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CTE Pilot Course: Professional Communication/Exploring Careers 2013-2014 Scope and Sequence CTE Pilot Course: Professional Communication/Exploring Careers 1 UNIT 1: COMMUNICATION CONSIDERATIONS 1. Workplace Issues 2. Safety and Ethical Communication 3. Communication History & Impacts on Society 4. Introduction to Career Clusters Goal To examine situations and issues on the job which impact family and workplace environments Student Objective The student will: Identify the effects of organizational structure on workplace dynamics. Explore the role of technology in all aspects of the workplace, personal and family environments. Examine legal implications in the workplace. Understand the purpose of Career Clusters. Analyze the different aspects of Career Clusters. Understand the skills needed for various careers. Preparation Naviance: Grade Post Secondary Plan Grade Readiness Rubric Ramp-Up to Readiness-Introduction-Lesson Ramp-Up to Readiness-Introduction SMART Goals-Lesson SMART Goals TEKS Correlations: §130.99 (c) (2) The Student applies professional communications strategies. The student is expected to: (B) organize oral and written information; (4) The student applies information technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for professional communications projects. (5) The student understands communications systems. The student is expected to: (A) describe the nature and types of businesses; (B) analyze and summarize the history and evolution of the various related fields of study; and (C) analyze the economic base in order to demonstrate an understanding of the economic factors influencing the industry as a whole. (6) The student applies safety regulations. The student is expected to implement personal and classroom safety rules and regulations. (8) The student applies ethical decision-making and understands and complies with laws regarding use of technology in communications. The student is expected to: (A) exhibit ethical conduct; (B) discuss copyright laws in relation to fair use and duplication of materials; and (C) analyze the impact of communications on society, including concepts related to persuasiveness, marketing, and point of view. (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (A) develop an understanding of the evolution of the career cluster by: (i) explaining the history and evolution of career cluster fields; (ii) defining and using related terminology; (iii) analyzing foundation elements and principles of career fields; and (iv) analyzing the communicative effects of career fields; §127.3 (c) (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

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Page 1: CTE Pilot Course: Professional Communication/Exploring Careers · CTE Pilot Course: Professional Communication/Exploring Careers 2013-2014 Scope and Sequence CTE 3Pilot Course: Professional

CTE Pilot Course: Professional Communication/Exploring Careers

2013-2014 Scope and Sequence

CTE Pilot Course: Professional Communication/Exploring Careers 1

UNIT 1: COMMUNICATION CONSIDERATIONS

1. Workplace Issues 2. Safety and Ethical Communication 3. Communication History & Impacts on Society 4. Introduction to Career Clusters

Goal To examine situations and issues on the job which impact family and workplace environments

Student Objective

The student will:

Identify the effects of organizational structure on workplace dynamics.

Explore the role of technology in all aspects of the workplace, personal and family

environments.

Examine legal implications in the workplace.

Understand the purpose of Career Clusters.

Analyze the different aspects of Career Clusters.

Understand the skills needed for various careers. Preparation Naviance:

Grade Post Secondary Plan

Grade Readiness Rubric

Ramp-Up to Readiness-Introduction-Lesson

Ramp-Up to Readiness-Introduction

SMART Goals-Lesson

SMART Goals

TEKS Correlations: §130.99 (c) (2) The Student applies professional communications strategies. The student is expected to:

(B) organize oral and written information;

(4) The student applies information technology applications. The student is expected to use

personal information management, email, Internet, writing and publishing, presentation, and

spreadsheet or database applications for professional communications projects.

(5) The student understands communications systems. The student is expected to:

(A) describe the nature and types of businesses;

(B) analyze and summarize the history and evolution of the various related fields of

study; and

(C) analyze the economic base in order to demonstrate an understanding of the

economic factors influencing the industry as a whole.

(6) The student applies safety regulations. The student is expected to implement personal and

classroom safety rules and regulations. (8) The student applies ethical decision-making and understands and complies with laws regarding use of technology in communications. The student is expected to:

(A) exhibit ethical conduct; (B) discuss copyright laws in relation to fair use and duplication of materials; and (C) analyze the impact of communications on society, including concepts related to persuasiveness, marketing, and point of view.

