leadership and cookies -...

Independent Living II/Foods

Leadership and Cookies

A combination of FCCLA and cooking

Aug 10- 1st Qtr. Progress

Pacing GuideDay 1 to First Quarter ProgressSunday Monday Tue. Wednesday Thursday Friday Saturday7 8

No class

10Day 1- IntroSyllabusDept. Rules

11What is FCCLAvideo

12CLUE

13

14 15Reading a recipe

16 17COOKIES

SAFETY DAY

18COOKIES

19Review Leadership Event

20

21 22LeadershipCover pageTable of ContentsPage Dividers

23 24Planning Process

PARENT NIGHT

25Leadership Profile and Employability Skills Checklist

26Leadership Competencies Inventory (Self) Analysis and Summary

27

28 29Leadership Competencies Inventory (Observer) Analysis and Summary

30 31COOKIES

Sept. 1COOKIES

2Admirable Leader Summary

3

4 5HOLIDAY

6 7Leadership Development Plan

8Outside Perspective Reflection

9PROGRESS

Leadership Reflection

10

IL2/Foods Leadership and Cookies Page: 1

ContentsPacing Guide................................................................................................................................................1

A Letter to the Parent/Guardian..................................................................................................................3

Kitchen Lab Assignments.............................................................................................................................4

RECIPE COMPREHENSION............................................................................................................................5

Job Division..................................................................................................................................................6

Clerk’s Notes:..............................................................................................................................................7

Job Division................................................................................................................................................10

Clerk’s Notes:.............................................................................................................................................11

Job Division................................................................................................................................................14

Clerk’s Notes:.............................................................................................................................................15

Leadership Event.......................................................................................................................................16

EVENT CATEGORIES...............................................................................................................................17

PROCEDURES & TIME REQUIREMENTS..................................................................................................17

ELIGIBILITY & GENERAL INFORMATION.................................................................................................17

Specifications.............................................................................................................................................18

Hardcopy Portfolio.............................................................................................................................18

Electronic Portfolio............................................................................................................................18

ORAL PRESENTATION.........................................................................................................................23

STAR Events Point Summary Form............................................................................................................24

LEADERSHIP RUBRIC.................................................................................................................................25

LEADERSHIP STAR EVENT SCHOLARSHIP INFORMATION...........................................................................27

FCCLA Planning Process Summary Page Template................................................................................28

Personal Leadership Profile and Employability Skills Checklist and Instructions...................................29

EMPLOYABILITY SKILL FRAMEWORK CHECKLIST AND TEMPLATE......................................................30

FCCLA Leadership Competencies Inventory (Observer).........................................................................33

FCCLA Leadership Competencies Inventory (Self).................................................................................36

Transferring Your Responses.............................................................................................................38

Interpreting Your Scores....................................................................................................................39

Leadership Development Plan...............................................................................................................40


A Letter to the Parent/GuardianYour student is enrolled in a Foods class. In addition to the process of learning to cook, your student will be involved in the following:

Kitchen Safety Appropriate use of Kitchen tools and equipment Measuring with accuracy Acquiring and practicing table manners and etiquette Table setting for various occasions Working in a group Following directions with accuracy

Actual cooking is done 1-2 times a week, every other week. The students gain other skills, such as math with measuring, cooperation while working in a group, delegation of duties, leadership, and health and safety procedures.

This can be a very enjoyable class for your student, when guidelines are followed.

Thank you for your support and cooperation

Laura Nealy, Teacher


Kitchen Lab AssignmentsEach of these jobs will be rotated so that everyone will have a chance to do each job. If you are absent you will skip that job and it will be divided among those in your group. The size of the group is not always the same for each group as it depends on the number enrolled in the class and the number of students present on the day of the lab. However, all jobs must be completed on the day of the lab by someone.

Job Description/PointsCook Select correct measuring tools 5

Measure ingredients found on supply table correctly 5Follow recipe as read by the clerk 10Monitors correct baking/Cooking time 5Sweep the floor 5

Assistant Cook Select appropriate equipment per the recipe 5Turn on Oven, if needed 5Measure ingredients found in the kitchen correctly 10Help Cook prepare the recipe 5Monitors correct use of lab time 5

Dish Washer Fill dish pan with hot water and soap 5Use the white wash cloth to wash items 5Wash each item as used correctly 10Wipe down counters 5Put dish pan away 5

Dish Dryer Set out dish rack and put away 5Make sure 4 wash clothes and 4 dish towels are available 5Use the red dish cloth to dry dishes as they are washed 5Put items away in their correct location 10Wipe down canisters 5

Kitchen Clerk Read out loud to the group the recipe once through the day before the lab

5

List items needed to prepare the recipe the day before the lab 5On the day of the lab read each step out loud and check it off as it is completed

10

Maintains Kitchen safety and notifies teacher when needed 5Submitting notes for the groups grade 5

All hands helper Laundry collect/ load/fold/distribute 10Maintain organization of the Tool Stacks 5Maintain the organization of the Ingredients Cabinet 5Maintain the organization of the pan closet and glass cabinet 5Sets tables when required 5


RECIPE COMPREHENSIONDirections: Use the following recipe to answer the questions on the following page.

