
B. List the media if they are required for your
presentation.
C. Describe the ultimate media for use in your
presentation (even if not available for your presentation), i.e.,
multimedia computer, color LCD for overhead, etc.
Copy th.
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
CTE 696 School and Community RelationsDr. Michael Rober.docx
1. CTE 696 School and Community Relations
Dr. Michael Roberts
Presentation to Parent Group
Assignment #3
Project: Preparing and delivering an oral presentation
that is designed
to be given to a parent group.
Rationale: To gain experience in the process of
dissemination of
information through the format of an oral presentation. This
presentation is to be designed to be given to a parent group in
the
scenario of an open house. Your task is to prepare a 10 minute
presentation that will promote your program / project through
an
informative speech, a promotional speech, or a special occasion
speech.
You are to write a script that will last about 10 minutes.
Optional Assignment: You can record yourself and save it
to YouTube. In this case, you would have to provide me
with a link from YouTube and then you must submit in the
same email the plan and the grading rubric.
2. Directions: Your oral presentation will include your: 1) plan,
2) Script & 3)
visual media plan. Upon completion, send the assignment via
email as
an attachment. Send it with your nau.edu email account. You
will use
all the heading below when your write out your plan. You will
have
responses for A, B, and C and D for each assignment you send
in.
NOTE: Use each of the below as a heading in your assignment.
Do
this on every assignment.
1. Plan for the development of presentation:
A Statement for the purpose(s) of the
presentation.
(This is a written statment 1-2 paragraphs)
B. Rationale (statement of need). (This is
a written
statement describing the need)
C. Description of the target audience(s)
number, special
characteristics and reasons why they are a part of the audience
selected. (Describe the audience. Community college faculty,
High
school parents, CTSO parent group, etc.)
2. Script of the information to be covered by
your oral
3. presentation.
A. You are to write a script for your
presentation. Time
yourself. It should be between 8 and 10 minutes.
Your speech should be in the format of:
B. Include what you are going to tell them.
C. Tell them.
D. Tell them what you told them.
3. Audiovisual Media Plan
A. List the types of media that you would
use if you were
giving this presentation to a parent group, i.e., overhead project,
projector, DVD/VCR, computer, smart board, etc.
B. List the media if they are required for
your
presentation.
C. Describe the ultimate media for use in
your
presentation (even if not available for your presentation), i.e.,
multimedia computer, color LCD for overhead, etc.
Copy the table below and paste it to the end your assignment
#3. I'll put the
points on it and return your assignment with your points and
comments.
4. 2 points will be deducted if this Guide for Evaluation is not
attached to your plan
GUIDE FOR EVALUATING PARENT GROUP
PRESENTATION
PARENT GROUP PRESENTATION
Pts.
Earned
Pts.
Possible
Content Evaluation Criteria
3 statement for the purpose of the presentation
2 clear rationale (statement of need)
1 description of the target audience
1 Speech grammar, spelling, and sentence structure
1 audiovisual media plan
1 free of jargon
1 omits or handles information that could be outdated in 2
- 3 years
1 most important information included
1 good use of transitional statements
6. The Ripple Effect:
An Integration of CTE into K-12 Curricula
By Jeremy Bloyd
WHEN IS THE BEST TIME TO BEGIN
TEACHING CAREER and technical
education (CTE), and how should it be inte-
grated into the classroom? Although these
iwo questions can lead to much debate.
I have found some research that provides
some adequate and logical answers. Two
important, yet argumentative issues that al-
ways seem to make interesting conversation
when mentioning CTE are the integration
of CTE within academics, and CTH integra-
tion throughout grades K-12. Through
some research, 1 have come to a conclusion
that the two should actually accompany
one another within the realm of education.
By reviewing each of these arguments sepa-
rately, and discussing the various ideas that
7. educators and researchers have provided,
the explanation for how the two might be
fused to create a more cohesive education
will become more apparent.
The Purpose for Early Intervention
Sandy Cutshall addresses the debate on
academic versus career and technical edu-
cation in her September 2003 Techniques
article. "The CORE Connection—CTE and
Academics: A Perfect Fit." She states that
"the reality is that the best examples of
CTE today demonstrate education that is
challenging both technically and academi-
cally, integrating core skills directly into
the curricula to best prepare our students
for the workplace or farther education."
To expand upon Cutshall's ideas, Chris
Jeremy Bloyd
is a sixth-grada English educafot or Batlie Orounit Middle
9. this is so essential. If students do not
understand the relevance and value of what
they are learning, then it is likely they are
not going to learn it. More often than not,
students will only memorize the informa-
tion long enough for it to be regurgitated
for an assessment and it will then he
forgotten.