(10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to:

(A) develop an understanding of the evolution of the career cluster by: (i) explaining the history and evolution of career cluster fields; (ii) defining and using related terminology; (iii) analyzing foundation elements and principles of career fields; and (iv) analyzing the communicative effects of career fields;

§127.3 (c) (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

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(B) explore the career clusters as defined by the U.S. Department of Education

Resources Curriculum Resources 1. Naviance - https://succeed.naviance.com 2. Research Copyright Law and Fair Use.

a. a. Copyright and Fair Use i. http://www.copyright.gov/title17/ ii. http://www.copyright.gov/fls/fl102.html

b. b. Royalty Free Images/Public Domain i. http://www.freedigitalphotos.net/

3. Review Texas Penal Codes 33.07 and 42.07 (Online Harassment/ Harassment). a. a. http://www.haltabuse.org/resources/laws/texas.shtml

4. Review the Stomp Out Bullying Campaign a. http://www.stompoutbullying.org/news.php

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UNIT2: SELF-EXPLORATION

1. Self-Exploration a. Learning Styles b. Type Learner - Do What You Are™ (Naviance Personality Assessment)

2. Career Awareness a. Career Key™ - (Naviance Interest Assessment)

3. Occupational exploration & Research of Job Market 4. Decision making process

Goal To educate students on the basics of career planning

Student Objective

The student will: Naviance: Know their learning style

Be introduced to the basics of career planning.

Investigate the steps to evaluating career choices and formulate a plan to reach their

career goals.

Influences on decisions and the steps of the decision making process

Naviance: Know their learning style

Be introduced to the basics of career planning.

Investigate the steps to evaluating career choices and formulate a plan to reach their

career goals.

Preparation Naviance: Learning Styles Careers (Naviance) – Lesson

Learning Styles Careers (Naviance

Take The Learning Style Inventory – Lesson

Take The Learning Style Inventory

Using Learning Techniques – Your Learning Style – Lesson

Using Learning Techniques – Your Learning Style

Learning Styles and Careers – Lesson

Learning Styles and Careers

Learning Styles – Careers and Colleges – Lesson

Learning Styles – Careers and Colleges

TEKS Correlations: §130.99 (c) (1) The student applies English language arts in professional communications projects. The student is expected to: (B) use correct grammar, punctuation, and terminology to write and edit documents; (C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques; (E) evaluate oral and written information; (2) The Student applies professional communications strategies. The student is expected to:

(C)interpret and communication information, data, and observations; (G)listen to and speak with diverse individuals; and

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems. (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (F) use a variety of strategies to acquire information from electronic resources; (G) acquire electronic information in a variety of formats; (H) use research skills and electronic communications;

TEKS Correlations:

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§127.3 (c) (1)The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments; (B) explore the career clusters as defined by the U.S. Department of Education; (C) summarize the career opportunities in a cluster of personal interest; (D) research current and emerging fields related to personal interest areas; (E) determine academic requirements in career fields related to personal interest areas; (F) explore how career choices impact the balance between personal and professional responsibilities; and (G) research educational options and requirements using appropriate technology. (2) The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (A) create a personal career portfolio; (D) determine the impact of technology on careers of personal interest; and (E) identify entrepreneurial opportunities within a field of personal interest. (3) The student analyzes college and career opportunities. The student is expected to: (A) determine academic requirements for transition from one learning level to the next; (B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit; (D) discuss the impact of effective college and career planning; (E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning; and (F) identify how performance on assessments such as the SAT®, ACT®, ASVAB®, and ACCUPLACER® impact personal academic and career goals. (4) The student evaluates skills for personal success. The student is expected to: (A) implement effective study skills for academic success; (B) use interpersonal skills to facilitate effective teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions; (E) effectively use information and communication technology tools; (5) The student recognizes the impact of career choice on personal lifestyle. The student is expected to: (A) prepare a personal budget reflecting the student's desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area; and (C) evaluate at least three career interests based on budget and salary expectations. (7) The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (B) evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites; (C) model characteristics of effective leadership, teamwork, and conflict management; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; (8) The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations; (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration.

