Presenter Proposal Form

Dear Colleague,

Thank you for submitting a proposal for the 2014 NCPN Conference in Orlando, FL. Please read the following before completing the form.

This form must be completed in a single session. (The form will not save your information after you have closed your browser. Your network may periodically "time-out," causing loss of information, so it's best to finish within a relatively short period of time.) You will not be able to retrieve and revise your information once it has been submitted.

You should receive a copy of your submission via email. To ensure that you have a copy for your records, please print a copy of the form prior to submission.

As the key presenter, you will be responsible for disseminating information to co-presenters.

If you have questions or problems with the form, please contact Sheila Wilson.


Thanks
Sheila Wilson
Conference Manager


Key Presenter Information (Registration fee: $400)
Please do not register until you know if your presentation has been accepted. Presenters will receive a presenter registration form. (Presenters should not register online or on the registration form in the brochure.)

* Denotes a required field.
* First Name   Middle Initial
* Last Name
* Job Title
* Organization
* Address Line 1
Address Line 2
* City
* State/Province
    * Zip/Postal Code
* Phone
   Ext.
* Fax
* E-mail
Summer Address: (where you can be reached in the summer if different from above)
Summer Address
City
State/Province
  Zip/Postal Code
Phone
  E-mail
Presentation Information

* 10 Components of a POS Design Framework (Strands)

Please read the component descriptions and select the one that best fits your topic. (You can choose only one component.)

 

To support states in developing POS that address each of the required elements identified in Perkins IV, the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), has issued a design framework to clarify and define the four statutory POS requirements in the Act. The POS framework contains 10 supporting elements that are viewed by CTE practitioners as instrumental for creating and implementing a high-quality, comprehensive POS.

LEGISLATION AND POLICIES

Federal, state, and local legislation or administrative policies promote POS development and implementation. Effective legislation and policies should:

  • Provide for state and/or local funding and other resources, such as professional development and dedicated staff time, for POS development.
  • Establish formal procedures for design, implementation, and continuous improvement of POS.
  • Ensure opportunities for any secondary student to participate in a POS.
  • Require secondary students to develop an individual graduation or career plan.
  • Provide resources for long-term sustainability of POS.


PARTNERSHIPS

Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance. Collaborative partnerships should:

  • Create written memoranda of understanding that elaborate the roles and responsibilities of partnership members.
  • Conduct ongoing analyses of economic/workforce trends to identify statewide/ regional POS to be created, expanded, or discontinued.
  • Link into existing initiatives that promote workforce and economic development, such as sector strategies and other activities supported by the Workforce Investment Act.
  • Identify, validate, and keep current the technical/workforce readiness skills that should be taught within a POS.


PROFESSIONAL DEVELOPMENT

Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance. Effective professional development should:

  • Support the alignment of curriculum from grade to grade (9–12) and from secondary to postsecondary education (vertical curriculum alignment).
  • Support the development of integrated academic and career and technical curriculum and instruction (horizontal curriculum alignment).
  • Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction.
  • Foster innovative teaching and learning strategies.


ACCOUNTABILITY AND EVALUATION SYSTEMS

Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to development and implement POS. Well-designed accountability and evaluation systems should:

  • Include the "10 Essential Elements of a State Longitudinal Data System" identified by the Data Quality Campaign
  • Provide for administrative record matching of student education and employment data (e.g., Unemployment Insurance (UI) wage records).
  • Yield valid and reliable data on key student outcomes (indicators) referenced in Perkins and other relevant federal and state legislation.
  • Provide timely data to evaluate and improve the effectiveness of POS.


COLLEGE AND CAREER READINESS STANDARDS

Content standards that define what students are expected to know and be able to do in order to enter and advance in college and/or their careers comprise the foundation of a POS. Rigorous college and career readiness standards should:

  • Be developed and continually validated in collaboration with secondary, postsecondary, and industry partners.
  • Incorporate essential knowledge and skills (e.g., academic, communication, and problem-solving skills), which students must master regardless of their chosen career area or POS.
  • Provide the same rigorous knowledge and skills in English and mathematics that employers and colleges expect of high school graduates.
  • Incorporate industry-recognized technical standards that are valued in the workplace.
  • To the extent practicable, be internationally benchmarked so that all students are prepared to succeed in a global economy.


COURSE SEQUENCES

Non-duplicative sequences of secondary and postsecondary courses within a POS en- sure that students transition to postsecondary education without duplicating classes or requiring remedial coursework. Well-developed course sequences should:

  • Map out the recommended academic and career and technical courses in each POS.
  • Begin with introductory courses at the secondary level that teach broad foundational knowledge and skills that are common across all POS.
  • Progress to more occupationally-specific courses at the postsecondary level that provide knowledge and skills required for entry into and advancement in a chosen POS.
  • Offer opportunities for students to earn postsecondary credit for course- work taken during high school.


CREDIT TRANSFER AGREEMENTS

Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit at the time the credit is earned and are supported by formal agreements between secondary and postsecondary education systems. Well-developed credit transfer agreements:

  • Provide a systematic, seamless process for students to earn college credit for postsecondary courses taken in high school, transfer high school credit to any two- or four-year institution in the state that offers the POS, and transfer credit earned at a two-year college to any other two- or four-year institution in the state that offers the POS.
  • Transcript the college credit at the time the secondary student earns the credit so the students can transfer seamlessly into the postsecondary portion of a POS without the need for additional paperwork or petitioning for credit.
  • Describe the expectations and requirements for, at a minimum, teacher and faculty qualifications, course prerequisites, postsecondary entry requirements, location of courses, tuition reimbursement, and credit transfer process.


