Say Yes to FCS Recruiting Toolkit

“Say Yes to FCS” Toolkit Table of Contents

Developing a Plan Initiative Background

2 2 5 6 7 7 9

Branding

Student Leadership Lessons and Activities

FCCLA

Design an FCS Career Roll out my Future Digital Lock Lesson

15 20 21 29 30 42 81 84 84 86 87 88 89 97 97

Student Led Workshop Lesson Plan

Activity 1. Reality Check Activity 2. Headband Cards Activity 3. Salary Cards

FACS Teacher Recruitment Lesson

Strategies for Recruitment

Strategy 1. 10 Reasons to Become a FACS Teacher

Strategy 2. What Would I Teach?

Strategy 3. Who is Ellen?

Strategy 4. FACS Teacher Profile

Social Media Tool Kit Additional Resources Acknowledgements

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“Say Yes to FCS” Toolkit

DEVELOPING A PLAN This toolkit is a compilation of information and resources to assist teachers, teacher educators, state supervisors, FCCLA chapter and state advisors to promote awareness of FCS as a profession, create their Say YES to FCS campaigns, and connect with the career readiness units in their programs and states. It contains information about the recruitment initiative, branding, sample lessons and activities, info graphics, promotional video links, and ideas for using social media. You may choose to use the lessons and activities as developed or adapt them for your needs.

INITIATIVE BACKGROUND Background on the Say Yes to FCS Educator Recruitment Campaign

Concern for the FCS educator shortage grew, not only because of professional experiences and felt needs, but with a growing body of research led by Carol Werhan and others. Werhan and colleagues have identified data collection issues at the local, state, and federal levels--issues which place significant limitations on what we know, and consequently, how to proceed in addressing the educator shortage. Data gathered indicated that there were employment opportunities in 25 of 34 states. It was reported that there is a current or future shortage of FCS teachers, (Werhan, 2013). State supervisors report that districts say they would like to have kept a program open but had to close it because they could not find a teacher. We need to maintain the quality of instruction aligned with the National Standards and the broad field knowledge that our students receive through a university preparation program, which is being eroded by conditional or alternative certifications because of the shortage of trained instructors. Werhan and colleagues have documented the decline in FCS programs, educators, and students. These declines are a result of many things, including current education policy (e.g., academic/core focus), as well as issues pertaining to FCS missing from the Career Cluster model, as noted in prior discussions. It was these findings and a consistent concern expressed by teachers, extension educators, and university teacher education professionals that led to the first Summit, "Say Yes to FCS: Filling the Family & Consumer Sciences Educator Pipeline," held at the 2015 AAFCS Conference, Jacksonville, FL. From this Summit, a few things were articulated: 1. a need for a clear and deliberate social media campaign; 2. a need for a toolkit of materials to support educator recruitment efforts across the country; and 3. a need to highlight promising practices. We have NASAFACS and FCCLA to thank for the “Say Yes to FCS” slogan and logo. After the first Summit, it became clear that this slogan/logo theme (along with the original FCS branding) was necessary to brand the initiative, resulting in NASAFACS and FCCLA working with Learning Zone

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Express and others to create a variety of resources to support recruitment strategies which can be found on the NASAFACS website Through the support of NASAFACS and other organizations, the branding for this recruitment initiative was embraced by all organizations involved. Many FCS organizations play an instrumental role, by making resources (webinars, websites, social media, and staff) available to the steering committee-Resources reside on these sites

AAFCS FCCLA

NATEFACS NASAFACS The Curriculum Center for FACS

The sites above contain a variety of materials to keep our colleagues and stakeholders informed about the various aspects of the initiative as it moves forward. One can find Werhan's research and other important references; social media campaign information; branding/logo files; user-friendly, edit-able materials; along with archived recordings of multiple webinars addressing FCS and Say Yes initiative. FCCLA has aligned their work with the Say Yes to FCS initiative, by providing background information and initiating the new Say Yes to FCS Education STAR event. NATEFACS, publisher of the Journal of Family & Consumer Sciences Education , published two special issues related to the Say Yes to FCS national initiative, with articles highlighting promising practices (see special issue # 1 and special issue # 2).Since 2015, we have hosted a Summit each year at AAFCS, and hosted our fourth Summit, a post-AAFCS/pre-FCCLA conference, held in Atlanta, June 27, 2018-- It is important to note that the inspiration for the 2015 Summit emerged from a pre-conference meeting at ACTE Vision 2014, where we hosted a discussion among 50-60 colleagues. ACTE Vision has served as an important site to advance the Say Yes to FCS national educator recruitment campaign. In 2015, we provided a Summit Update (pre-conference); in 2016 Bergh and Meyers made a conference presentation highlighting lessons learned for other CTE professionals; and in 2017, Bergh, Duncan, and Gonzalez presented an update to further involve classroom teachers and the NATFACS organization and its members. This same trio will share additional recruitment strategies at ACTE Vision 2018. The FCS Research Journal editors invited us to draft a manuscript on our collective work. Duncan, Werhan, & Bergh's article was published in the December 2017 issue: All Hands on Deck: Research Needed to Examine the Educator Shortage in Family & Consumer Sciences We have hosted four webinars, targeting colleagues in various practice settings, highlighting multiple success stories—most recently featuring efforts of teachers and state administrators in Kentucky and Washington; of university recruitment initiatives at Purdue and Oklahoma State; and of efforts by USDA/NIFA to support post-secondary and extension recruitment efforts. We continue to build our collaboration--understanding that it takes a wide variety of professionals to address this systemic issue of FCS educator shortages. Since the inception of this initiative, numerous state, local and institutional