Resources Curriculum Resources 1. Naviance - https://succeed.naviance.com

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2. http://www.mtsu.edu/~studskl/hd/hemis.html 3. http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html 4. http://www.web-us.com/brain/braindominance.htm 5. http://homeworktips.about.com/library/brainquiz/bl_leftrightbrain_quiz.htm

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UNIT 3: PROFESSIONAL COMMUNICATION PROCESSES

1. Skills for Real World Survival 2. Temperament, Conflict Resolution & Problem Solving 3. Communication Style 4. Verbal and Nonverbal Communication 5. Effective Listening Skills 6. Communication Strategies and Tactics

Goal To discover necessary skills for success in the “real world”

Student Objective

The student will:

Understand the importance of writing, speaking and listening well

Analyze the importance and understand the components of the communication process.

Interpret effects on non-verbal communication.

Apply communication to professional situations.

Examine the impact of communication on society.

Understand and apply the decision-making process.

Understand the importance of basic math concepts and reading comprehension.

Understand the importance of understanding technology.

Recognize achievements, mistakes, and setting realistic goals.

Understand ethics and recognize an ethical situation.

Learn to be an effective leader.

Know the importance of teamwork and getting involved.

Recognize safety and conflict in the work place.

Practice awareness of cultural diversity.

Illustrate how to organize information.

Preparation TEKS Correlations: §130.99 (c) 1) The student applies English language arts in professional communications projects. The student is expected to: (A) Demonstrate use of content, technical concepts, and vocabulary; (B) Use correct grammar, punctuation, and terminology to write and edit documents; (C) identify assumptions, purpose, outcomes, solutions, and propaganda techniques; (D) compose and edit copy for a variety of written documents; (E) evaluate oral and written information; (2) The Student applies professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent; (B) organize oral and written information; (C)interpret and communication information, data, and observations;

(D)present formal and informal presentations; (E)apply active listening skills (F)develop and interpret tables, charts, and figures; (G)listen to and speak with diverse individuals; and (H)exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

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(4) The student applies information technology applications. The student is expected to use

personal information management, email, Internet, writing and publishing, presentation, and

spreadsheet or database applications for professional communications projects.

(7) The student develops leadership characteristics. The student is expected to participate in

student leadership and professional development activities. (8) The student applies ethical decision-making and understands and complies with laws regarding use of technology in communications. The student is expected to:

(A) exhibit ethical conduct; (B) discuss copyright laws in relation to fair use and duplication of materials; and (C) analyze the impact of communications on society, including concepts related to persuasiveness, marketing, and point of view.

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to relate to professional communications. (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (B) demonstrate knowledge of various communication processes in professional contexts by: (i) explaining the importance of effective communication skills in professional contexts; (ii) identifying the components and functions of the communication process; (iii) identifying standards for making appropriate communication choices; (vi) identifying types and effects of nonverbal communication; (vii) recognizing the importance of effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance; (xi) identifying and analyzing ethical and social responsibilities of communicators; (C) use appropriate interpersonal communication strategies in professional contexts by: (i) identifying types and purposes of professional communications; (iii) using communication management skills; (iv) using professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism; (v) using clear and appropriate communications with others; (vii) communicating effectively in interviews; (viii) identifying and using appropriate strategies for dealing with differences such as gender, ethnicity, and age; (D) communicate effectively in professional group contexts by: (i) identifying types and purposes of groups;

(ii) analyzing group dynamics and processes; (iii) identifying and analyzing the roles of group members; TEKS Correlations: §127.3 (c) (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (G) research educational options and requirements using appropriate technology. (2) The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (D) determine the impact of technology on careers of personal interest; (3) The student analyzes college and career opportunities. The student is expected to: (D) discuss the impact of effective college and career planning; (E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning; (4) The student evaluates skills for personal success. The student is expected to: (A) implement effective study skills for academic success; (B) use interpersonal skills to facilitate effective teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions;