Zirkle also notes that the teachers ofthe
academic and core courses often view the
integration of CTE as a "watering-down"
approach to their own curriculum. How-
ever, "this positive connection" between
CTE and academics can often sdmulate
" higher levels of thinking in students."
Zirkle offers the suggestion of brainstorm-
ing and includes a list of questions that
may help.
10. " How is the curricuiar content
interrwined?
• Where do areas of commonality exist?
• Why Is the content important/relevant?
• How will the content be covered in a
timely, related fashion?
Corresponding with these concepts.
Susan Reese discusses the demonstra-
tion of the "need to know" through job
shadowing In her February 2005 Techniques
article "Exploring the World through Job
Shadowing." Reese explains that following
their job shadowing experiences, "students
write thank-you letters to the employers,
which are then graded by their English
teachers and placed in their career port-
folios. Not only does this exercise teach
them life skills and academic skills, but
11. [students also get] to see what they have
learned from their time on ihe job sites."
This is an excellent example of the integra-
tion of CTE and academics, and how two
different parts of education can come
together to create a cohesive and meaning-
ful experience.
Olten, teachers across the curriculum
have a lot of difficulty just planning indi-
vidual lessons, let alone planning lessons
that integrate a variety of subject matter.
An article published in Techniques by the
Auburn Career Center notes thai Auburn
has implemented the High Schools That
Work (HSTW) program and also utilizes
strategic planning sessions. All of the staff
is expected to work together, and much
time and commitment is put into their
12. programs. "The teachers within each acad-
emy or cluster . . . hold regularly scheduled
meetings . . . develop daily plans together,
and all teachers in the district are required
to develop a course syllabus." The article
also states that, "Auburn has embraced
the academy concept, in which course pro-
grams are linked and students collaborate
with their peers and other course program
instructors." Although such work and com-
mitment is time consuming, it has proven
48 l e c h n i a u s s H O V f ( U B I B / O E C E M B E R 7 0 0
4 w w w . a c t e o n l i n e o r g
to be successful and earned national recog-
nition for Auburn.
When looking at elementary' educators,
[ hese ideas mentioned are real tasks that
most of the teachers have already been
13. doing for years. They do it simply because
they have to when there are multiple
classes per grade level. The need for the
teachers to work and plan together is
pertinent in planning activities that should
have relevance to all of the students. Eor
example, before taking a field trip to see
i play about slavery, it is important that
the educational material has already been
laught and/or discussed to some extent
with all of the students in that grade level.
Likewise, elementary educators commonly
relate new information and skills to some-
thing their students are already familiar
with. This may be jobs or tasks performed
both in and outside of the school, or jobs
.nd tasks their parents have to do daily.
Such activities open numerous opporturu-
14. 1 ies to explore career fields or clusters as
well as incorporate language and math
skills, all of which help students to under-
stand the "need to know."
According to Susan Reese in the
article, "The Role of Career and Techni-
cal Education in Dropout Prevention,"
the early intervention stages are extremely
important. Early intervention includes not
only family involvement, but also early
L hildhood education, as well as reading
and writing programs. In addition to that,
such programs as violence prevention
and conflict resolution, career education
and workforce readiness, and community
collaboration are all important parts of
growing up and becoming educated. Often
many of these items, especially conflict
15. resolution, are taught tn the elementary
school setting by the counselor. Based on
my experiences as an elementary educator,
1 have seen firsthand the various activi-
ties our school counselors incorporate and
introduce through stories and role-playing.
This allows students to act out how they
might feel in a particular situation, and
i.ilk about it as a class. Activities similar
to these have also been used to integrate
career awareness, and learn about differ-
ent types of johs and the skills needed for
each. Examples such as these help explain
how children develop ideas about various
subjects, which includes those on careers.
The connection is that, regardless of
the type of careers chosen by students,
be they "technical" or "professional," the
16. awareness of what it may take to enter a
particular career field is something that
IF STUDENTS DO NOT UNDERSTAND
THE RELEVANCE AND VALUE OF
WHAT THEY ARE LEARNING, THEN IT
IS LIKELY THEY ARE NOT G O I N G
TO LEARN IT.
seems to be priceless. If students become
more aware of what it takes to enter a
career field or cluster early in their educa-
tional experiences, they may do one of two
things. Eirst, the students may challenge
themselves more, pushing to achieve a
goal that allows them to obtain a particu-
lar occupation. A second option may be
to set a more realistic goal, whether it is
work toward a different career field, or to
go about obtaining the desired occupation
through achieving a series of multiple goals
that will eventually lead to the ultimate,
17. desired position.
in a February 2005 Techniques article,
"Building a Future for Future Builders,"
Hope Gibbs discusses how students often
have a negative image of skilled labor
careers such as pipe layers, plumbers, pipe
fitters and ,steamfitters. Yet these are very
important and needed jobs that pay very
well. But the problem iies with how the
youth "view such jobs as 'below them,'
menial and low paying." Through the
integration of CTE and academics, starting
at the elementary level, students will learn
early on that all career areas or "clusters"
are an important part ofthe community,
and this couid result in different views and
attitudes by the students. It seems that
the key now is to Eigure out how educators
18. can help students actually make decisions
about careers, regardless of whether it is
for, or against an occupation.