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initiatives have emerged, some growing to national prominence. These collective accomplishments are noteworthy, as they are a window to our past dreams. In addition to those mentioned previously, we have support from the following organizations: FCS Education Association; 4-H; National Extension Association of FCS; National Coalition for FCS Education; and the FCS Alliance. As the educator shortage extends beyond FCS, including many CTE disciplines, it would be great to add ACTE to this list! Given ACTE's interest in the overall CTE educator shortage, it could prove helpful to utilize ACTE's leverage to address the data collection issues at all levels.

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BRANDING Branding and promotion of a product is so important! Just consider the Nike Swish or when you are about to sneeze, you may ask someone for a Kleenex, not a “facial tissue.” You instantly recognize these brands and know what they represent. With Family and Consumer Sciences (FCS) and Family, Career and Community Leaders of America (FCCLA), branding is also important. Our communities need to be able to recognize our “product” through our branding. We all should use the same branding in order to establish who we are and what we represent. Fortunately, we have specific branding guidelines for FCCLA and FCS so that we can use our brands in the best manner to advance our field. In the secondary school setting, both of these logos can and should be used together as FCCLA is the Career-Technical Student Organization for FCS. Check out these resources for Family and Consumer Sciences in the FCS/AAFCS Co-Branding Toolkit This Toolkit has information important for FCS branding in addition to information specifically related to the national professional organization for our profession, the American Association of Family and Consumer Sciences (AAFCS). A few items in this toolkit include: • Branding Guidelines and all the information you need to use the FCS logo FCCLA has a wonderful FCCLA-Brand-PromoGuide. This Guide provides you with information to use when speaking to a group about FCCLA or promoting your FCCLA chapter. The following are just a few of the items within this guide: • History of FCCLA • Mission/Purpose/Creed • National Programs and Competitive Events • Branding Guidelines and all the information you need to use the FCCLA logo Additionally, this guide provides you with wonderful resources for: • Contacting and sharing with media • Engaging with elected officials When we all speak with the same voice and use our logos in a consistent manner, the communities in which we live and work will more likely recognize our brands. • History of Family & Consumer Sciences • Messaging elements for FCS and AAFCS

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STUDENT LEADERSHIP

Family, Career and Community Leaders of America is a nonprofit national career and technical student organization for young men and women in Family and Consumer Sciences education in public and private school through grade 12. Everyone is part of a family, and FCCLA is the only national Career and Technical Student Organization with preparing youth for careers and skills that support families. Since 1945, FCCLA members have been making a difference in their families, careers, and communities by addressing important personal, work, and societal issues through Family and Consumer Sciences education. Today over 164,000 members in more than 5,300 chapters are active in a network of associations in 49 states, in addition to the Virgin Islands and Puerto Rico. Chapter projects focus on a variety of youth concerns, including teen pregnancy, parenting, family relationships, substance abuse, peer pressure, environment, nutrition and fitness, teen violence, and career exploration. Involvement in FCCLA offers members the opportunity to expand their leadership potential and develop skills for life -- planning, goal setting, problem solving, decision making, and interpersonal communication -- necessary in the home and workplace. Click here to learn more about the impact of FCCLA Click here to learn more about the benefits of integrating FCCLA into your Family and Consumer Sciences classroom Click here to learn more about FCCLA basics

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LESSONS AND ACTIVITIES

Many lessons and activities are available through the links provided in this document. A sampling of lessons and activities are gathered in this toolkit for use in your classrooms, for professional development with teachers, or for student led workshops. FCCLA Activities

Design a FCS Career Roll Out My Future Say YES Digital Lock lesson

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STUDENT LED WORKSHOP Four lessons created by Minnesota FCCLA Executive Council July 2015 (MODIFED FOR NATIONAL USE). LINK HERE

LESSON PLAN: SAY YES TO FACS OBJECTIVE: To encourage students to examine potential careers in family and consume sciences. National standard: 1.2.1 Analyze potential career choices to determine the knowledge, skills, and attitudes associated with each career. Time needed Content Activity Supplies 2 minutes Introduction Introduce the need for FACS educators and background on Say Yes to FACS campaign 5 minutes Myth Busters Myths about Facs Myths