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(E) effectively use information and communication technology tools; and (5) The student recognizes the impact of career choice on personal lifestyle. The student is expected to: (A) prepare a personal budget reflecting the student's desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area; and (C) evaluate at least three career interests based on budget and salary expectations. (6) The student demonstrates an understanding of personal financial management. The student is expected to: (C) simulate different methods of withdrawals and deposits; (7) The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (B) evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites; (C) model characteristics of effective leadership, teamwork, and conflict management; (D) recognize the importance of a healthy lifestyle, including the ability to manage stress; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; (F) complete activities using project- and time-management techniques. (8) The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations;

Resources Curriculum Resources 1. Naviance - https://succeed.naviance.com 2. Dictionary.com http://dictionary.reference.com/ 3. Temperaments http://www.ptypes.com/temperament_test.html 4. The Four Temperaments http://www.personalitypage.com/html/four-temps.htm

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UNIT 4: PROFESSIONALISM

1. Character Education 2. Cyber bullying 3. Exploration Time Usage 4. Dress for Success 5. Naviance: Growth Mindset

Goal To examine the types of professional communications and learn how to successfully communicate in a professional atmosphere.

Student Objective

Naviance: 7th Grade Growth Mindset

Building on the pillars of good character - Caring, Citizenship, Fairness, Respect, Responsibility, Trustworthiness

o Word/trait of the month/week, Codes and rules of conduct, Student-designed T-shirts, Oral Presentation

What can you do when someone is mean to you online?

What kinds of things count as bullying?

How does bullying make other people feel?

Realize that time is a resource.

Evaluate time usage.

Analyze the importance of time management.

Manage time more efficiently.

First Impressions

Dress as way to make a good impression

Don’t wear tight, baggy, or provocative clothes

Naviance: 7th Grade Growth Mindset

Preparation Naviance: Overcoming Obstacles – Lesson

Overcoming Obstacles – Turning I Can’t Into How Can I

Overcoming Obstacles

Mindset – Lesson

Mindset Quiz

Mindset Self Reflection

Mindset

TEKS Correlations: §130.99 (c) (7) The student develops leadership characteristics. The student is expected to participate in student leadership and professional development activities. (9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to relate to professional communications.

TEKS Correlations: §127.3 (c) (4) The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; (7) The student develops skills for professional success. The student is expected to: (B) evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites; (C) model characteristics of effective leadership, teamwork, and conflict management; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population;

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Resources Curriculum Resources 1. Naviance - https://succeed.naviance.com 2. ExperienceWorks - http://goo.gl/5Gxj3 3. Yale – New Haven Teachers Institute: http://goo.gl/Z4GxW (Cultural Impact of Computer

Technology) 4. http://www.stompoutbullying.org/news.php 5. http://www.dressforsuccess.org/careers_careertips.aspx 6. Houston Dress in Business http://goo.gl/1J6HJ 7. http://www.quintcareers.com/dress_for_success.html 8. http://ohioline.osu.edu/cd-fact/1006.html 9. http://www.studygs.net/timman.htm 10. http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-

Education-for-the-Digital-Age.aspx 11. http://www.scu.edu/ethics/publications/iie/v13n1/charactered.html 12. http://www.aaeteachers.org/index.php/character-education-programs 13. http://www.character.org/uploads/PDFs/ElevenPrinciples_new2010.pdf 14. http://www.freedomforum.org/publications/first/findingcommonground/B13.CharacterEd.pdf

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UNIT 5: EXPLORE THE WORLD OF WORK

1. Career Interest Profiler (Naviance Career Assessment) 2. Explore Human Relationship Skills 3. Technology Use in the Workplace

Goal Life and Career Exploration

Student Objective

The student will: Gather career information and identify their career interests

Develop a Career Exploration Plan

Examine Work Related to Individuals and Society

Explain How Businesses Operate

Practice the Characteristics of Valued Workers [Refer back to Unit 4]

Practice the Job Application Process

Practice Communication Skills

Practice Relationship Skills

Practice Teamwork

Examine the Implications of technology on careers

Explore the use of technology

Demonstrate knowledge and skills in the use of computer and other technologies. Preparation TEKS Correlations:

§130.99 (c) (2) The Student applies professional communications strategies. The student is expected to:

(B) organize oral and written information; (E) apply active listening skills; (F) develop and interpret tables, charts, and figures (G) listen to and speak with diverse individuals; and (H) exhibit public relations skills

(5) The student understands communications systems. The students is expected to: (A) describe the nature and types of businesses;

§127.3 (c) (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

(A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments; (B) explore the career clusters as defined by the U.S. Department of Education; (C) summarize the career opportunities in a cluster of personal interest; (D) research current and emerging fields related to personal interest areas; (E) determine academic requirements in career fields related to personal interest areas; (F) explore how career choices impact the balance between personal and professional responsibilities; and (G) research educational options and requirements using appropriate technology.