Chocolate Chip Cookies

Baking time 12 minutes Yield 5 dozen if 2 Tablespoons of batter per cookie

Tools Needed:1 Cup dry measurer¼ Cup dry measurer½ Cup dry measurer1 teaspoonMixer and bowl with Paddle attachmentSecond Large bowl

Rubber spatulaMetal spatulaWooden SpoonPurple ice cream scoop2 or 4 baking pans with liners2 Cooling Racks

Hot pan holders4 white wash rags and 4 red drying clothsWash panDish rack with drainerTimer

Ingredients:

2 ¼ Cup Flour¾ cup granulated sugar¾ brown sugar1 cup or 2 sticks of butter2 eggs

1 teaspoon Salt1 teaspoon Baking Soda1 teaspoon vanilla1 bag of chocolate chipsNuts if desired

Procedures:

1. Preheat oven to 375 degrees2. In the mixing bowl combine butter and sugars until smooth and creamy. 3. Add Vanilla and eggs.4. In a separate bowl combine flour, salt, and baking soda.5. Carefully and slowly add flour mixture to the sugar/butter mixture.6. Continue mixing until all ingredients are combined and batter/dough is smooth in texture.7. Use a wooden spoon to hand mix the chocolate chips and nuts as desired.8. Use the Purple ice cream scoop to make balls of dough no bigger than 2 tablespoons.9. Each scoop/ball will be placed on the cookie pan 3 across and 4 down so that each pan

holds 12 cookies.10. Place two pans in the oven at the same time, each one on a separate rack in the oven.11. Bake for 12 minutes12. When you remove the pans place them on cooling racks.


13. When the pan cools lift the paper liner with the cookies onto the cooling rack without the pan.

14. Use the pans to make more cookies and repeat steps 7-12.

Recipe Comprehension:

1. List below all items (tools and equipment) needed to prepare the above recipe:

2. List below those ingredients which would be considered the “wet” ingredients:

3. List below those ingredients which would be considered the “dry” ingredients

4. How will the chocolate chips be added?

5. How long will it take to bake the cookies?

6. How many cookies will the recipe prepare? What happens if you do not make each scoop of batter on the cookie pan the same size?

7. When the cookies are baked what will you do with them?


Job DivisionUse the table below to list who will perform which duties.

Student Job Description/PointsCook Select correct measuring tools 5

Measure ingredients found on supply table correctly

5

Follow recipe as read by the clerk 10Monitors correct baking/Cooking time 5Sweep the floor 5

Assistant Cook

Select appropriate equipment per the recipe 5Turn on Oven, if needed 5Measure ingredients found in the kitchen correctly

10

Help Cook prepare the recipe 5Monitors correct use of lab time 5

Dish Washer

Fill dish pan with hot water and soap 5Use the white wash cloth to wash items 5Wash each item as used correctly 10Wipe down counters 5Put dish pan away 5

Dish Dryer

Set out dish rack and put away 5Make sure 4 wash clothes and 4 dish towels are available

5

Use the red dish cloth to dry dishes as they are washed

5

Put items away in their correct location 10Wipe down canisters 5

Kitchen Clerk

Read out loud to the group the recipe once through the day before the lab

5

List items needed to prepare the recipe the day before the lab

5

On the day of the lab read each step out loud and check it off as it is completed

10

Maintains Kitchen safety and notifies teacher when needed

5

Submitting notes for the groups grade 5All hands helper

Laundry collect/ load/fold/distribute 10


Maintain organization of the Tool Stacks 5Maintain the organization of the Ingredients Cabinet

5

Maintain the organization of the pan closet and glass cabinet

5

Sets tables when required 5

Clerk’s Notes:Use the lines below to document your duties and the lab as it occurs.


The Best Rolled Sugar CookiesRecipe by: Jill Saunders

http://allrecipes.com

"Whenever you make these cookies for someone, be sure to bring along several copies of the recipe! You will be asked for it, I promise! NOTE: I make icing with confectioners' sugar and milk. I make it fairly thin, as I 'paint' the icing on the cookies with a pastry brush. Thin enough to spread easily but not so thin that it just makes your cookies wet and runs off."