Orally Review Myths of FACS Generate more examples

Discuss the myths listed at the bottom and discuss why these myths are not true. Myth: “FACS is an easy class to take.” Myth: “FACS is just a cooking and sewing class.” Myth: “Not any colleges offer FACS programs” Myth: “College is too expensive” Myth: “You won’t be able to find a job in FACS Edu.” Myth: “This is not academically rigorous” Myth: “I won’t use these skills in my daily life” Facs careers headband activity Discussion Questions: What kind of careers did you see? Were some careers difficult to guess? Were there any careers you didn’t realize were classified as a FACS career? Did you see in careers that appealed to you? Do you know anyone with these careers?

15 minutes FACS CAREERS

Career cards Rubber bands

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15 minutes Salary is Right!”-Activity

Salary cards and careers

Salary cards and career cards

1. Human Services Caseworker 2. Customer Service Representative 3. Early Childhood Director 4. Teacher Educator 5. Fabric Buyer 6. Hotel Manager 7. Dietician 8. Social Worker Discussion: What are the attributes of persons in FACS careers? What attracts students to want to be in these careers? What are positive messages? Review possible PR opportunities, Dates for national efforts. Write a blog or respond to a media story. Develop a plan or write an article for a newspaper or blog.

10 minutes Attributes of a FACS Professional

Discussions

10 minutes Design a positive message for FACS Bumper sticker

Cardstock and markers

Paper- Articles

10 minutes Public Relations

1 minute

Wrap up

Lesson plan and workshop plans developed by MN FCCLA Executive Council- July 2015

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“Say Yes to FACS” Lesson Plan- Script This lesson plan starts as a scripted conversation by three students.

INTRODUCTION Student # 1: Hey, I think we should skip FACS class today. Student # 2: I think so too, we never learn anything there anyways. Student # 3: Oh that is soooo not true! Have you ever heard that before about FACS classes? At the bottom of your handout, there are 7 myths about FACS classes? ACTIVITY 1: Family and Consumer Sciences Mythbusters ! Supplies needed the mythbusters handout Please find six people around you, yes six! In your groups, discuss the myths listed at the bottom and discuss why these myths are not true. Practice being Family and Consumer Sciences Mythbusters! Student # 1: Group one, what is one myth you discussed and why is it not true? (Discuss) Student # 2 Can you all see how these myths just are not true? Just to review “FACS” or “FCS,” stands for Family and Consumer Sciences. Students often think that “FACS” classes are easy or not academically rigorous, but we all know that FACS classes teach math, science and communication skills that apply to everyday living. Student # 3 Another Family and Consumer Science myth is that they only teach us “cooking and sewing.” That is simply not true. You learn a wide variety of skills in a FACS classroom. For example, human development, personal and family finance, housing and interior design, food science, nutrition and wellness, textiles and apparel, and consumer issues. You have five minutes to discuss starting now.

Family and consumer sciences has a comprehensive body of skills, research and knowledge. FACS helps students make informed decisions about their well-being, relationships and resources to achieve an optimal quality of life. There are 16 career clusters that are classified under 6 categories.

Student # 1 Take a look at the diagram on your handout. Family and Consumer Sciences falls under each of the categories, and 7 of the career clusters. Whoa!!

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Student # 2 Last year, in 25 of 34 states it is reported that there is a current or future shortage of FCS teachers, (Werhan, 2013). Many states had more Family and Consumer Sciences teacher job openings than their University teacher programs had FACS teacher graduates. If we want to keep FACS programs in school, we need to encourage students to consider a career as a FACS Teacher. A FACS teacher falls under Human Services. Now let’s say you really, really, really love FACS classes. We know you do!! There is a myth that colleges don’t offer it as a field of study, but that is wrong. There are plenty of colleges that have FACS Programs. The opportunities with a Family and Consumer Science degree are endless. Nutritional Consultants, Child Care Directors, Interior Designer and Hospitality Managers often have a Family and Consumer Science Degrees. ACTIVITY 2: FACS Career Headband Activity Supplies needed: 36 Large Rubber Bands & Pre- Made Career Cards Student # 3 We would like to welcome you to our “Say Yes to FACS” training today and we would like to introduce you to some careers that you might find interesting. These careers are often held by employees that have a Family and Consumer Science degree and/ or background. Student # 1 is passing out large rubber bands and Student # 2 is passing out some career cards. Do not look at your career card! You might need to ask a neighbor for help, but we want you to place your career card on your forehead and secure it in place with a large rubber band. Ask your neighbor if they can read your card? Each card has a Family and Consumer Science career on it that you will learn more about later in this training. You are to get up and walk around the room, ask others questions about your assigned career. Only ask yes or no questions. For example- “Does my career work with kids?” Continue to ask questions until you have correctly guessed your assigned career. Okay- Let’s get started! Give students 5- 10 minutes for activity.