Resources Curriculum Resources 1. Naviance - https://succeed.naviance.com 2. ExperienceWorks - http://goo.gl/5Gxj3 3. Yale – New Haven Teachers Institute: http://goo.gl/Z4GxW (Cultural Impact of Computer

Technology)

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UNIT 6: CAREER AND PERSONAL DEVELOPMENT

1. Career Cluster Finder (Naviance Assessment tool) 2. Career Planning 3. Education Planning for High School & Post-Secondary School Choice 4. Exploration of Money Management and Budgeting 5. Begin Personal Portfolio Development 6. Naviance

Goal To expose students to the basic aspects and advantages of Career Clusters; to educate students on the basics of career planning; and to expose students to opportunities for careers with or without college as well as the basic steps of budgeting and money management

Student Objective

The student will: Understand the purpose of Career Clusters and analyze their different aspects.

Understand the skills needed for various careers.

Learn the three steps of career search (1. Visualize Your Dream Job; 2. Talk to People; 3. Gain Some Skills Along the Way)

Learn where to start looking for jobs and what to consider.

Formulate a plan to reach their career goals.

Develop the necessary skills to properly prepare job application documents.

Identify the steps in basic budgeting and learn tips in managing monthly income.

Plan for future employment and money management.

Learn to track their spending habits.

Differentiate between good and bad spending and analyze the effects of spending and saving.

Understand the HISD High School Application Process for Magnet and CTE Academies

Understand the HISD Transfer Process and Timelines

Understand how to select the appropriate CTE Programs and their locations Preparation Naviance:

Postsecondary Plan and Selecting Classes – Lesson

Postsecondary Plan and Selecting Classes

Ramp-Up to Readiness Crossword

Readiness Rubric Lesson

Readiness Rubric

TEKS Correlations: §130.99 (c) (2) The student applies professional communications strategies. The student is expected to:

(F) develop and interpret tables, charts, figures; (G) listen and speak with diverse individuals

(10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to:

(A) develop an understanding of the evolution of the career cluster by: (i) explaining the history and evolution of career cluster field; (iv) analyzing the communicative effects of career fields;

(H) use research skills and electronic communications; §127.3 (c) (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

(A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments; (D) research current and emerging fields related to personal interest areas; (E) determine academic requirements in career fields related to personal interest

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areas; (G) research educational options and requirements using appropriate technology.

(2) The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to:

(A) create a personal career portfolio; (3) The student analyzes college and career opportunities. The student is expected to:

(A) determine academic requirements for transition from one learning level to the next; (B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit; (C) develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education; (D) discuss the impact of effective college and career planning; (E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning;

(5) The student recognizes the impact of career choice on personal lifestyle. The student is expected to:

(A) prepare a personal budget reflecting the student's desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area; and (C) evaluate at least three career interests based on budget and salary expectations.

(6) The student demonstrates an understanding of personal financial management. The student is expected to:

(A) compare the advantages and disadvantages of different types of banking services; (B) simulate opening and maintaining different types of bank accounts; (C) simulate different methods of withdrawals and deposits; and (D) reconcile bank statements, including fees and services.

Resources Curriculum Resources: 1. Naviance - https://succeed.naviance.com 2. www.careerpathsonline.com

3. http://motiv8.com 4. www.state.oh.us/odjfs/apprenticeship 5. www.doleta.gov/altels_bat 6. www.njatc.org 7. www.detc.org

8. www.co-op.edu 9. HISD School Choice http://www.houstonisd.org//Domain/21217 10. HISD CTE www.houstonisd.org/CTE

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UNIT 7: LEADERSHIP STYLES

1. Understanding of various leadership styles and the role they serve in group settings 2. Characteristics of a leader 3. Group Dynamics 4. Conflict Resolution & Problem Solving 5. Famous Speakers 6. Naviance

Goal To gain an understanding of various leadership styles and the role they serve in group settings

Student Objective

The student will:

Identify and analyze leadership styles.

