Principals in the United States are responsible for creating educational environments that enable students, including those with disabilities, to achieve both academic and postschool goals. Unfortunately, many principals lack the preparation necessary to effectively lead special education programs. To support principals and ensure that students…

The detailed guide's purpose is to assist educators and community leaders in designing and implementing educational programs to serve student and community needs, and to identify the goals and elements of cooperative vocational education. One chapter describes the necessary characteristics of the teacher-coordinator in such programs, and the…

Industry involvement in volunteer service to public education requires long range planning and commitment on the part of both industry and education. Recognizing the need for closer cooperation, this manual was prepared for use by both businessmen and school administrators. Major sections of the handbook include: (1) The Variety of Volunteer…

Identification, coordination, and development of community resources for career education projects are discussed in this guidebook. Topics discussed include the following: (1) the role of the community resource coordinator; (2) community resources (available people, materials, and services that are useful and valuable for educational purposes);…

This handbook includes suggestions, guidelines, and techniques for helping a school or school district in planning and managing a system for involving the local community in career education activities for students in grades K-12. Guidelines cover initial planning and organization through implementation and evaluation. A coordinated, systematic…

The program assessment guide presented in this document is designed to help the district and individual school administrators, counselors, teachers, and other support staff assess the effectiveness of their career education programs. Section 1 discusses the "what and why" of career education program assessment. Section 2 contains the…

DEVELOPED FOR EDUCATORS WHO ARE CONCERNED WITH AND SHARE THE RESPONSIBILITY FOR WORK STUDY PROGRAMS FOR SLOW LEARNERS (IQ 50 TO 80) AT THE SECONDARY LEVEL, THE GUIDE PRESENTS PROGRAM POLICIES AND PRACTICES CURRENT IN THE STATE OF OHIO. RATIONALE FOR THE OHIO PROGRAMS ARE STATED, AND 12 RELEVANT TERMS ARE DEFINED. CURRICULUM IMPLICATIONS FOR WORK…

In this document, performance-oriented general objectives intended as guidelines for writing specific objectives for vocational and technical teacher education curricula are presented. These general objectives result from an extensive enumeration and analysis of important pedagogical performance requirements for teachers of conventional programs…

Designed for the use of high school, area vocational center, and community college counselor-coordinators in career education, the handbook covers a variety of career-relevant activities, materials, and resources. Site visits to outstanding programs in career education in Illinois formed the basis for selection of contents. Beginning with sample…

Opening with a discussion of the rationale of a school-based job placement program, the school's responsibilities, and student needs, the paper focuses on the organization of a placement service, the major functions of the job placement coordinator, and testing services. Organizational considerations include: labor laws, scope of service, the…

This guide is designed to assist the distributive education teacher-coordinator and school administrator in planning and developing a program of career exploration and skill development in the field of marketing and distribution. Five major sections include the following information: statements of Arizona's philosophy of distributive education in…

Intended for both school and nonschool personnel, the text treats work study programing for educable mentally handicapped students at the secondary level. Information is provided concerning the structure and objectives of work study programs as well as the required competencies and responsibilities of the teacher-coordinator. Guidelines are…

This manual is intended to assist health occupations education (HOE) teachers in planning clinical experiences for their students. Addressed in the individual sections of the guide are the following topics: the purpose, philosophy, and legal aspects of clinical experiences in HOE; the HOE clinical structure (teacher qualifications, the role of the…

This handbook, a revision of the 1973 edition, is intended to aid teachers in organizing and conducting a program of work for marketing and distributive education programs. The first section on curriculum in marketing and distributive education covers the instructional framework with 2 major dimensions (5 broad marketing competency areas and 14…

This publication contains lists of job responsibilities and related competencies needed by Georgia's vocational education administrators. Competency lists are provided for local system director or Cooperative Educational Service Agency (CESA) coordinator, vocational high school supervisor, postsecondary area school director, postsecondary adult…