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Intended as a primer for administrative action, this booklet gives the vocational adminstrator some basic guidelines and strategies for managing vocational programs and services for handicapped students and clarifies key concepts. The five sections each address one of the major concerns of an administrator: identifying students with handicaps, the individualized education program (IEP), student placement, monitoring and evaluating special services, and managing human resources. Definitions of the handicapped and nine categories of handicap offered in the 1976 vocational education legislation (Public Law 94-482) are provided as well as suggestions for establishing identification procedures (part 1). Detailed planning for each student is discussed in terms of the IEP--its definition, participants, teacher's contribution, and format, content, and process (part 2). Implications of student placement by the administrator into the least restrictive environment are discussed next, including placement alternatives, admittance requirements, and program accessibility (part 3). An IEP status reporting system is recommended to monitor the program, and a procedure for evaluating the effectiveness of services is presented (part 4). Active teacher involvement is emphasized as important for successful implementation of program ideas and new procedures (part 5). Organization, conduction, and funding of inservice programs are discussed. A brief note on effective advisory councils to expand education and employment opportunities follows. (YLB)

This "how-to" manual provides information and specific strategies for vocational educators who want to become involved in the economic development/job creation process. It is especially designed for the novice business and industry liaison or coordinator. Section 1 outlines the economic development and job creation process and emphasizes vocational education's involvement as a service institution to students (potential employees) and employers. Benefits of economic development are presented. Section 2 focuses on planning for economic development. It deals with assessment of economic development models, model descriptions, and identification of models. Strategies for joining the economic development team or putting a team together are presented, along with a profile of a linking agent. Section 3 focuses on planning an industry training program. It includes parts on types of training programs and instructional methods, budgets, contractual agreements, time-lines, task analyses, curriculum and instructional materials, trainee recruitment, equipment, facilities, placement, program and trainee evaluation, and monitoring. Section 4 highlights federal, state, and local sources of funding and technical assistance. Section 5 is an annotated bibliography to 30 resource publications. Appendixes include case studies of 17 model sites, needs survey, summaries of instructional methods, and sample budget and contract. (YLB)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with meeting the guidance needs of older adults. Addressed in the module are the following topics: describing a negative and a positive bias, stereotype, or attitude held toward older adults and determining the possible cause and effects of each one; describing examples of older adults' positive and negative accommodation to changes in life roles and factors that explain each type of accommodation; identifying strengths and weaknesses in listening and attending skills; and applying a problem-solving strategy to help older adults solve their career development problems. The module consists of readings and learning experiences covering these four topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are handouts, a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with reporting results of program evaluation and using results to make key administrative decisions. Addressed in the module are the following topics: evaluating results, communicating results effectively, deciding how to use evaluation results, and identifying alternatives for change. The module consists of readings and learning experiences covering these four topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with ensuring program operations. Addressed in the module are the following topics: identifying management needs and developing a management plan, implementing procedures for monitoring career guidance programs, and supervising staff. The module consists of readings and learning experiences covering nine competencies related to these three topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, sample records and forms, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with helping ethnic minorities with career guidance. Addressed in the module are the following topics: determining one's own attitudes toward ethnic minorities and reasons for those reactions, explaining some of the career-related consequences of stereotyping ethnic minorities, improving interactions with ethnic minorities, planning for more culturally relevant career guidance materials for ethnic minorities, and communicating more effectively with ethnic minorities. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a handout, a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with aiding professional growth. Addressed in the module are the following topics: assessing competencies; determining certification, licensure, and registration requirements; preparing a personal plan for professional development; utilizing available resources; and participating in professional activities. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, one or more handouts, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with providing career guidance to girls and women. Addressed in the module are the following topics: society's influence on shaping differential roles and behaviors for males and females, ways in which myths and lack of correct information perpetuate limited options for females in the world of work, methods for evaluating the sex fairness of career information based on its content and illustrations, strategies for facilitating girls' and women's ability to choose from a wide spectrum of career options, and the implications of Title IX of the Education Amendments of 1972 for a community-based career guidance program. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel improve skills to establish and maintain a job placement/referral program that satisfies the needs of their clients. It begins with a section that presents the module goal and a listing of the seven competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with assisting clients with equity rights and responsibilities. Addressed in the module are the following topics: defining various terms related to equality of employment opportunity, analyzing major Federal laws and executive orders related to equality of employment opportunity, and understanding major Federal guidelines related to equality of employment opportunity. The module consists of readings and learning experiences covering these three topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. Appendixes to the module include a list of State and regional offices of various enforcement and compliance agencies and the texts of nine laws and executive orders dealing with equal employment opportunity. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with developing a greater understanding of persons with disabilities. Addressed in the module are the following topics: negative assumptions commonly made about individuals with disabilities, ways of identifying one's personal attitudes toward disabled persons and reasons for holding those attitudes, the process of psychological adjustment to acquired disabilities and appropriate responses to such disabilities, career and life obstacles faced by persons with disabilities and guidance approaches to help alleviate some of these obstacles, and strategies for enhancing open communication about disabilities between counselors and disabled clients. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are handouts, a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with evaluating guidance activities. Addressed in the module are the following topics: writing evaluation questions, preparing an evaluation plan, selecting evaluation strategies and instruments, collecting and analyzing data, and evaluating an evaluation. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, one or more handouts, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with promoting equity and client advocacy. Addressed in the module are the following topics: identifying stereotypes such as those related to sex, race, ethnic group, age, and handicap in one's own behavior and attitudes and in those of others; selecting criteria for equitable, stereotype-free career guidance programs; developing criteria for identifying the best possible advocate for a given client and making referrals where appropriate; and identifying ways in which clients can become advocates for themselves and helping them ensure their success in doing so. The module consists of readings and learning experiences covering these four topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with developing ethical and legal standards. Addressed in the module are the following topics: applying a code of ethics and ethical standards, adhering to legal standards, defining personal values and ethical standards, implementing ethical decision making, and dealing with individuals and institutions that are participating in unethical standards. The module consists of readings and learning experiences covering these five topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. The ethical standards of the American Association for Counseling and Development are appended to the module. (MN)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel acquire the knowledge and skills needed to develop and initiate a plan for helping clients to develop employability skills. It begins with a section that presents the module goal and a listing of the five competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. Appendixes include abstracts of selected materials on employability skills and a section on group and individual counseling techniques. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel increase their knowledge and skills needed to fulfill their increasingly expanded role as planners, evaluators, facilitators, and monitors of the basic skills. It begins with a section that presents the module goal and a listing of the five competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel increase their skills needed to plan, choose, and implement a computer-assisted guidance system based on local needs and resources. It begins with a section that presents the module goal and a listing of the four competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel increase the knowledge and skills needed to conduct a followup study of program leavers and ensure that follow-through assistance for clients is provided. It begins with a section that presents the module goal and a listing of the eight competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. Appendixes include a copy of the Family Educational Rights and Privacy Act and sample followup questionnaires. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel become more familiar with how to plan, operate, and evaluate a career resource center. It begins with a section that presents the module goal and a listing of the six competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel gain the skills needed to plan, implement, and evaluate a tutoring program. It begins with a section that presents the module goal and a listing of the six competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module on legal compliance is intended to help guidance personnel in a variety of educational and agency settings gain skills in (1) implementing Federal and state legislative administrative procedures and requirements, and (2) influencing the development or improvement of such procedures and requirements. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. Appendixes include the text of the Career Guidance and Counseling Bill, request for proposal, and sections of the Texas state plan for vocational education. (KC)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel ensure that home-based guidance is provided for clients by others and/or personally provide this service. It begins with a section that presents the module goal and a listing of the five competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module on staff development is intended to help guidance personnel in a variety of educational and agency settings to assess staff members' needs and competencies related to program development and provide appropriate learning activities for them. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel acquire the skill and knowledge to help individuals gain work experience. It begins with a section that presents the module goal and a listing of the five competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module is intended to help guidance personnel in a variety of educational and agency settings increase their skills in planning, implementing, and evaluating community involvement and public relations activities as a part of an overall career guidance program. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel develop individual and group counseling skills. It begins with a section that presents the module goal and a listing of the six competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module, one in a series of competency-based guidance program training packages, focuses on specific professional and paraprofessional competencies of guidance personnel. Modules in Category C suggest how to conduct, accomplish, or carry out selected career guidance program activities. The purpose of this module is to help career guidance personnel gain additional skills needed to ensure that career guidance concepts are integrated in the curriculum by others and/or personally incorporating career guidance curriculum in their own instruction. It begins with a section that presents the module goal and a listing of the five competency statements. An introduction gives an overview of the purpose and content of the module. The next section presents a reading (cognitive information) on each one of the competencies. Learning experiences related to the needed competencies follow. One learning experience exists for each competency (or cluster of competencies), and each may stand on its own. Each learning experience consists of an individual activity, individual feedback, and group activity. An evaluation section contains a Pre- and Post-Participant Assessment Questionnaire and a Trainer's Assessment Questionnaire. A final section lists all references and provides annotations of related major resources. (YLB)

This module is intended to help guidance personnel in a variety of educational and agency settings (1) identify the persons in their organizations who have the necessary characteristics to become successful team members, (2) conduct a team-building session, and (3) outline a plan for using the team in the program development process. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings increase their skills in selecting a career development theory and developing a plan for applying that theory in all phases of career guidance program development, as well as evaluating its effectiveness. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. Topics include maintaining sources of support, developing a rationale, selecting funding sources, writing a proposal outline, drafting a budget, and drafting a full proposal. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings increase their skills in assessing desired outcomes, current status, and needs of program clients as well as skills to assess the environmental conditions that influence those needs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. Topics include identifying methods and scope of needs assessment, planning, acquiring instrumentation, reporting results, and using the findings. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings understand and use the provisions of existing state and Federal legislation, regulation, and other public policy in strengthening their role and function, and to influence pending legislation. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. Topics include analyzing laws and regulations, utilizing available legislation, preparing and/or influencing legislation, and other lobbying activities. Appendixes contain descriptions and an analysis matrix of selected Federal laws; a case study of guidance-related legislation; a legislative/political action performance contract; an exercise on bill writing; counseling and guidance program components; and samples of Federal laws, rules and regulations, hearing record, and application for assistance. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings develop the competencies needed to determine whether changes are needed in the career guidance program in their agencies, to develop a rationale for identifying needed changes, and to develop strategies for change. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purpose and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