Explore characteristics of a leader.

Re-view verbal and nonverbal communication strategies [Unit 2].

Identify the different components of a speech.

Analyze various factors to consider when creating a speech for a variety of audiences, situations and purposes.

Recognize the appropriate presentation technique when presenting in a formal or informal setting.

Adapt language for audience, purpose, situation and intent.

Analyze audience, occasion and purpose of speaking occasions.

Utilize effective strategies to organize presentations. Preparation Naviance:

Cracking the Myth – Misconceptions

Within My Reach Discussion

Within My Reach Handout

Within My Reach Self Reflection

Knowledge and Skills That Build Belief – Lesson

Knowledge and Skills That Build Belief

Your Interest in Career Tasks and Activities – Lesson

Your Interest in Career Tasks and Activities

Colleges Where You Can Succeed – Lesson

Guest Speaker - Succeeding in College – Lesson

Guest Speaker - Succeeding in College – Self Reflection

Naviance: Career GASP Project Overview – Lesson

Career GASP Project Overview – Project Steps

Career GASP Project Overview Handout

Know, Need to Know, Ideas Chart

Gathering Information – GASP Note-taking Form

Gathering Information – Group Work Record

Gathering Information – Internet Research

Synthesizing Information – Lesson

Preparing to Present – Questions to Consider

Presentation Day – Career GASP Project Rubric

Types of College Costs – Lesson

Financing a College Education – Lesson

Financing a College Education

Career GASP Project Rubric

Presentation Day 2 – Lesson

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TEKS Correlations: §130.99 (c) (2) The student applies professional communications strategies. The student is expected to:

(G) listen and speak with diverse individuals (H) exhibit public relations skills.

(10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to:

(C) use appropriate interpersonal communication strategies in professional contexts by:

(iv) using professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism; (v) using clear and appropriate communications with others; (vi) participating appropriately in conversations;

(D) communicate effectively in professional group contexts by: (i) identifying types and purposes of groups; (ii) analyzing group dynamics and processes; (iii) identifying and analyzing the roles of group members; (iv) demonstrating skills for assuming productive roles in groups; (v) using appropriate verbal, nonverbal, and listening strategies; (vi) identifying and analyzing leadership styles; (vii) using effective communication strategies in leadership roles; (viii) using effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and (ix) analyzing and evaluating group effectiveness;

(E) make and evaluate formal and informal professional presentations by: (i) analyzing the audience, occasion, and purpose; (ii) determining specific topics and purposes for presentations; (iii) researching topics using primary and secondary sources; (iv) using effective strategies to organize presentations; (v) using information to support points in presentations; (vi) preparing scripts or notes for presentations; (vii) using visual or auditory aids to enhance presentations; (viii) using appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information; (ix) using effective verbal and nonverbal strategies in presentations; (x) participating in an informative or persuasive group discussion; (xi) making individual presentations to inform, persuade, or motivate an audience; (xii) participating in question-and-answer sessions following presentations; (xiii) applying critical-listening strategies to evaluate presentations; and (xiv) evaluating effectiveness of presentations;

Resources Curriculum Resources: 1. Naviance - https://succeed.naviance.com 2. Famous Speeches

a. http://www.school-for-champions.com/speeches.htm#Survey b. http://listverse.com/2008/06/01/top-10-great-historic-speeches/ c. http://artofmanliness.com/2008/08/01/the-35-greatest-speeches-in-history/

3. Goals a. http://www.school-for-champions.com/speaking/goals.htm

4. 3. Speech Writer a. http://www.school-for-champions.com/speaking/autowrite.htm