Student # 1 Did everyone correctly identify their assigned career? Discussion Questions:

• What kind of careers did you see? • Were some careers difficult to guess? • Were there any careers you didn’t realize were classified as a FACS career? • Did you see any careers that appealed to you? • Do you know anyone with these careers?

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Great now we are going to learn a little bit more about Family and Consumer Science careers and salaries in our next activity. The “Salary is Right!”

ACTIVITY 3: The “Salary is Right!”-Activity This activity requires 5 volunteers to hold up possible salaries of careers. Student # 2: Welcome to the salary is right game show!! First, we need 5 volunteers from our training audience. Would five volunteers please come forward. These volunteers will be holding various yearly salary amounts. We need one more volunteer to be our contestant. This contestant will be given a specific Family and Consumer Science career with multiple annual salaries. Each contestant will attempt to guess the average annual salary of a worker in the selected career field. Now that you know how the game is played, you the training audience are encouraged to voice your salary choice to ass our contestant. Feel free to shout our words like more, less, or stop. Once the contestant makes their final decision by standing next to the salary of their choice, we will see whether they are correct or not. If the contestant’s “Salary is Right,” they will win a prize. We will play 10 rounds and the salary amounts will change with each round played, so let’s begin our first round. DATA from MINNESOPTA in 2015 May need to adjust for your state and 2018

Human Services Caseworker • Determined if people qualify for financial health or food benefits • Can work at schools, homeless shelters, food banks, and prisons • need high school diploma or GED, on the job training

I.

Does a Human Services Caseworker make? • $25,625 per year • $31,180 per year • $38,244 per year • $45,800 per year

Correct Answer:

The average Human Services Caseworker makes $31,180.00 per

year!

Customer Service Representative

II.

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• works to solve customer complaints • associate's or bachelor's degree • works in banks, utility companies, and department stores

How much do you think a Customer Service Representative make per year? • $27,900 per year • $32,032 per year • $35,150 per year • $39,705 per year

Correct Answer:

The average Customer Service Representative makes $35,150.00

III.

Early Childhood Director • assesses children's development • reports to parents on child’s progress • bachelors degree • designs own curriculum

How much does the average Early Childhood Director earn per year? • $35,500 per year • $39,614 per year • $43,875 per year • $56,902 per year Teacher Educator (High School Teachers) • High School, At least a bachelor's degree, approved teaching training program, student teacher internship, state licensing exam • teach a variety of subjects • responsible for classroom management How much does the average High School Teacher Educator earn per year? • $32,800 per year • $41,444 per year • $50,110 per year • $57,680 per year Correct Answer: IV.

The average Early Childhood Director makes $43,875 per year?

Correct Answer:

The average high school teacher educator makes $57,680 per

year V.

Fabric Buyer (Buyers and purchasing agents)

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• Try to buy the best products at the lowest prices for businesses • Bachelors degree in business, econ, and purchasing • Usually research suppliers before buying any goods, review history and quality of goods • travel to make purchases

How much does the average Fabric Buyer make per year? • $65,690 per year • $75,990 per year • $80,000 per year • $115,100 per year

Correct Answer:

The average Fabric Buyer/ Purchasing Agents make $65,690

VI.

Hotel Manager • oversee business operation • two or four year degree in hotel/motel management • interview, hire, and train new staff • Technological manufacture representative 90,250 • high school, bachelor's degree in engineering or technology • sell products to manufacturers, businesses, and others • spend a lot of time traveling

How much does the average Hotel Manager earn per year? • $33,960 per year • $39,851 per year • $42,700 per year • $45,890 per year

Correct Answer:

The average Hotel Manager earns $45,890

VII. Nutritionist (dietician) • at least a bachelor's degree in dietetics food and nutrition or food management • plan diets and educate people on eating healthy foods • explain nutritional issues and create meal plans

How much does the average nutritionist/ dietician make per year? • $42,900 per year • $48,357 per year • $56,470 per year • $71,800 per year

Correct Answer:

The average Nutritionist/ Dietitian $56,470

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VIII. Social worker • Helps people manage social, financial, and health problems • bachelors degree • work with clients, families, and other social workers How much does the average Social Worker earn per year? • $39,877 per year • $49,660 per year • $59,390 per year • $69,111 per year

Correct Answer:

The average social worker makes $59,390

Student # 3 Thanks for playing the “The Salary is Right” with us today!

How well did we guess the salaries?

Discussion Questions Which careers earned the highest salaries? Were you surprised by any of the salaries we reviewed today?

Do you look at these careers differently now that you know their average salaries? How many of you were interested in one or more of the careers we discussed today?