Understanding the Benefits
Understanding the relevance or the "need
to know" is the significance of CTE. As
educators, we want students to walk away
with the academics that will provide them
with the practical applications to use in the
workforce or postsecondary ed-
ucation. This is why the integra-
tion of CTE and academics is so
important. It ailows students to
experience work-related skills,
and it only seems logical that
the integration of CTE, or rather
career-awareness activities and/
or career-oriented games, begin
19. at the elementary school levels.
Although 1 have previously taught both
third and fourth grade, 1 now teach sixth-
grade English at a middle school. This has
enabled me to get a closer glimpse of those
courses that attempt to engage students
in the thinking process about what they
might like to do after high school or
postsecondar)' education. But so often,
students arc not thinking about what they
want to do after the upcoming weekend,
let alone what they might want to do after
high school. 1 frequently hear students ask
why they need to take a particular class,
including those in the related arts pro-
grams. It is rare for students to be aware
of the purpose in the various educational
processes that sunound them and how the
20. skills learned in one class may help them
better understand their own interests and
talents, as well as help prepare them for
their future.
The Effect on Teachers
Now that 1 am at a middle school, 1 have
the opportunity to see firsthand what
some of the teachers from courses in the
related arts are requiring from students.
For example, the family and consumer
sciences (FACS) teacher integrates a lot
w w w . a c t e o n l l n e . o r g N O V E M B E R / O E C E N I
B E f l 2 0 0 6 T e c h n i q u e s 49
RESEARCH REPORT
of writing skills as well as Spanish. Her
motivation seems to help drive and engage
the students, yet it does httle for other
educators in the related arts field neighbor-
21. ing her classroom. Recently, as part of a
THOSE WHO REFUSE TO
COLLABORATE WITH THEIR PEERS
O N THE IMPLEMENTATION OF NEW
IDEAS AND STRATEGIES, ONLY
DISCREDIT THEMSELVES.
professional development activity, the staff
i n my building became aware of how we
can incorporate writing across the curricu-
lum, and how all of the teachers will use
a writing rubric to help students gain the
needed and required skills. The benefits
and success that would be achieved by the
students from teachers incorporating the
writing activities were explained clearly.
and there was evidence that the suggested
activities worked, yet many seemed reluc-
tant and unwilling to even try.
The given responses, "That's not my
job," or, "I'm not an English teacher"
22. seemed to be a commonality
among several of the teach-
ers, including the non-English
core of academic educators. 1
find this to be very frustrating,
especially when several of the
teachers pride themselves on
helping students to succeed.
These attitudes that are shared
by so many, especially those who are edu-
cators outside the field of CTE, and those
who refuse to collaborate with their peers
on the implementation of new ideas and
strategies, only seem to discredit them-
selves. But if those teachers would only
look farther down the road, they may find
that a little extra work now through peer
collaboration, the coordinating of lessons.
23. and teaming up on projects may make
their job a little easier in the future and a
lot more prosperous for their students.
In an editor's note in the Journal of Voca-
tional Education Research, James R. Stone Ul
from the University of Minnesota discusses
the various changes going on in CTE. He
notes that, although vocational and career
oriented classes are not providing specific
curriculum competencies, it "is not to sug-
gest that vocational classes cannot provide
a context for enhancing academic skills"
Cp. 4). However, he does state that if this
were to become a purpose of secondary
vocational education, "teachers will need
to be prepared and curriculum will need
to be developed for this explicit purpose."
He continues to explain that, if vocational
24. education is assumed to be a pedagogy,
then a suggested research agenda would
"focus on demonstrating how vocational
education improves algebra or reading
skills and then identify which vocational
TEACHING SKILLS
for Instructors in Technical Colleges
and Secondary Career Tech
A 10 Part Series of
Interactive Lessons Presented on CD.
Wtiat Users Have Said
"We are very pieased with this series."
"ft is a valuable tool for us."
"Fantastic"
"Just what we have needed."
$500 per set. Convention Speciai $400.
Cail for State pricing and speciais.
Use as an improvement or evaiuation tooi.
