Handbook for Advisors to Student Organizations in Health

164 Pages·2007·1.97 MB·English

DOCUMENT RESUME
,
CE.033 757
ED 221 687
Schira, Norma Jean; Parker, Martha Ann
AUTHOR
Handbook for Apisors to Student Organizations in
TITLE
Health Occupations.
Western Kentucky UniV., Bowling Green. Center for
INSTITUTION
Career and Vocational Teacher Education.
Kentucky State Dept. of Education, Frankfort. Bureau
SPONS AGENCY
of Vocational Education.
PUB DATE
82
NOTE
170p.
EDRS PRICE
MF01/PC07 Plus Postage.
*Allied Health Occupations Education; Constitutional
DESCRIPTORS
Law; Educational Resources; Evaluation Methods;
Extracurricular Activities; Fund Raising; Group
Structure; Guidelines; Health Occupations; High
Schools'; Institutional cOoperation; Leaders; Leaders
Guides; Leadership Responsibility; Meetings; Money
Management; Organizational Communication;
*Organizational Development; Organizational
Objectives; Parliamentary Procedures; Program
Development; Program Evaluation; Public Relations;
*Student Organizations; Student Participation;
Vocational Education
*Health Occupations Students of America; *Kentucky
IERS
IDENTI
,
/
ABSTRA T
1
This handbook is designed to aid teacher advisors in
organizing and operating a chapter of Health Occupations Students of
America (HOSA) in Kentucky high sChools. The handbook consists of 15
chapters covering the following topics: background and purpose of
HOSA; organizational structure; organizing a chapter; membership and
leadership; constitution and bylaws; parliamentary procedure;
meetings and ceremonies; program of activities; budgets and fund
raising; advisor responsibilities; competitive events; essential
relationships (with school admimistration, other student
organizations; other HOSA chapters, students, parents, and community
and health professionals); public relations end resources; chapter
evaluation; and HOSA in the classroom. Appendixes to the handbook
contain a sample letter to parents of prospective members; sample
HOSA forms; guidelines for a club constitution; HOSA study sheets;
offiper candidacy tests; campaign rules; conference and meeting
guidelines; evaluation forms; and references. (KC).
,
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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v'
HANDBOOK FOR ADVISORS
III
TO
N-
STUDENT. ORGANIZATIONS
co
IN HEALTH OCCUPATIONS
r--.1
cv
(NI
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w
,
.,
by
Norma Jean Schira, Ed.D
and
Martha Ann Parker, M.A.
NM
_
Center for Careel and Vocational Teacher Education
Western Kentucky University
42101
Bowling Green, Kentucky
.
4
D98880D33F
Project Number:
17-
'This project reported herein was
I
performed pursuant to a contract with%
the Commonwealth of.Kentucky, State
'Department of Education, Bureau of
Contractors
Vocational Education.
COMMONWEADO OF KENTUCKY
undertaking projects under such
sponsorship are encouraged to express
'STATE DEPARTMENT OF 2DeUCATION
freely their professionAl judgement
BUREAU OF VOCATIONAL EDUCATION
in the conduct.of the project.
Pdints
of view or opinions stated do not,
therefore, necessarily represent
official State Department of Education
position or policy.
A
US DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF
"PERMISSION TO REPRODUCE THIS
EDUCATION
EDUCA DONAL RESOURCES
MATERIAL HAS BEEN GRANTED BY
INFORMATION
CENTER (ERIC)
c-,
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ACKNOWLEDGEMENTS
Many persons have prOvided cooperation and assistance vital to
the successful completion of the Advisor's Handbook.
Ap,outstanding level of cooperation and assistance wae demonstrated
by the Technical Assistance Committee comprised of:
Nancy Black
1.
Marion County AVEC
Pat Dennison
2.
Russell County AVEC
Deborah Gray
3.
Breckinridge County AVEC
.Diane Links
4.
Laurel County High School
to Shirley Lescelius
A special acknowledgetent is also
extencied
Special
who assisted with the field testing and editing of the Handbook.
Marcfa Hardin
thanks is also extended to Beth Breeden and her assistants,
and Susanne Lewis for their efforts in the typing and collating of the
manuscript.
INTRODUCTION
Ah important ingredient.for a successful HOSA chapter is a qualified
This handbook is written Primarily for use by
and committed advisor.
Health Occupations teachers and HOSA advisors.
Health Occupations teachers and HOSA advisors will find the Handbook
This Handbook has
helpful as a reference in their instruction on
.
been prepared to assist ihe Health Occupations teacher in becoming better
qualified to supervise, lead and direct Health Occupations students in
4
The Handbook
the role of participants and leaders in chapter activities.
is not prepared for the purpose of dictating what to do, but to serve as
a bocry of simplified and organized information for the teachers' use in
.
-
utlined in the HOSA Student Modules.
A
eveloping the competencies
o
The KY-HOSA Advisor's Handbook was designed to be used in conjunction
In eacti section of this Handbook there is
with the HOSA Student Modules'.
Li
However, the Advrsor's Handbook attempts to
reference.to student modules.
It is hoped
expand on the body of knowledge contained in the'modules.
that this additional information will be of value to the advisor who is
attempting to organin a new HOSA chapter.
The Handbook will be most effective at the beginning of the Health
Services/Health Occupations class when the student modules are emphasized.
The skills and abilities outlined in the Handbook should be practiced
throughout the school year and used. in all chapter meetings and programs.
.
Due to the scheduling of the State Leadership Conference in October, the
first six Student Modules should be emphasized and Completed in the first
By tIle State Conference,- it is hoped that
six weeks of the fall semester.
the chapter will have elected offtcers, estaKished working committees,
ii
developed a program of activit4s, established a budget, written their
local bylaws, and applied for affiliation with KY-HOSA.
It is also hoped .that by using this Handbook,.the Health'Occupations
teacher and HOSA advisor will be aided in the development of participating
members who wifl become -future leaders in the communit
civic, state, and
,
11(
national affairs.
If HOSA is to meet its Objecti'ves
deyeloping leade;phip -- we must
prepare members at the locallevel.
No organization can stand on a weak
foundation.
Let us addres's ourselves to the most vital area of HOSA.-7
Leadership Development,
(
4
TABLE OF CONTENTS
4
Title Page
gection
v
STUDENT ORGANIZATIONS-HOSA
1-1
1
7
ORGANIZATIONAL STRUCTURE
2-1
/
2
:f4
ORGANIZING A CHAPTER
3-1
3
METERSHIP/LEADERSHIP
4-1
4
CONSTITUTION AND BYLAWS
5-1
5
-
PARLIAMENTARY PROCEDURE
6-1
6
,
'MEETINGS AND CEREMONIES
7-1
7
PROGRAM OF ACTIVITIES.
8-1
t 8
BUDGETS AND FUND RAISING
9-1
9
0
,
10-1
ADVISOR'RESPONSIBILITIES
10
COMPETITIVE EVNTS
11-1
11
12-1.
ESSENTIAL RELATIONSHIPS
12
,
CY"
"tf
PUBLIC RELATIONS AND RESOURCES
13-1
13
14-1
CHAPTER EVALUATION
14
15-1
ASSROOM
HOSA IN
HE
15
APPEN IX
16
Sample Letter to Parents
1
Sample Letter of Intent
2
Dues Collection Form
3
Status Summary
4
Guide for Constitution
- 6
it
Application for Officer Candidacy-Local
-4,
Nomination-for Sta4p Officer
-12
-15
HOSA Study Sheet
KY-HOSA Campaign Rules
-17
Screening Notes-Nominating Committee-
-23
Local
Guidelines for Conference Forms
-24
Singes* Seating Charts
-25
-26
Sample Evaluation Forms
444444