Ingredients1 1/2 cups butter, softened2 cups white sugar4 eggs1 teaspoon vanilla extract5 cups all-purpose flour2 teaspoons baking powder1 teaspoon salt

DirectionsIn a large bowl, cream together butter and sugar until smooth. Beat in eggs and vanilla. Stir in the flour, baking powder, and salt. Cover, and chill dough for at least one hour (or overnight). Preheat oven to 400 degrees F (200 degrees C). Roll out dough on floured surface 1/4 to 1/2 inch thick. Cut into shapes with any cookie cutter. Place cookies 1 inch apart on ungreased cookie sheets.

Bake 6 to 8 minutes in preheated oven. Cool completely.


Rewrite the Recipe.Directions:List all tools necessarySeparate the ingredients from wet and dryList the directions in numerical sequence. Verify that all ingredients needed are listed in the Ingredient list. Verify that all steps are accurately mentioned. If the recipe will take two days to prepare split the recipe by Day 1 and Day 2 Directions (for example the oven wouldn’t be preheated on day one if baking doesn’t occur until day 2)Separate the Oven temperature, Yield, and time to prepare and bake.Note: You may use your own paper if the chart below doesn’t work for you.

Title:

Author:

Tools Needed: Preheat oven to:

Recipe will Yield:

Prep Time:

Bake Time:

Total Time:

Wet Ingredients Dry Ingredients

Procedures:





5


Assistant Cook


10


Dish Washer


Dish Dryer


5


5


Kitchen Clerk


5


5


10


5




5


5



Classic Peanut Butter CookiesRecipe By: Shirley Sadler

"Makes great cookies!"24 servings at 252 calories per serving

Ingredients1 cup unsalted butter1 cup crunchy peanut butter1 cup white sugar1 cup packed brown sugar2 eggs2 1/2 cups all-purpose flour1 teaspoon baking powder1/2 teaspoon salt1 1/2 teaspoons baking soda

DirectionsCream butter, peanut butter, and sugars together in a bowl; beat in eggs.In a separate bowl, sift flour, baking powder, baking soda, and salt; stir into butter mixture. Put dough in refrigerator for 1 hour.Roll dough into 1 inch balls and put on baking sheets. Flatten each ball with a fork, making a crisscross pattern. Bake in a preheated 375 degrees F oven for about 10 minutes or until cookies begin to brown.


Rewrite the Recipe.List all tools necessarySeparate the ingredients from wet and dryList the directions in numerical sequence. Verify that all ingredients needed are listed in the Ingredient list. Verify that all steps are accurately mentioned. If the recipe will take two days to prepare split the recipe by Day 1 and Day 2 Directions (for example the oven wouldn’t be preheated on day one if baking doesn’t occur until day 2)Separate the Oven temperature, Yield, and time to prepare and bake.

Title:

Author:

Tools Needed: Preheat oven to:

Recipe will Yield:

Prep Time:

Bake Time:

Total Time:

Wet Ingredients Dry Ingredients

Procedures:





5


Assistant Cook


10


Dish Washer


Dish Dryer


5


5


Kitchen Clerk


5


5


10


5




5


5



Leadership EventLeadership, an individual event, recognizes participants who actively evaluate and grow in their

leadership potential. Participants investigate their leadership ability, assess leadership and

employability skills, and develop and implement a plan to further their leadership development.

Participants must prepare a portfolio and an oral presentation.

GENERAL INFORMATIONIndividual

or Team

Event

Prepare

Ahead of

Time

Equipment

Provided

Electrical

Access

Participant

Set Up /

Prep Time

Room

Consultant

&

Evaluator

Review

Time

Maximum

Oral

Presentatio

n Time

Evaluation

Interview

Time

Total Event

Time

Individual Portfolio,

Oral

Presentation

Table Not

provided

10 minutes 10 minutes

prior to

presentation

1-minute

warning at 9

minutes;

stopped at

10 minutes

5 minutes 30 minutes

PRESENTATION ELEMENTS ALLOWEDAudio Costumes Easel(s) File

Folder

Flip

Chart(s)

Portfolio Props/

Pointers

Skits Presentation

Equipment

Visuals

*


EVENT CATEGORIES Senior: grades 10–12 Occupational: grades 10–12

See page 74 for more information on event categories.

This event developed in partnership with Cottey College (www.cottey.edu) and is supported with

a tuition scholarship opportunity for the top-scoring female sophomore attending the National

Leadership Conference participant.

PROCEDURES & TIME REQUIREMENTS 1. Each participant will submit a portfolio (hardcopy or electronic) to the event room consultant

at the designated participation time.

2. Participants will have 10 minutes to set up for the event. Other persons may not assist.

3. Room consultants and evaluators will have 10 minutes to preview the portfolio (hardcopy or

electronic) before the presentation begins, during participant set up time. The participant

must make the electronic portfolio accessible to evaluators.