See us at the ACTE Convention
Booth 830
GEORGIA
SOUIHERN
25. U N I V E R S I T Y
For information caii or email
Georgia Center for
Educationai Renewal
912-681-5719
[email protected]
http://titic.georgiasouthern.edu
Technology curriculum for the
hands-on classroom.
www.hearllhy.com • 866-622-1003
5 0 T e c h n i q u e s N O V t M B E R / D E C E M B E f l 2 0
0 6 www.acteonKne.org
methods work best to achieve this end."
I feel that the idea behind this is not
that it will definitely improve students'
achievement across the board; rather, it
will help students to better understand cer-
tain skills (for example, reading or math)
through [he activities in which they can
better relate. Being outside the traditional
26. academic setting, and often in a more
hands-on approach, provides a catalyst to
the understanding of "academic" skills.
The results are success for those students
who have difficulty understanding the skill
in the traditional environment.
Summary and Recommendotrons
Ahhough there is not one particular
answer to the ongoing debate of when
the integration of CTE in the educational
process should begin, nor how it could
best be integrated, these are some views to
be taken into consideration based on the
research 1 have come across, As educators.
by working together and collaborating,
we will begin to link our subject matters
to one another, as well as to our students.
This teamwork and coordination can help
27. in generating new ideas for everyone.
Based on my own experiences in the
classroom in combination with basic logic,
curricula build incrementally. Therefore,
if career awareness activities begin at the
kindergarten level and proceed throughout
high school, students will be exposed to a
vast quantity of career options, And though
elementary students are not ready to make
career decisions, they do need to begin to
become more aware of their opportuni-
ties early on, as well as understand their
own personal strengths and talents and
how those talents connect to their abilities
within each subject area. As a student's
education evolves s/he will understand
how rbose abilities will then relate to spe-
cific career fields and clusters. Thus, you
28. have created a stronger and more historical
References
"Auburn Coreer Center; A Mode! for Interdisciplinary & Team
Teaching." September
2004 Techniques.
www.acteonline.org/members/techniques/sept 04_featureS.cfm
Cutshall, S. "The Core Connection—CTE and Academics: A
Perfect Fit." September 2003
Techniques.
www.acteonline.org/members/techniques/sep03_story1.cfm
Gibbs, H. "Building a Future for Future Builders." February
2005 Techniques.
www.acteontine.org/members/techniq ues/janO5_feature3.cfm
Reese, S. "Exploring the World Through Job Shadowing."
February 2005 Techniques.
www.acteoniine.org/members/technique5/feb05_feature1.cfm
Reese, S. "The Role of Career and Technical Education in
Dropout Prevention." March
2005 Techniques.
www.acteonline.org/member5/technlque5/mar05_feature1.cfm
Stone, J. R. [2001}. Editor's note. Journal of Vocational
Education Research, 26.
29. (Issue No. 2)
http://scholor.lib.vt.edu/ejournals/JVER/v26n2/editor.html
Zirkle, C. "Integrating Occupational and Academic Skills across
the Curriculum."
September 2004 Techniques.
www.acteonline.org/members/techniques/sept04_feature3.cfm
foundation for career and technical educa-
tion in the eyes of the students.
In order for such changes to occur, it
will be essential that school boards and
administration provide the support needed
in getting such programs established.
However, based on my own pursuits on
the implementation of career-oriented
programs, until there is more of a demand
on the implementation of CTE or career
awareness at the elementary level by the
Slate, it most hkely will not happen. With
30. the current trends and push toward teach-
ing the state standards at each grade level,
teachers already struggle with complet-
ing their curriculum. By adding another
component to those standards, even with
the use of existing career oriented curricu-
lum, participation in such "experimental"
programs will be difficult to find. However,
in my communications with various educa-
tors within the field of CTE. as well as
counselors at all levels, most agree that the
implementation of CTE and career aware-
ness at the elementary level, in conjunction
with academics, would definitely benefit
students in the preparation for postsecond-
ary education and/or the workforce.
The incorporation of CTE at the el-
ementary level, along with the integration
31. of academic curricula, is fundamental to
education. Imagine that kindergarten is
the casting point, and CTE is the stone.
As educators, we must cast the stone to
help generate ideas. As soon as the scone
hits the water, ideas begin to develop and
emerge, and soon they grow into larger,
more complete ideas. Students eventu-
ally become more aware of their talents,
or strengths, as well as weaknesses, and
connect them to careers. The integration of
CTE and academics now provides students
with the needed insight ro make better
informed postsecondary education and ca-
reer decisions not just based on interests,
but also on personal experiences. How
did this happen? Simple. It began with the
stone that caused a "'ripple" of knowledge
32. to flowr throughout each grade level in a
student's education. D
w w w . o c t e o n l l n e . o r g N O V E M a E R / D E C E M
B E l 2 0 0 * T e c h n i q u e s 5 1