ACTIVITY 4: PR MESSAGES ABOUT FACS- DESIGN A BUMPER STICKER Student #2 : So what kind of messages can FACS teachers say that would interest potential students to become interested in this field of study? Develop a bumper sticker that would tell the FACS ED story….

RESOURCES to accompany the activities above Activity #1 Link to the handout

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Activity #2 Headband Cards

Food Critic

Hotel Manager

Chef

Interior Designer

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Visual Merchandiser

Child Care Worker

Cookbook/ Food Magazine Editor

Social Worker

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Family & Consumer Science Teacher

Restaurant Manager

Restaurant District Manager

School Counselor

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Sports Nutritionist

Fitness Club Owner/Manager

Travel Agent

Event Planner

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Fashion Designer

Furniture Designer

Facilities Design Manager

Historic Preservationist and Planner

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Costume Designer

Textile Production Specialist

Human Resources Manager

Retail Buyer

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Hotel Administrator

Bed & Breakfast Owner

Resort and Spa Manager

Caterer

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Food Service Director

Cruise Director

Elementary School Teacher

Head Start Program Director

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Geriatric Nurse

Youth Services Caseworker

Child and Family Advocate

Family Life Educator

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Customer Relations Representative

Nutritional Consultant

Manufacturer’s Representative

Gerontology Worker

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Human Services Caseworker

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Activity 3 Salary cards (Data from Minnesota in 2015 You may choose to update the salaries. for your state and 2018)

Human Services Caseworker

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$25,625 per year

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$31,180 per year

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$38,244 per year

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$45,800 per year

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Customer Service Representative

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$27,900 per year

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$32,032 per year

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$35,150 per year

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$39,705 per year

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Early Childhood Director

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$35,500 per year

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$39,614 per year

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$43,875 per year

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$56,902 per year

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Teacher Educator (High School)

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$32,800 per year

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$41,444 per year

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$50,110 per year

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$57,680 per year

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Fabric Buyer

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$65,690 per year

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$75,990 per year

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$80,000 per year

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$115,100 per year

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Hotel Manager

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$33,960 per year

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$39,851 per year

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$42,700 per year

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$45,890 per year

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Nutritionist/ Dietitian

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$42,900 per year

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$48,357 per year

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$56,470 per year

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$71,800 per year

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Social Worker

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$39,877 per year

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$49,660 per year

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$59,390 per year

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$69,111 per year

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INDIANA LESSON PLAN This lesson includes a PowerPoint. The link is provided below. You may need to edit it for your state.

Family and Consumer Sciences Teacher Recruitment Sample Lesson Plan for all FACS courses

Common Core State Standards: ELA- Science and Technical Subjects CCSS.ELA-LITERACY.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Content Literacy Standards: (All FCS courses have a standard related to careers and this lesson would relate to that specific standard for the course being taught) INDIANA SPECIFIC 9-10.LST.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 11-12.LST.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Objective: Students will be able to… • Analyze job availability in Family and Consumer Sciences Education and Related Careers • Summarize research information about degree programs in Family and Consumer Sciences Education and Related Careers • Create a plan for applying to Family and Consumer Sciences Education and Related Careers degree programs Introduction of Topic: Start PPT Slide 2- Introduce the activity by asking questions related to student interest (slide 2). Give the following directions: If you want to answer yes to a question, please stand up and quickly find another student saying yes and give them a high five then sit down for the next question… Slide 3- Highlight the hashtag so we can start generating social media activity on this campaign. (You will need to create your own Hashtag)

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Slide 4 - Define Family and Consumer Sciences and include your personal reason for your passion for the profession Slide 5 -Share the information about the job market. Encourage them to discuss all the job availability with their parents Activity: If time allows Slide 6 - Review the Universities on the following link university map Activity: Break students into groups and assign each group a university. Ask each group to research the website of the assigned university (if you are near the state line you may want to include some other nearby universities or you may want to include other universities that offer courses in related to careers in the course you are teaching). One to One schools: From the information, ask each group to create an online poster with edu.glogster.com and share with the class highlighting the major points and interesting facts of the university. Alternative: Ask each group to make a collage or poster representing the major highlights and interesting facts about the university. Items to include: • Location • Enrollment numbers • Tuition Costs • Scholarship Opportunities • Mascot • School Colors • College where FACS education is located • Important statistics • Etc. Follow-up and Conclusion: Slide 7: Please include important contact information for your state’s recruitment information. Have students complete the survey at the following link bit.ly/sayyesfcs. This is an important step in helping to reach students with critical recruitment information and show the Universities there is interest in the profession. (THIS IS FOR INDIANA BUT ASK YOUR STATE TO ADAPT) Slide 8: Explain the connection between Indiana FCCLA and FACS Education Slide 9-10: Share contact information for social media networks for FCCLA and FACS.

