Keyword for this page: WE Teachers

Professional Organizations

Academic Articles

Business Technology

Guidelines for FBLA/CECF/DECA Supplement

The adviser should maintain a copy of the Authorization for Vocational Club Supplement during the year in order to show how the adviser met the requirements for the supplement. The following guidelines serve as further explanation of the items contained on the Authorization for Vocational Club Supplement. The numbers listed below correlate with the item numbers on the authorization form.

  1. The club calendar would normally be published early in the school year and revised as required.
  2. Constitution and by-laws should be available for review. Current edition may not require update.
  3. In the case of CECF, DECA, and FBLA units with cooperative education students, at least 15 students must be affiliated with the local, district, state, and national organizations no later than the dues deadline specified by the appropriate level. In the case of FBLA chapters eligible students enrolled in must be affiliated with the local, district, state, and national organizations no later than the due date required for state FBLA dues.
  4. Count candidates that actually participate in the election.
  5. Points awarded for service as a CECF, DECA, or FBLA district adviser.
  6. Self-explanatory
  7. All eligible members should be encouraged to attend.
  8. Meetings should be listed in the club calendar and minutes of the meetings should be available.
  9. This is one of the most important areas and includes the recruiting, grooming, training, and chaperoning of students in contests. At the district level all eligible members should be encouraged to compete in contests. Unless there are documented extenuating circumstances, at least 75% of eligible district winners must compete in the state contests.
  10. This category provides points for advisers to take students to state leadership conferences when the club does not have eligible contestants.
  11. Self-explanatory
  12. Requires attendance at 75% of the scheduled or called meetings of the advisers.
  13. Does not require attendance at all sessions, primarily those dealing with club activities. Appropriate activities may include FVA Annual Workshop, FBEA Annual Conference, Marketing and Diversified Workshops, etc.
  14. Self-explanatory
  15. Self-explanatory
  16. Would normally include pictures or summaries of activities in club section.
  17. List up to five of the most important school or community service projects such as Christmas Food drive, beautification project, contributions to charitable organizations, etc. Do not include fund raising activities.

Content Area Reading Resources

Read with TCE

Does this sound familiar? You are participating in a reading session and the trainer is modeling strategies using only English, social studies or science reading passages? What happened to TCE? Did you become increasingly frustrated as the training progressed? Were you trying to learn how to use the reading strategy but at the same time trying to decide how to use it with your students and specific program area? Frustrated, you bet! How can you participate in a school wide reading initiative without examples of how to incorporate reading strategies with your curriculum? Then this curriculum resource guide was designed for you.

Reading is an integral part of all technical and career classrooms. We are not teaching our students how to read, but how to learn by reading. We use reading as a method of disseminating information to our students. In the typical TCE classroom the reading resources available include textbooks, brochures, equipment manuals, product specification sheets, forms, magazines, and web page articles just to name a few. When active reading strategies are used with content area reading resources students become more successful readers due to their interest in the topic. To accomplish this effectively our students should be thinking and interacting with the text. Gone are the days of “Open the textbook, read Chapter 16, then answer the review questions”. Today’s students must be actively engaged while reading for learning to occur. Classroom teachers must rethink how reading is used in their curriculums. Without engaging students with prior knowledge or other reading strategies to make them think about the reading passage, we are missing many teachable moments.

This guide includes teaching strategies that use reading as the method for accessing the information. It was developed to aid the TCE educator’s efforts of incorporating reading in the content area strategies into his/her program area. The guide contains actual examples, teacher tips and visual aid masters. If you are new to reading in the content area strategies preview the ones in this guide. Look for ones that can easily be implemented in your classroom, like Fact Storming or Word Wall. Start small and as you gain confidence incorporate others, such as one of the vocabulary strategies. Be patient! It will probably require using a strategy three times before you are comfortable with a new strategy. You will find favorites that fit your teaching style and will use them time and time again. Remember, you are teaching students how to learn by reading.

The Department of Technical & Career Education in Hillsborough County has been generous enough to share the Content Area reading Resource Strategies guide it developed to aide CTE teachers.

To download the guide and supplemental materials click here.

Guide Organization:

The reading strategies in this guide are grouped into the following folders: After, Before, Combination, During, Exam, Teacher Information, and Textbook/Website and Vocabulary. The documents were produced using Microsoft Office 2002. Inside the folders are student handout masters, reading strategy teaching tips handouts, and visual aid masters ready for classroom use.

HOSA

Family and Consumer Sciences

WE Desktop Background

Click here to request a custom desktop background for your program.

Merchandise Reception

Teacher or Recipient’s Responsibilities

  1. We will email the recipient, as well as the school’s Finance Secretary, a copy of the Purchase Order
  2. When delivery is made, the recipient must locate the following: Bill of Lading (when applicable) & Packing Slip
  3. Print Copy of the Purchase Order received via email
  4. Verify items received positively are the items ordered
  5. Insure that all items received are in “good condition”
  6. Sign the Packing Slip, Bill of Lading & Purchase Order (complete signature on each document)
  7. Date the Packing Slip, Bill of Lading & Purchase Order the DATE is was RECEIVED
  8. Forward ALL ORIGINALS to Workforce Education, using one of the following methods:
    1. Scan & Email
    2. Courier – Workforce Education, Route E
    3. Fax to – 863.534.0788

Travel Reimbursement

In-County Travel Vouchers, Teacher’s Responsibilities

  1. Complete form and sign/date
  2. Attach all back up information: Agendas, Programs, Receipts, Letters and any other Documentation
  3. Obtain Principal signature
  4. Submit to the appropriate TRST
    • Teacher will need to make a copy of the original for their files
    • White & Blue Copies are meant for Finance (Jean Fowler)
    • Pink Copy remains with Data Specialist (Workforce Education)

Out-of-County Travel Vouchers, Teacher’s Responsibilities

  1. Complete form and sign/date
  2. Attach all back up information: Agendas, Programs, Receipts, Letters and any other Documentation
  3. Obtain Principal signature
  4. It is unnecessary to attach a copy of the TDA. Please verify it has been approved and the TDA # is written on the voucher so Finance can verify it electronically
  5. Submit to the appropriate TRST
    • Teacher will need to make a copy of the original for their files
    • White & Blue Copies are meant for Finance (Jean Fowler)
    • Pink Copy remains with Data Specialist (Workforce Education)