4. The oral presentation may be up to 10 minutes in length. A one-minute warning will be given

at 9 minutes. The participant will be stopped at 10 minutes.

5. If audio or audiovisual recordings are used, they are limited to a 1 minute playing time during

the presentation. Presentation equipment, with no audio, may be used during the entire

presentation.

6. Following the presentation, evaluators will have 5 minutes to interview participant.

7. Evaluators will have up to 5 minutes to use the rubric to score and write comments for the

participant.

ELIGIBILITY & GENERAL INFORMATION 1. Review “Eligibility and General Rules for All Levels of Competition” on page 77 prior to

event planning and preparation.

2. A table will be provided. Participant must bring all other necessary supplies and/or equipment.

Wall space will not be available.

3. Access to an electrical outlet will not be provided. Participants are encouraged to bring fully

charged devices such as laptops, tablets, etc., to use for electronic portfolio presentation.


LEADERSHIP

Specifications

Hardcopy Portfolio The portfolio is a collection of materials used to document and illustrate the work of the project.

Materials must be contained in the official FCCLA STAR Events binder obtained from the

FCCLA national emblematic supplier. A decorative and/or informative cover may be included.

All materials, including the content divider pages and tabs, must fit within the cover, be one-

sided, and may not exceed 42 pages, as described below. Once a hardcopy portfolio has been

turned in to evaluators, participants may not switch to an electronic portfolio.

Electronic Portfolio An electronic portfolio may be either in PowerPoint, Prezi, or other electronic format that can be

viewed by the evaluators and room consultants prior to the oral presentation. The electronic

portfolio and the hardware (method) to view it (i.e., equipment, files, projectors, screens,

laptops) will be turned in to the room consultant at the designated participation time. Participants

assume the responsibility of providing the technology used to show the evaluators the project.

Once an electronic portfolio is turned in to the evaluators, participants may not switch to a

hardcopy portfolio. Portfolio may not exceed 60 slides, as described below.

1-8 ½” x 11” pageor 1 slide

Project Identification Page

Plain paper or slide, with no graphics or decorations; must

include participant’s name, chapter name, school, city, state,

FCCLA national region, event name, and project title.

1-8 ½” x 11” pageor 1 slide

Table of Contents List the parts of the portfolio in the order in which the parts

appear.

1-8 ½” x 11” pageor 2 slides

FCCLA Planning ProcessSummary Page

Summarize how each step of the Planning Process was used to

plan and implement the project; use of the Planning Process may

also be described in the oral presentation.

1 Evidence of Complete the online project summary form located on the STAR


OnlineProject Summary Submission

Events Resources page of the FCCLA national website and

include proof of submission in the portfolio.

0–7 Content Divider Pages or Sections

Use up to 7 content divider/section pages or slides. Content

divider/section pages may be tabbed, may contain a title, a section

name, graphic elements, thematic decorations, and/or page

numbers. They must not include any other content.

Up to 318 ½” x 11”pages or 48 slides

Leadership Profile and Employability Skills Checklist

Using the “Personal Leadership Profile and Employability Skills

Checklist Instructions” located on the STAR Events Resources

page of the FCCLA national website, create a personal leadership

profile, outlining leadership activities or experiences in the

following areas:

• FCCLA (national programs, competitive events, Leadership

Academy, local/regional/state/national leadership roles, etc.)

• School (clubs, sports, activities, etc.)

• Personal/Family/Community (employment, clubs, organizations,

etc.)

Using the Employability Skills Checklist, indicate the

employability skills that have been developed or improved

through the leadership activity/experience identified. The

leadership profile with identified skills should not exceed three

8½“x 11” pages or five slides.

Leadership Competencies Inventory (Self) Analysis and Summary

Using the FCCLA Leadership Competencies Inventory (Self),

located on the STAR Events Resources page of the National

FCCLA website, participants will complete the inventory, analyze

their results, and include a summary of the results. The participant

may use graphs, narrative, bullet points, etc. to convey their

inventory results in a way they believe is most effective. The

summary should not exceed four 8½“x 11” pages or six slides.


(continued from previous page)Up to 318 ½” x 11”pages or 48 slides

Leadership Competencies Inventory (Observer) Analysis and Image Awareness Summary

Using the FCCLA Leadership Competencies Inventory

(Observer), located on the STAR Events Resources page of the

National FCCLA website, participants will gather insight from

three others who have observed their leadership skills. Of the

three individuals chosen, at least one must be a teacher, adviser, or

other adult; and at least one must be from another student (one

who has observed the participant in a leadership role and is

willing to give helpful and honest insight).

Using the information gathered from the assessments, along with

results from the Leadership Inventory, the student will develop an

image awareness summary of their leadership strengths and areas

for growth. This section should not exceed seven 8½“x 11” pages

or ten slides.