Here is a copy of the slides you will find on the power point. *Items with this marking need to be updated for each state.

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Strategies for Recruiting Family and Consumer Sciences Teachers

Strategy 1: Top Ten Reasons to Become a Family and Consumer Sciences Teacher Prepare in advance ten index cards listing the top ten reasons to become a Family and Consumer Sciences teacher. The following reasons are suggestions (individual teachers may have others). #10 – There will never be a dull moment in your career. #9 – There will be travel with great people. #8 – The ability to teach a vast array of courses of interest to students provides job security. #7 – You will probably be someone’s favorite teacher. #6 – You will be the envy of other teachers and professions. #5 – The networking opportunities are amazing. #4 – You will receive a great paycheck for your efforts. #3 – You will get to sponsor FCCLA or other Career and Technical Student Organizations and watch those students lead and mature. As students come into the room for class, randomly distribute the index cards to them and ask them to stand up and shout the reason on their card when the number is announced. Ask students if they have ever thought of becoming a Family and Consumer Sciences teacher. Lead students to discuss their answer. Point out to students what you do on a daily basis as a Family and Consumer Sciences teacher and some of the rewards as you see them. Start the countdown of the top ten reasons to become a Family and Consumer Sciences teacher, and when you say a number (starting with 10), have students stand up and say, with enthusiasm, what is on their index card. Lead students to discuss each of the statements. #2 – There are jobs available when you graduate. No Waiting! #1 – It will be the best decision you ever made in your life.

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Strategy 2: - What Would I Teach as a Family and Consumer Sciences Teacher? Provide students with a list and descriptions of the Family and Consumer Sciences courses offered in your school/state. Have each student choose three courses they would want to teach if he/she were a Family and Consumer Sciences teacher. Distribute the teaching aid What Would I Teach as a Family and Consumer Sciences Teacher and have students complete it individually. Have student volunteers share their answers with the class. Strategy 3 : - Who Is Ellen Swallow Richards? Distribute the teaching aid Who Is Ellen Swallow Richards? Instruct students to formulate three questions they would like to know about this individual and her importance to Family and Consumer Sciences. Instruct students to use the Internet or print resources to locate information about this individual in order to complete the teaching aid. Have students share their information. Lead students to discuss the history of Family and Consumer Sciences as a discipline and its importance to the lives of individuals. Strategy 4 – Career Profile Most of the courses we teach dealing with child development, nutrition, fashion, money management, or design have a career component as part of the curriculum. When teaching the career component, we often have students research various careers in the subject matter area we are addressing. It is good teaching practice to offer a sample for the students of what the research product should address. Use the teaching Career Profile to create a sample Family and Consumer Sciences Teacher profile to show students. Talk about each of the criteria and its importance to the complete profile. Play up the salary, availability of jobs, and benefits of becoming a teacher.

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What Would I Teach As A Family and Consumer Sciences Teacher?

List below the three Family and Consumer Sciences courses you would most like to teach and explain why you would like to teach these courses. 1.

2.

3.

What important information would you teach in each of the three courses listed above? Explain why. 1.

2.

3.

How would you incorporate FCCLA or other Career and Technical Student Organizations into the three courses above? Why? 1.

2.

3.

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Who Is Ellen Swallow Richards?

What are three questions you have about this person? 1. 2. 3. Do your research:

Why is this individual important in family and consumer sciences?

What contributions did this individual make to the family and consumer sciences profession?

What is other important information about this individual.

List answers to your original three questions. 1. 2. 3.

How is Family and Consumer Sciences today similar to the discipline in Ellen Swallow Richards’ time? Different?

Teaching aid adapted from History Detective created by Blair Barkley, Community HS, TX

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Career Profiles Directions: For each of the occupations selected from the career clusters programs of study, find and record the following information. You may want to use Career onestop as a research tool. • Job/Occupation title • Brief description of the job

• Education/training requirements • State and national median wages • State and national employment trends • Rewards of the job • Knowledge elements required (at least 3)

• Skills required (at least 3) • Abilities required (at least 3)

• Job/Occupation specific tasks (at least 3) • Generalized work activities (at least 3)

Directions for using www.careeronestop.org • Select Explore Careers link • Select the Browse link under the Occupations heading

• Enter the occupation title in the Keyword Search box

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– AAFCS Social Media Toolkit Use the power of social media to convey a consistent and compelling message! Components: 1. Follow the Graphic Standards Guidelines – Click here to download 2. Campaign Hashtag :

The social media campaign will be most influential if the common #SayYestoFCS hashtag is used by ALL participants across all family and consumer sciences educator recruitment campaigns, programs, and organizations…creating volume and impact through unified messaging. The hashtag for the field is #FamilyConsumerSciences. 3. Social Media Platforms The campaign tracks and posts on a number of social media sites you see listed here, but you are not limited to these!