STUDENT ORGANIZATIONS
importance of student
Continued emphasis is being placed on the
In the past, student
education.
organizations in health occupations
and some students
organizations were almost totally extracurricular
0
Vocatiorial
Ilearning experiences.
did not reap the benefits of these
sucdess is not meagured
1
education is concerned because occupational
Students need experiences in developing
in technical skills alone.
healthy positive attitude.
social skills, leadership, citizenship, and a
experiences'necessary to insure
Thus, student organizations provide the
Currently, most student
satisfying life.
a healthy, productive, and
cukriculum because of
organizations are being incorporated into the
teaching citizenship, interpersonal
the invaluable role they play in
the dignity of work.
skills; pride in accomplishment, and respect for
strive to Yecome
Student organizations can benefit all of us as we
experi-
Teacher and students alike can utilize these
self actualized.
behaviors
of the attitudes, values, skills, and
ences for the development
needed for a healthy, productive life.
Being a chapter
students.
It takes time to encourage and motivate
the part of thq teacher.
advisor will call for additional dedication on
also affords the ,teacher
However, being a student organization advisor
rewards on both a personal and professional
an opportunity to reap many
level.
and professional dl.velop-
Being an advisor allows for personal growth
\
parliamentary pwkcedure
Working with your students or such skills as
ment.
The deve
knowledge of the subject.
can help you strengthen your own
benefit to you in interacting with other
nt of such skills can be of
A
essional organizations.
1-1
I
\
.commwi
1-2
You can also get to know your students on'a more personal basis,
--
without undermining your instructional role, than the regular class-
This enables you to obtain a better understanding of the
room permits.
This knowledge can
problems and concerns which face young people today.
then be utilized to help y,ou become a,more effective teacher.
You will also gain an opportunity to receiVe feedback on your pro-
j
professional
You can observe the students. in an actual busDness or
gram.
situation and will be in the position to judge the effectiveness of your
Adjustments cad easily be made to supplement or alter your
curriculum.
curriculum to meet the current needs of the students.
Student
Your students will be the professionals of tomorrow.
their develop-
organizations provide an additiorial opportunity to foster
They must be able to make policy and curric-
ment into effective leaders.
ulum decisions wisely.
You will find many opportunities to interact with your counterparts
Conventions and conferences
from other parts of the state and .the nation.
At the
experiences.
allow you to meet people with similar interests and
different
it 411 afford you the opportunity. to learn of
same time,
techniques and approaches, discuss problem areas, and explore curriculum
changes
r"
4
#
1-3
HOSA
An essential element when
a student organization is a,
starc/ing
working knowledge of what that organization stands for andhow it was.
Refer'o the student
This section addresses those issues.
formed.
module, LEARNING,ABOUT HOSA,ior further information regarding crqed,'
emblem, colors, and mottor.
Purpose and Goals
The fundamental purpose of HOST is to.provide students:
(a) an
4
understanding of the health field, the dynamics of health care, and
descriptions of various career oppo-rtunities; (b) theknowlehe and
skills needed !or entry level employment as health workers; and
(c) preparation for c-ertification or licensUre needed for employment. 8
Through apptopriate guidance and counseling, health occupations
education is designed to assist each student to:
(a) understand and
accept his abilities, aptitudes, and interest; (b) develop these
interests;sand (c) relate them to realistic life goals.
It is crucial thk a student organization have some definite goals
in order to he successful in preparing students to become pToductive,
HOSA has identified the following as its major purposeg:
citizens.
to foster programs? and activities.that will develop the
1.
physical, mental, and social well being of the individual;
leVership,"character, and citizenship; ethical practices
and resPect for the dignity of work;
foster self actualizing of each meMber which will contribute
2.
to the meeting of each individual's psychological, social,
and economic 5Reds;
411