Admirable Leader Summary

Using the questions from the FCCLA Leadership

Competencies Inventory (Self) as a guide, describe one

significant person who has been or is a leader in the

participant’s life. The description should include attributes

of the person which contribute to their leadership.

Participants may discuss how their relationship has been

meaningful in the participant’s personal grown (may be

leadership related or in another capacity). The Admirable

Leaders Summary should not exceed one 8 ½”x11” page or

two slides.



Leadership Development Plan

Using information obtained from the FCCLA Leadership

Competencies Inventory (Self), FCCLA Leadership

Competencies Inventory (Observer), and Admirable Leader

Summary sections, participants will use the Leadership

Development Plan, located on the STAR Events Resources

page of the National FCCLA website, to develop a

Leadership Development Plan to address goals in areas of

the participant’s personal leadership abilities. Goals should

be short term and can pertain to any area of the participant’s

leadership abilities and activities. Goals must be SMART

(Specific, Measurable, Attainable, Realistic, and Time-

Based). The Leadership Development Plan section of the

portfolio should include the participant’s personal LDP and

a detailed description of the progress and experience of

working on each individual goal. This section should not

exceed ten 8 ½”x 11” pages or fifteen slides.

Outside Perspective Reflection

Include two reflections from a third-party who have

witnessed the participant’s efforts toward working on their

LDP. The participant should explain what they are trying to

achieve after developing the LDP and provide insight to the

third-party to aid the reflection. The reflection should briefly

describe the relationship and the observed effects of the

LDP. It is highly recommended that these reflections come

from two of the individuals who completed the FCCLA

Leadership Competencies Inventory (Observer) insight that

contributed to the Self Awareness section. Each Outside

Perspective Reflection should include the third-party’s name

and relationship. This section should not exceed two 8

½”x11” pages or four slides.



Leadership Reflection

Include a summary reflection of the overall experience of

developing leadership. This reflection should include a

discussion of the impact of working toward goals on

personal leadership effectiveness, what was learned, how

he/she utilized and built upon leadership strengths and

improved his/her weaknesses, what he/she will take from the

experience for the future, their plan for future

actions/development, and any other thoughts about

leadership. This section should not exceed four 8 ½”x11”

pages or 6 slides.

Appearance Portfolio must be neat, legible, and professional and use

correct grammar and spelling.


ORAL PRESENTATION The oral presentation may be up to 10 minutes in length and is delivered to evaluators. The

presentation should explain the specifics of the project. The presentation may not be prerecorded.

If audio or audiovisual equipment is used, it is limited to a 1 minute playing time during the

presentation. Presentation equipment, with no audio, may be used throughout the oral

presentation. Participants may use any combination of props, materials, supplies, and/or

equipment to demonstrate how to carry out the project.

Organization/Delivery Deliver oral presentation in an organized,

sequential manner; concisely and thoroughly

summarize project.

Connection to Family and Consumer Sciences

and Related Occupations

Describe relationship of project content to

Family and Consumer Sciences and related

occupations.

Knowledge of Self Demonstrate thorough knowledge of self and

the ways in which he/she grew during the

project.

Use of Portfolio and Visuals

During Presentation

Use the portfolio and visuals to support,

illustrate, or complement presentation.

Voice Speak clearly with appropriate pitch, tempo,

and volume.

Body Language/ Clothing Choice Use appropriate body language including

gestures, posture, mannerisms, eye contact,

and appropriate handling of notes or note

cards if used. Wear appropriate clothing for

the nature of the presentation.

Grammar/Word Usage/ Use proper grammar, work usage, and

pronunciation.

Responses to Evaluators’ Provide clear and concise answers to

evaluators’ questions regarding project.

Questions are asked after the presentation.


STAR Events Point Summary Form LEADERSHIPName of Participant

Chapter State Team # Station # Category

ROOM CONSULTANT CHECK PointsRegistration Packet0 or 3 points

Picked up by adviser or designated adult during scheduled time

No 0 Yes 3Orientation0 or 2 points

0Did not attend

2The individual attended

Hardcopy Portfolio0–1 pointorElectronic Portfolio0–1 point

0Binder is not the official FCCLA binder0Electronic Portfolio not in viewable format to the evaluators

1Binder is the official FCCLA binder1Electronic Portfolio in viewable format to the evaluators

Portfolio Pages0–3 points

0Portfolio exceeds the page limit

1 2 32 or more errors 1 error no errorsPortfolio contains no more than 42 single-sided pages or 60 slides completed correctly, including:• 1 project ID page or slide• 1 table of contents page or slide• 1 Planning Process summary page or 2 slides• Project Summary Submission Proof• Up to 7 content divider pages or slides• Up to 31 content pages or 48 content slides