4. Social Media Tips: • The social media campaign highlights a different aspect of family and consumer sciences education each month, all focused on recognizing the importance of family and consumer sciences educators and programs. • For the campaign to be successful, your participation, your engagement of program participants (who reach out to peers) and colleagues (who then involve their colleagues, program participants, and peers), and other advocates are critical. • Social media campaign themes and sample strategies will be generic for use regardless of program type, youth organization, or content focus…allowing application as appropriate within all family and consumer sciences education levels and settings. Broad involvement of educators, current and former program participants, advocates, and their tiered social media networks is critical for impact. PASS IT ON!

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• Social media posts will be most effective in promoting educator recruitment if o youth (and their network of peers) become involved, o the posts (messages) and images (photos) positively portray FCS students and programs and the important academic and technical skills that are taught; o the dynamic, exciting, and valued nature of family and consumer sciences education programs and youth organizations are emphasized, AND o the importance of family and consumer sciences educators is underscored. • Social media posts are much more likely to be shared and liked when you have included a photo or video with them—we encourage you to take photos and record brief videos to support the theme of each month. They can be done in advance and then all you have to do is post them when we get to that topic. • Prepare your text in advance to make sure it fits within the word limit for the social media site to which you are posting (140 characters on Twitter and 400 on Facebook). • When you’re writing your posts, think about what information would be most interesting and engaging to the audience you want to reach and then convey that information in a very concise way (no extra details). • When participating in this campaign, you will be seen as “the face of the family and consumer sciences field”—remember to put your best foot forward and keep the tone positive and professional. • The campaign is designed for multi-tiered participation to expand the involvement and reach: Family and consumer sciences professionals and advocates as well as those involved in family and consumer sciences educational programs (secondary, post-secondary, and Extension) and youth organizations. • The campaign is designed to prompt social media posts that highlight compelling activities and outcomes positively reflecting on family and consumer sciences education programs and youth organizations, thus positively reflecting on family and consumer sciences educators…and hopefully making someone want to be one!

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5. Downloadable Graphics – Click here to download

Social Media Profile Graphics – Update your social medial profile image.

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6. Social Media Content Calendar: Use the monthly themes to plan our messages and posts. Examples and sample messages/posts are provided. Additional samples and social media resources available online.

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• January: Resolving to Build Better Futures o Encourage more commitments to recruit and become family and consumer sciences educators through Twitter and Facebook. o Encourage and highlight commitments from prospective family and consumer sciences educators. o Organization participants share FCS-related resolutions (ways they want to use knowledge and skills learned to help themselves, their families, and their communities). o Educators share Family and Consumer Sciences Education infographic on the teacher shortage • February: Making a Difference through Family & Consumer Sciences (Family & Consumer Sciences Educator Day) o Participate in national/state/local activities promoting the value and importance of family and consumer sciences education. o Share photos of program participants engaged in FCS-related activities with brief explanation. o Remind family and consumer sciences educators, future educators, and supporters to change their profiles. o Engage program alumni in identifying how family and consumer sciences experiences resulted in them being more effective in adult, family, career and community roles. o Promote success in securing school/city/state/national proclamations recognizing the value and impact of family and consumer sciences and its educators. • March: A Perfect Pair: STEM and Family & Consumer Sciences o Showcase involvement in activities emphasizing linkages between family and consumer sciences and STEM. o Program participants and alumni share testimonials, photos, and videos validating contributions of STEM-supported activities in family and consumer sciences. o Engage program participants in “Now I get it…” posts emphasizing how the family and consumer sciences “real life” content facilitates the development of STEM competencies. • April: Family & Consumer Sciences is HOT (focus on higher order thinking skills) and promote critical thinking, creativity and innovation, planning and organization, problem solving) o Highlight innovative family and consumer sciences programs or activities significantly contributing to critical thinking and creative problem solving. o Post “FCS Mental Milestones” illustrating how family and consumer sciences programs help individuals develop thinking skills through rigorous and relevant learning experiences. o Showcase program participants engaged in activities promoting higher order thinking skills. Highlight youth who used higher order thinking skills (May social media focus) and peer education (June social media focus) in self-designed activities to “make a difference” (July social media focus).