This module is intended to help guidance personnel in a variety of educational and agency settings increase their skills in (1) choosing a theory-based practical program development model that will promote the conceptual framework for the entire planning, supporting, implementing, operating, and evaluating cycle; (2) analyzing needs and priorities and stating program goals related to them; and (3) stating program objectives in terms of outcomes that clients are expected to achieve. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and paraprofessional competencies of guidance personnel. Patterned after the Performance Based Teacher Education Modules developed at the National Center for Research in Vocational Education, the modules teach competencies for planning, supporting, implementing, operating, and evaluating guidance programs. The module follows a standard format that includes the following components: (1) an introduction that gives the user an overview of the purposes and content of the module; (2) a section that provides information about the module goal and a list of the competencies covered in the module; (3) a reading containing information on each of the competencies; (4) learning experiences consisting of an individual activity, individual feedback, and a group activity; (5) evaluation techniques that can be used to measure what workshop participants need prior to training and what they have accomplished through training; and (6) an annotated list of resources. (KC)

Intended for use by vocational education teachers, this directory contains listings of such classroom resources as films, pamphlets, charts, and transparencies useful for teaching safety awareness and safety habits in seven vocational occupation areas. A total of fifty-one resources relating to agricultural occupations are listed. The section on business and office occupations contains ten items, the section on distribution and marketing occupations contains eleven items, and the section on general and administrative occupations contains thirty-seven items. A total of twenty-four resources are included in the health occupations section, and twenty-one resources are provided in the section for home economics occupations. The largest section, which is devoted to trade and industry and industrial arts occupations, includes 104 assorted teaching aids. Following the title of each item, a brief description is given. It includes the item type, length, stock number, and cost. A content summary and supplier names and addresses are also provided. (MN)

Background information and suggested activities or classroom strategies on sex equity are presented for use by teachers in various settings. Suggested applications include use by vocational or academic teachers, counselors, and teacher educators with students, parents, and advisory or community groups. Adaptation to a district plan or staff development inservice training are also suggested. ("Pioneering" is defined as entering fields previously identified with the other sex.) Chapter titles and selected sub-topics are Twentieth Century Pioneers (What is Sex Equity?, Overcoming Barriers); The Teacher's Role in Sex Equity; Sex Bias in Well-Intended Behavior; Sex Bias in Language; Sex Bias in Instructional Materials; The Changing Work Force and Family: A Quiz; Family Structure and Values: Discussions and Projects; Case Studies: A Teaching and Discussion Technique; Encouraging Enrollment of Pioneering Students; Successful Pioneering (Culture Shock on the Job, Expanded Courtesy and Humor); Reaching the Community (Seeking Parental Support, Supporting Pioneer Graduates); and Development Your Personal Plan (Identifying Opportunities to Build Trust, Measuring Success). (MEK)

This guide to writing and publishing in vocational education is divided into four sections. The first section outlines guidelines for writing for professional journals. Specific topics included are (1) writing for your audience, (2) introducing the subject, (3) the why of an article, (4) the how of an article, and (5) ten ways to get your article into print. Section 2 briefly discusses how to write curriculum materials and provides six guidelines on how to develop good instructional materials for a curriculum laboratory. Section 3, Writing for a Commercial Publisher, presents a strategy for completing negotiations successfully with a textbook publisher. Also included in this section is an outline of a formal publishing proposal. The final section gives suggestions to beginning writers and provides a list of selected journals in vocational education along with their publishers and address. (LRA)

This five-part handbook is designed for use by individuals and groups interested in legislation related to guidance and counseling. Part I contains a chapter on the guidance implications of Titles I, II, and III of the Education Amendments of 1976 (Public Law 94-482) and a chapter on the historical and current perspective of guidance related legislation. Part II has four chapters which give an overview of comprehensive guidance programs, a detailed description of major guidance program functions (administration, planning, assessment, program development, evaluation, and guidance support), a description of special populations with reference to Title II, and a summary of the significant sections of federal legislation related to the extended role of guidance and counseling. Part III presents three chapters on the perspective of the legislative process and how to influence it, a "short course" on the operation of Congress, and ways in which counselors can gain the support of groups and agencies to influence legislation. A case study on how the State of Florida approaches the administration of federal legislation is included in Part IV. Part V gives an overview of grantsmanship and proposal development including funding sources and proposal elements. The concluding section gives suggestions on how to use this document for the legislative inservice training of counselors and other groups of individuals. Appendixes include the names and addresses of major organizations and agencies (e.g., nongovernmental agencies; congressional committees; agencies under the Office of Education; regional offices of education; National Advisory Councils; Office of Management and Budget; State Departments of Education; etc.) A glossary of legislative terms is also included. (JH)