Punctuality0–1 point

0Participant was late for presentation

1Participant was on time for presentation

EVALUATORS’ SCORES ROOM CONSULTANT TOTALEvaluator 1__________ Initials __________ (10 points possible)Evaluator 2__________ Initials __________ AVERAGE EVALUATOR

SCOREEvaluator 3__________ Initials __________ (90 points possible)Total Score__________ divided by number of evaluators FINAL SCORE__________ = AVERAGE EVALUATOR

SCORE(Average Evaluator Score plusRoom Consultant Total)

RATING ACHIEVED (circle one)

Gold: 90-100 Silver: 70-89.99 Bronze: 1-69.99

VERIFICATION OF FINAL SCORE AND RATING (please initial)Evaluator 1__________ Evaluator 2__________ Evaluator 3__________ Adult Room Consultant__________ Event Lead Consultant__________


LEADERSHIP RUBRICRubricName of Participant ________________________________________________________________________________________Chapter______________ State_______ Team #_________ Station #______ Category______


To obtain the documents needed to complete this event, go to the STAR Events Resources page

on the National FCCLA website (http://fcclainc.org/programs/resources.php)

For the Leadership STAR Event, participants will need the following online resources:

• Personal Leadership Profile and Employability Skills Checklist and Instructions

• FCCLA Leadership Competencies Inventory (Observer)

• FCCLA Leadership Competencies Inventory (Self)

• Leadership Development Plan

LEADERSHIP STAR EVENT SCHOLARSHIP INFORMATION Cottey College (www.cottey.edu) is providing two tuition scholarships of $350 each to attend the

June 2017 and June 2018 Cottey Summer Workshop “Workshop for Women Who Are Going

Places.” This will be awarded to the top-scoring female high school sophomore in the Leadership

STAR event, both in the Senior and Occupational Category, at the 2016 and 2017 National

Leadership Conferences.

Summer Workshop attendees are awarded an annual scholarship of $3000 renewable for up to

four years if they are accepted and choose to attend Cottey College (value $12,000). Summer

workshop is open to current sophomores or juniors at the time of registration.


FCCLA Planning Process Summary Page Template(This template may be modified, but all headings must be used in the correct order. The FCCLA logo, STAR Events

logo, and Planning Process graphics are encouraged but not required.)

IDENTIFY CONCERNS

SET A GOAL

FORM A PLAN (WHO, WHAT, WHEN, WHERE, HOW, COST, RESOURCES, AND EVALUATION)

ACT

FOLLOW UP


LEADERSHIP STAR EVENT

Personal Leadership Profile and Employability Skills Checklist and Instructions

Each participant will create a personal leadership profile which outlines his/her leadership activities or experiences in the following areas:

• FCCLA (national programs, competitive events, Leadership Academy, local/regional/state/national leadership roles, etc.)

• School (clubs, sports, activities, etc.) • Personal/Family/Community (employment, clubs, organizations, etc.)

The personal leadership profile should not exceed more than one page, and the Employability Skills Framework Checklist should not exceed two pages.

Using the Employability Skills Framework Checklist below, indicate with an “X” which skill components you have developed or improved through participation in each of the three activity categories. Not all activities may align with an employability skill component. Only mark an “X” if you could document this skill if asked.

For each of the three Employability Skills Framework areas, provide an explanation of how your participation in the marked activities have improved the identified skills.


EMPLOYABILITY SKILL FRAMEWORK CHECKLIST AND TEMPLATE

Name of Participant ____________________________________________________________

Chapter__________________________________________ State_______ Category_________

Employability Skills Framework Components FCCLA Leadership Activities

School Leadership Activities

Personal/Family/ Community Leadership Activities

App

lied

Kno

wle

dge

Applied Academic Skills

Reading skillsWriting skillsMath strategies/proceduresScientific principles/procedures

Critical Thinking Skills

Thinks creativelyThinks criticallyMakes sound decisionsSolves problemsReasonsPlans/organizes

In what ways did your activity participation improve your Applied Knowledge Skills?





Effe

ctiv

e R

elat

ions

hips

Interpersonal Skills

Understands teamwork and works with othersResponds to customer needsExercises leadershipNegotiates to resolve conflictRespects individual differences

Personal Qualities

Demonstrates responsibility and self-disciplineAdapts and shows flexibilityWorks independentlyDemonstrates a willingness to learnDemonstrated integrityDemonstrates professionalismTakes initiativeDisplays a positive attitude and sense of self-worthTakes responsibility for professional growth

In what ways did your activity participation improve your Effective Relationships Skills?





Wor

kpla

ce S

kills

Resource Management

Manages timeManages moneyManages resourcesManages personnel

Information Use

LocatesOrganizesUsesAnalyzesCommunicates

Communication Skills

Communicates verballyListens activelyComprehends written materialConveys information in writingObserves carefully

Systems Thinking

Understands and uses systemsMonitors systemsImproves systems

Technology Use

Understands and uses technology

In what ways did your activity participation improve your Workplace Skills?