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• May: Cultivating Great Leaders o Record and share short videos from program participants on how they learned leadership skills through family and consumer sciences education. o Post “Leadership Is…” segments depicting connections between leadership development and what is gained from experiences in family and consumer sciences classes/programs/organizations. o Showcase video testimonials from family and consumer sciences “giants,” successful professionals, or community leaders who credit family and consumer sciences education for helping them become the great leaders they are today. • June: The Power of Peer Education and Mentoring o Showcase photos or videos of program participants engaged in peer education and mentoring activities and the resulting benefits. o Engage recipients of peer education and mentoring to showcase resulting benefits they experienced. o Highlight youth who used higher order thinking skills (April social media focus) and peer education (June social media focus) in self-designed activities. • July: Building Intergenerational Connections o • August: Family & Consumer Sciences in High Gear with High-Tech Tools o Showcase youth engagement in “life learning” through use of technology. o Family and consumer sciences program participants post comments emphasizing learning good judgment (from a personal, family, and career perspective) in the use of technology. o Educators, education majors, and program participants share testimonials, photos, and videos validating contributions of technology applications in family and consumer sciences. • September: Why I Belong (benefits of participating in youth organizations) o Promote the developmental value of FCS-related youth membership organizations. o Share “Why I Belong” posts incorporating photos, videos, and/or testimonials. o Educators point out why they invest their time in promoting involvement is FCS-related youth organizations. o Engage alumni in “Throw Back” posts about past and ongoing benefits from their involvement in FCS-related youth organizations. • October: Speaking Out for Family & Consumer Sciences o Educators share about why they are a family and consumer sciences educator and the impact they make. Change profile photo to “Proud Educator” image on Twitter and Facebook. Profile photo can be used throughout the campaign. o University family and consumer sciences education majors share why they chose the major and change profile photo to “Future Educator” image on Twitter and Facebook. Profile photo can be used throughout the campaign.

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o Program supporters who are not educators or planning to become an educator can use the “Say Yes to FCS” profile image on Twitter and Facebook. Profile photo can be used throughout the campaign. o Program participants share photos or videos illustrating what they’ve learned through family and consumer sciences programs/organizations…all possible because of a family and consumer sciences educator. • November: Family & Consumer Sciences + Teamwork = A Formula for Success o Share accomplishments made in family and consumer sciences education through teamwork and collaboration. o Share testimonials, photos, and videos validating contributions of teaming projects in family and consumer sciences. o Program alumni share testimonials confirming the positive impact of teamwork skills developed in family and consumer sciences. • December” Strengthening Families & Communities (Family & Consumer Sciences Day) o Implement and share the special “Dining In for Healthy Families” project or other activities promoting the value of family/group mealtime in strengthening families and communities. o Share photos or videos illustrating community service projects implemented through family and consumer sciences education programming. o Use #FCSday and #healthyfamselfie in addition to #SayYestoFCS when appropriate.

General Ideas Using Social Media

Challenge yourself to share an FCS education story in 140 characters or thread your story throughout the day with multiple tweets. Use the hashtag

#SayYestoFCS. Sample Tweets:

• Say Yes to FCS! #SayYestoFCS • I chose to be a #FamilyConsumerSciences educator because I’m passionate about teaching people essential skills. #SayYestoFCS • College and career ready thanks to FCS ed! #SayYestoFCS • Rigor, relevance, and relationships in one package – FCS education! #SayYestoFCS • Improving the quality of life – one individual, family, & community at a time. #SayYestoFCS Include a status update and tag friends who are FCS educators, prospective educators, advocates, or parents of FCS students. Don’t forget to tag local programs, media, or supportive businesses with the @ symbol and their name. Post on your legislator’s Facebook wall. Sample Updates: • I was inspired to #SayYestoFCS by {insert mentor, role model, etc.).

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• I touch the future – I teach FCS! #SayYestoFCS • I have chosen to become a #FamilyConsumerSciences educator because the topics I will teach are essential for successfully living and working! #SayYestoFCS • Thanks to a #FamilyConsumerSciences educator I know how to make healthier food choices for my family while staying on a tight budget. #SayYestoFCS Post a picture of the great things you and your students are doing in your FCS education program! @SayYestoFCS CURRENT/FUTURE FCS EDUCATION MAJORS: Share why you have chosen FCS education as your future career, and change your profile photo to the “Future Educator” image in social media. Post a video to SchoolTube or YouTube and send us the link (sayyest@aafcs.org). The video can include a testimonial, highlight learning activity, or showcase a class or community project. Write a blog post about FCS education, share on social media, and send us the link. Sample writing prompts: • How has family and consumer sciences impacted your life? • What role does FCS education play in your community? • Why did you become a FCS educator? Why are you studying to be a FCS educator? • What is one think you wish everyone knew about FCS education?

BLOGS

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ADDITIONAL RESOURCES

Videos A wide variety of Say Yes to FCS videos are listed by topic and can be found at: http://www.aafcs.org/sayyes/sayyes-resources/promo-videos

Acknowledgments Thank you to Indiana, the 2015 Minnesota FCCLA Executive Council, and the HD 415 Peak Experiences in Leadership students at Washington State University for sharing their work. Resources

are continually being updated. You can find more shared resources at: AAFCS: http://www.aafcs.org/sayyes/sayyes-resources/lesson-plans NASAFACS: http://www.nasafacs.org/teacher-recruitment-say-yes-to-fcs.html FCCLA: http://fcclainc.org/say-yes-to-fcs.php

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