GUIDANCE COUNSELING AND ACADEMIC ADVISEMENT

Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue. Comprehensive guidance counseling and academic advisement systems:

  • Are based on state and/or local guidance and counseling standards, such as the National Career Development Guidelines.
  • Ensure that guidance, counseling, and advisement professionals have access to up-to-date information about POS offerings to aid students in their decision making.
  • Offer information and tools to help students learn about postsecondary education and career options, including prerequisites for particular POS.
  • Offer resources for students to identify their career interests and aptitudes and to select appropriate POS.
  • Provide information and resources for parents to help their children prepare for college and careers, including workshops on college and financial aid applications.
  • Offer web-based resources and tools for obtaining student financial assistance.


TEACHING AND LEARNING STRATEGIES

Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework. Effective teaching and learning strategies should:

  • Be jointly led by interdisciplinary teaching teams of academic and career and technical teachers or faculty.
  • Employ contextualized work-based, project-based, and problem-based learning approaches.
  • Incorporate team-building, critical thinking, problem-solving, and communication skills, (e.g., activities organized by the career and technical student organization (CTSO).


TECHNICAL SKILLS ASSESSMENTS

National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS. Well-developed technical skills assessments:

  • Measure student attainment of technical skill proficiencies at multiple points during a POS.
  • Employ industry-approved technical skill assessments based on industry standards, where available and appropriate.
  • Employ state-developed and/or approved assessments, where industry- approved assessments do not exist.
  • Incorporate performance-based assessment items, to the greatest extent possible, where students must demonstrate the application of their know- ledge and skills.


* Title of Presentation
(Maximum: 12 words. The title should clearly commmunicate what the presentation is about.)
* Description of Presentation
(Maximum: 50 words. Describe what conference attendees can expect to learn from your session and how they will benefit from it, and what they will take home.)

Do not use URLs as this will cause your submission to be rejected. This description will appear in the conference program book.

* Abstract

(Maximum: 100 words. Give a brief summary of what you plan to accomplish in your session and how you will present it. Tell what attendees will take home and implement.)

Do not use URLs as this will cause your submission to be rejected.

This information will not be published and is used only for evaluating presentations.

* Type of Presentation 

30 minutes
45 mimutes
Surge sessions (presented twice within a 45-minute time slot; no equipment)
NCPN cannot guarantee you will be assigned the type of presentation you selected above, but will do its best to accommodate your request..

* Room Setup
(Select one.)

Theater (rows of chairs)
Banquet (round tables)
Classroom (rows of tables)

* Will this session be presented in panel format?
(Will you need head tables with microphones for your panelists?)

Yes   
No

Audiovisual Equipment


If you need a flip chart, check the box.

An LCD projector, Internet, screen, sound for laptop, and microphone (as needed) will be provided in each meeting room. There will be no equipment provided in "Surge" presentations.
NCPN does NOT provide laptop computers. Please play DVDs on your laptop.

Flip chart

Expected Audience Size
(Room assignments are based on availability.)
* Presentation Audience
(Select all that apply.)
Postsecondary    Secondary    Adult Education     Business
* Audience Position
(Select all that apply.)

Counselor
Faculty/Instructor
Local or Regional Career Pathways or TP Director/Coordinator 
State Career Pathways or TP Director
Secondary Administrator
Postsecondary Administrator
Employer
WorkForce/Economic Development
Other

* Will your session promote a product or service that is commercially available.

Yes
No

If yes, which company?

* Have you presented
before at NCPN?

Yes
No

List one other major conference where you have presented within the last year:

*Name of Reference
(Please provide the name and contact information for someone who can attest to the quality of your proposed session and presentation skills.)

*

* Phone

* E-mail

Additional comments that might help us in reviewing your proposal
(70 words or less)

Co-Presenter Information

Additional presenters: $400 each. All presenters are"required" to register.

Student presenters: $75

NOTE: Please do not register until you know whether your presentation has been accepted. Presenters will be sent a presenter registration form. (Presenters should not use the registration form on the NCPN website..)

* Do you have any co-presenters? If so, please tell us how many and complete their information.
No  One  Two  Three  Four  Five 

Do you have student presenters? Yes    No

First Co-Presenter
Student presenter?
Yes    No
First Name
 
Last Name
Job Title
Organization
Address Line 1
Address Line 2
City
State/Province
   Zip/Postal Code
Phone
Summer Phone
Fax
E-mail
Second Co-Presenter
 
Student presenter?
Yes    No
First Name
Last Name
Job Title
Organization
Address Line 1
Address Line 2
City
State/Province
    Zip/Postal Code
Phone
Summer Phone
Fax
E-mail
Third Co-Presenter
Student presenter?
Yes    No
First Name
Last Name
Job Title
Organization
Address Line 1
Address Line 2
City
State/Province
  Zip/Postal Code
Phone
Summer Phone
Fax
E-mail
Fourth Co-Presenter
Student presenter?
Yes    No
First Name
Last Name
Job Title
Organization
Address Line 1
Address Line 2
City
State/Province
  Zip/Postal Code
Phone
Summer Phone
Fax
E-mail
Fifth Co-Presenter
Student presenter?
Yes    No
First Name
Last Name
Job Title
Organization
Address Line 1
Address Line 2
City
State/Province
    Zip/Postal Code
Phone
Summer Phone
Fax
E-mail

* I agree to present in any time slot to which I'm assigned on Monday or Tuesday.   

* I understand that I (and additional presenters, if applicable) am responsible for my own travel, hotel expenses and applicable presenter registration fees. Travel arrangements should not be made until you have been assigned a presentation time slot in July.

*Security Question:
What is the sum of 5 plus five?

To ensure that you have a copy for your records,
we recommend that you also print a copy of the form before hitting the "Submit' button below.

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during that time please do not hit Submit again or close your browser.
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