FCCLA Leadership Competencies Inventory (Observer)Student Name: ____________________________________

STUDENT LEADER INSTRUCTIONS:

Please fill your name in above and make 3 copies. You will provide this inventory to at least one teacher, coach or other adult who has observed you in a leadership role. At least one inventory should go to a person who will give you honest answers and has seen you in a leadership role in a club, organization, team, etc. The third copy can go to a person of your choice who will provide you with honest and helpful information.

OBSERVER INSTRUCTIONS:

Below are twenty four (24) statements describing leadership competencies that have been identified as being both employability skills and important leadership characteristics. Please read each statement carefully, then rate the above student in terms of how frequently the student utilizes the actions described. This is not a test, so there are no right and wrong answers. Additionally, there are two short response questions that ask you to consider the student leader’s strengths and areas for growth.

In order to get the most out of this inventory, it’s important to be honest about how often you believe or observe the student utilize each of the actions (not how often they might like to utilize it). The rating scale includes five choices. Please circle the number that best applies to each statement.

1 - H

ardl

y Ev

er

2 -

Occ

asio

nal

ly

3 –

At

Tim

es

4 - U

sual

ly

5 –

Alm

ost

Alw

ays

1. The student leader looks for creative ideas/solutions to problems2. The student leader participates in group projects or activities by contributing to the task/goal.3. The student leader actively participates in classes and groups by asking questions, volunteering answers, and fulfilling responsibilities.4. The student leader demonstrates effective time management in both personal (i.e. homework or other assignments) and group (i.e. class, team, club, etc.) settings.5. The student leader asks questions, plays devil's advocate or finds other ways to understand a problem.


1 - H

ardl

y Ev

er

2 -

Occ

asio

nal

ly

3 –

At

Tim

es

4 - U

sual

ly

5 –

Alm

ost

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6. The student leader show respect to all participants in a group or team setting7. The student leader adapts easily to different situations and group settings.8. The student leader assesses information to determine which is relevant.9. The student leader assesses problems involving the use of available resources, people, and materials.10. The student leader helps other students understand tasks, find resources, and meet responsibilities.11. The student leader is cooperative and noticeably engaged in different settings (classes, groups, etc.).12. The student leader summarizes and communicates information in a way that helps others understand.13. The student leader considers both pros and cons of ideas, approaches, and solutions to problems.14. The student leader participates as a team leader or effective member in group projects or activities.15. The student leader is ethical in his/her interactions (actively trying not to harm others, be fair, and tell the truth).16. The student leader provides oral responses during conversations, meetings and classes.17. The student leader develops plans by creating steps and/or procedures to address a task.18. The student leader helps keep team members on track, suggests alternatives, and proposes/discusses options.19. The student leader contributes positively to the classes or groups that she/he is a part of.20. The student leader is noticeably engaged in meetings, classes and group settings through notetaking, questioning, and responding.21. The student leader implements plans by utilizing steps and/or procedures for a task.22. The student leader listens to and considers all team members' ideas and respond supportively to ideas given.


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23. The student leader practices active listening by seeking clarification and understanding if necessary.24. The student leader interprets both verbal and nonverbal communication efforts of others to better understand their perspective.

Please provide a brief answer to the following25. What would you consider the student’s three greatest strengths as a leader?

26. What are three areas of growth/improvement for the student leader?

Upon completion, please return this form to the student leader or to their FCCLA Advisor:

Advisor Name:______________________________

Room: _____________________

E-mail Address: ____________________________________________________

Instrument adapted from the Employability Skills Framework, available at http://cte.ed.gov/employabilityskills/. The instrument was developed by Cottey College (www.cottey.edu) for use by FCCLA, Inc


FCCLA Leadership Competencies Inventory (Self)

Student Name: ____________________________________

Instructions: Below are twenty four (24) statements describing leadership competencies that have been identified as being both employability skills and important leadership characteristics. Please read each statement carefully, then rate yourself in terms of how frequently you utilize the actions described. This is not a test, so there are no right and wrong answers.

In order to get the most out of this inventory, it’s important to be honest about how often you truly utilize each of the actions (not how often you would like to be utilizing it). The rating scale includes five choices. Please circle the number that best applies to each statement.