5. http://cte-resources.unt.edu/home/Prof_devl/IT/AntGuide/AntGuide_podcast_010909.mp3 6. http://cte-resources.unt.edu/home/Prof_devl/IT/AntGuide/AntGuide_best_pract_all.pdf 7. http://cte-unt.blogspot.com/2011/01/student-characteristics-and-self.html 8. http://cte-resources.unt.edu/home/Prof_devl/AAVTC/Copyright/copyright_script.pdf 9. Dictionary.com http://dictionary.reference.com/ 10. Temperaments http://www.ptypes.com/temperament_test.html 11. The Four Temperaments http://www.personalitypage.com/html/four-temps.html

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12. Dictionary.com, http://dictionary.reference.com/ 13. Professionalism test: http://www.goalsinstitute.com/professionalism-quick-test.php 14. http://workforce.fullcoll.edu/students/professionalism.htm 15. http://smallbusiness.chron.com/unprofessionalism-workplace-11908.html 16. Kouzes and Posner’s research into leadership that was done for the book The Leadership

Challenge. http://www.leadership501.com/five-most-important-leadershiptraits/27/ 17. http://managementhelp.org/ 18. Performance, Learning, Leadership, & Knowledge:

http://www.nwlink.com/~donclark/leader/leadstl.html 19. What’s Your Leadership Style Quiz:

http://psychology.about.com/library/quiz/blleadershipquiz.htm

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UNIT 8: PRESENTATION AND COMMUNICATIONOF DIGITAL ELECTRONIC DESIGN

1. Components of effective written communication 2. Digital communication and graphic design elements 3. Working with Font Type - Folio 4. Delivery methods for digital communications 5. Oral Presentation of end products 6. Presentation of Electronic Portfolio

Goal To provide an introduction to digital communication and graphic design elements and to provide a foundation for completing products using Microsoft® Office.

Student Objective

The student will:

Outline appropriate media to deliver digital products.

Effectively apply design elements to digital communications.

Evaluate graphic design and editing concepts.

Learn the layout of Microsoft® Office 2007.

Examine the uses of Microsoft® Office in business.

Gain the knowledge and skills needed to create various documents.

Become comfortable using Microsoft® Office to create the documents used in both the classroom and the real-world.

Discover shortcuts and timesavers to use in Microsoft® Office.

Understand the strategies used when making a presentation.

Explore tactics used to present in different settings.

Utilize different visual aids to heighten the experience of the presentation.

Evaluate their personal goals and strengths.

Identify the various types of portfolio artifacts.

Create an individualized career plan. Preparation TEKS Correlations:

§130.99 (c) (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to:

(F) use a variety of strategies to acquire information from electronic resources; (G) acquire electronic information in a variety of formats; (H) use research skills and electronic communications; (I) format digital information for appropriate and effective communication by:

(i) defining the purpose of a product; (ii) identifying the intended audience; (iii) using the principles of page design to create a product, including leading, kerning, automatic text flow into linked columns, widows, orphans, and text wrap; and (iv) creating a master template that includes page specifications and other repetitive tasks;

(J) apply desktop publishing to create products by: (i) using word processing, graphics, or drawing programs; (ii) applying design elements such as text, graphics, headlines, use of color, and white space; (iii) applying typography concepts, including font, size, and style; (iv) applying graphic design concepts such as contrast, alignment, repetition, and proximity; (v) editing products; and (vi) developing and referencing technical documentation; and

(K) deliver digital products in a variety of appropriate media.

Resources Curriculum Resources: 1. Naviance - https://succeed.naviance.com 2. Reese, Luke. Digital Portfolio.

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a. https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf 3. Fontenot, Renee J. Tips on Creating a Career Portfolio.

a. http://hercules.gcsu.edu/~rfonteno/Career%20Development/CareerPortfolio.pdf 4. Simmons, Angela & Lumsden, Jill. Preparing a Portfolio.

a. http://www.career.fsu.edu/experience/document/portfolio-guide.html 5. http://www.onetonline.org 6. http://en.wikipedia.org/wiki/Cover_letter 7. http://en.wikipedia.org/wiki/Background_check 8. http://en.wikipedia.org/wiki/Typography 9. Society of Typographic Designers:

http://en.wikipedia.org/wiki/International_Society_of_Typographic_Designers 10. Clipart for Gettysburg address taken from

http://school.discovery.com/clipart/clip/lincoln.html 11. . Internet website: http://www.amicollective.com/site/index.php?act=detail&itemId=168