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1. I look for creative ideas/solutions to problems2. I participate in group projects or activities by contributing to the task/goal.3. I actively participate in classes and groups by asking questions, volunteering answers, and fulfilling responsibilities.4. I demonstrate effective time management in both personal (i.e. homework or other assignments) and group (i.e. class, team, club, etc.) settings.5. I ask questions, play devil's advocate or find other ways to understand a problem.6. I show respect to all participants in a group or team setting.7. I adapt easily to different situations and group settings.8. I assess information to determine which is relevant.9. I assess problems involving the use of available resources, people, and materials.10. I help other students understand tasks, find resources, and meet responsibilities11. I am cooperative and noticeably engaged in different settings (classes, groups, etc.).12. I summarize and communicate information in a way that helps others understand.13. I consider both pros and cons of ideas, approaches, and solutions to problems.


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14. I participate as a team leader or effective member in group projects or activities.15. I am ethical in my interactions (actively trying not to harm others, be fair, and tell the truth).16. I provide oral responses during conversations, meetings and classes.17. I develop plans by creating steps and/or procedures for a task18. I help keep team members on track, suggest alternatives, and propose/discuss options19. I contribute positively to the classes or groups that I am a part of.20. I am noticeably engaged in meetings, classes and group settings through notetaking, questioning, and responding.21. I implement plans by utilizing steps and/or procedures to address a task.22. I listen to and consider all team members' ideas and respond supportively to ideas given.23. I practice active listening by seeking clarification and understanding if necessary.24. I interpret both verbal and nonverbal communication efforts of others to better understand their perspective.


Transferring Your Responses After you have responded to all of the questions on both pages, please transfer your responses to the correct blank below.

Because the numbers are listed vertically across the page, it’s important to correctly fill in your responses. Be sure that you fill in a response option (1, 2, 3, 4, 5) for each statement. Once you have entered all of the scores, add the numbers by column to determine your total score for each competency area.

Observer 1’s Scores1 2 3 45 6 7 89 10 11 1213 14 15 1617 18 19 2021 22 23 24

CRITICAL THINKING SKILLSEFFECTIVE

INTERPERSONAL RELATIONSHIPS

EFFECTIVE PERSONAL RELATIONSHIPS WORKPLACE SKILLS










Interpreting Your Scores The effectiveness of any inventory is to consider the things that we do well and the things that we could improve. The key to this inventory is two-fold:

1. To reflect on one’s own skills and behavior to consider what you do well and could improve,

2. To balance your own reflection with that of your three observers to create a complete picture of the areas that you do well.

In order to best create a picture of your strengths and areas for growth as a leader, use your above scores with the worksheet on the next page to assist you in raising your image awareness and understanding your areas of leadership strength and what leadership areas you can further develop.


Participant’s Name: Leadership Development Plan

Personal development is a major theme of many leadership programs. For that reason, one of the most important aspects is to complete a Leadership Development Plan (LDP). The LDP will guide you through consistent growth in leadership development objectives. To be most effective, the LDP must truly be personal – it is only useful to the extent that it describes goals important to each individual student. Likewise, it will only be valuable to the extent that the LDP is something the participant takes personal ownership of - something that works for them.

Using the information from leadership inventories you have completed or feedback you have received, please indicate:3 biggest leadership areas to develop: 1. ___________________________ 2. ___________________________ 3. ___________________________

Plan for growthIn order to make an LDP effective, you must have a plan for growth. These should grow from the themes identified in the “FCCLA Leadership Competencies Inventory (Self), FCCLA Leadership Competencies (Observer), Image Awareness, and Admirable Leader Summary sections of the portfolio. The specific plan should include the following elements

Leadership Objective: What you want to do or improve - broad)

Tangible Goals: Goals should be specific, measurable, attainable, realistic, and time based. For full details on setting SMART goals, check out http://www.smart-goals-guide.com/smart-goal-setting.html. Goals should fall into at least one of the two categories (a third goal may be either).

Learning goals involve learning a new skill or acquiring information (i.e. reading a book, watching a TED talk, interviewing people who are effective, etc.)

Practice goals involve working to improve a specific skill, habit or behavior (i.e. speaking last in a discussion, delegating tasks, speaking up in class).

It is important to remember that goals should be short-term, they should be one step toward improving a leadership competency. Leaders do not become great overnight, but through constant striving to improve through small and manageable steps.

Challenges: Consider what might get in the way of achieving your goal. When a leader does this, they are more likely to overcome the challenge when it arises. Challenges may include time, commitment, friends or others close to you.

Resources: The most effective leaders know what resources are available to help them achieve their goals. Consider resources in terms of who, what and where (i.e. a specific teacher/advisor, the library, a friend who’s good at helping you stay on track, etc.).


http://www.smart-goals-guide.com/smart-goal-setting.html

http://www.smart-goals-guide.com/smart-goal-setting.html

Leadership Objective Tangible Goals Challenges Resources#1 1. (learning)

2. (practice)

3. (learning or practice)

#2 1. (learning)

2. (practice)


#3 1. (learning)

2. (practice)



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