Keys to Career Success

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Principles of Human Services

  • TEKS Student Expectations

    • (1) The student demonstrates personal characteristics for success in high-skill, high-wage, or high-demand careers. The students is expected to:
      • (B) establish measurable short- and long- term goals for personal and professional life
      • (E) analyze the significance of grooming and appearance in personal and professional settings
      • (H) evaluate appearance in personal and professional settings
    • (2) The student demonstrates the skills necessary to enhance personal and career effectiveness in consumer services. The student is expected to:
      • (F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest
    • (3) The student demonstrates the skills necessary to enhance personal and career effectiveness in counseling and mental health services. The student is expected to:
      • (H) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest
    • (4) The student demonstrates the skills necessary to enhance personal and career effectiveness in early childhood development and services. The student is expected to:
      • (F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interests
    • (5) The student demonstrates the skills necessary to enhance personal and career effectiveness in family and community services. The student is expected to:
      • (I) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interests
    • (6) The student demonstrates the skills necessary to enhance personal and career effectiveness in personal care services. The student is expected to:
      • (F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interests
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • judge appropriate professional attire for a job interview
    • develop a plan for setting personal and professional short and long-term goals
    • produce a multimedia presentation depicting short and long-term goals, proper attire, and personal hygiene for a job interview setting and career choices
    • research three careers in the area of Human Services
  • Rationale

    Script:

    Students in today’s world need to understand how to dress appropriately and be prepared for a job interview. It is becoming more and more difficult to acquire a job interview meeting, so you have to have all your job interview tools sharpened and be ready to use them. Utilizing goal setting skills will only help you in preparing for the future endeavors. Understanding there are a wide array of jobs and careers in Human Services will assist you in finding the keys to career success.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Appearance: The state, condition, manner or style in which a person appears

    Career: One’s lifework or employment

    Goals: The result or achievement toward which effort is directed; aim

    Grooming: The art of cleaning and maintaining parts of the body

    Hygiene: Condition or practice conducive to maintain health and preventing disease

    Interview: A meeting between two or more people, as to evaluate qualifications or consider for employment

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines)

    Materials:

    Inappropriate clothes for a job interview. They will be used in the anticipatory set.

    • accessories such a toe rings, big earrings, and a noisy bracelet
    • baseball caps
    • flip-flops or beach shoes
    • jeans
    • party clothes
    • sandals
    • shorts
    • sweatsuits
    • tank tops
    • tennis shoes
    • tight clothing
    • t-shirts

    Technology:

    • Access to:

    • Glogster™EDU
    • PowerPoint™
    • Prezi™
    • copies of handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Set up a mock office setting. Select one student to dress inappropriately for a job interview. See materials needed.

    When class begins:

    Conduct a mock job interview and have the students write down what is not appropriate for a job interview.

    Students will complete the first two sections of the KWL Chart Dressing for Success (see All Lesson Attachments tab).

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Introduce the PowerPoint™, Keys to Career Success (see All Lesson Attachments tab). Discuss how a first impression is a lasting impression. Discuss how to present yourself in a positive manner while on a job interview and in your profession after the job is attained. Review and thoroughly discuss how our CTE courses are preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care, and consumer services.

    What are goals? Why is it important to have goals? What are the consequences of not having goals?
    Distribute Setting vs. Not Setting Career Goals Venn Diagram (see All Lesson Attachments tab). Instruct students to complete the diagram and share findings with the class.

    Dress for Success video
    How to dress for success for a job interview. Discuss the video with students.
    http://youtu.be/AbrdG638JjM

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging participation
    • allowing extra time to answer questions

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute Establishing Career Goals (see All Lesson Attachments tab). Monitor the students as they work on the activity and discuss why goals are important and how to benefit from goal setting strategies.

    Distribute the graphic organizer Careers in Human Services (see All Lesson Attachments tab). Allow students to explore careers in the area of Human Services at http://www.bls.gov/k12/ and http://www.achievetexas.org/. The research will include careers in the areas of consumer services, counseling and mental health services, early childhood development services, family and community services or personal care services. Encourage them to include relevant information pertaining to their career choice.

    Introduce project. Student will design a presentation using technology which the student will present in class. Distribute rubrics and review so that students will know the presentation expectations.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing for extra time for assignment
    • providing feedback
    • continuously checking for understanding

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Students will design a presentation which will include their goals, proper attire for a job interview and good personal hygiene practices. It must include information about three career choices. The careers can be in the areas of consumer services, counseling and mental health services, early childhood development services, family and community services and personal care services. Distribute Human Services Careers (see All Lesson Attachments tab) for note-taking on their research. Students need to include relevant information on how to be job ready and successful at a career.

    Distribute the Rubric for Electronic Display – Glogster™EDU, Rubric for Multimedia Presentation – Prezi™, and the Rubric for PowerPoint™ Presentation (see All Lesson Attachments tab). Discuss the criteria for the presentations. Students may choose how to present their information using one of the three tools. Review the procedures to access the multimedia tools if students are not familiar with the websites.

    They will present during lesson closure. Extra credit will be given to the students for their presentation if the student dresses professionally as if they are going to a job interview.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing student to complete assignments at home
    • continuously checking for understanding

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Students will volunteer to share their presentations in class. Beyonder/bonus credit will be given to the presentation if the student dresses professionally as if going to a job interview.

    Students will complete the last section of the KWL chart.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will be assessed with rubric for each presentation.
    Beyonder/bonus credit will be given if the students will come to class dressed appropriately as if going for a job interview.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • shorten length of project and/or presentation
    • using positive reinforcement

  • References/Resources

    Textbook:

    • Parnell Frances Baynor. (2001). Skills for personal and family living. Tinley Park: The Goodheart-Willcox Publishing Company.
    • Sasse Connie. (2004). Families today. New York: McGraw Hill Glencoe.

    Websites:

    • AchieveTexas
      AchieveTexas is an education initiative designed to prepare students for a lifetime of success. It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.
      http://www.achievetexas.org/
    • Bureau of Labor Statistics
      Exploring career information from the Bureau of Labor Statistics
      http://www.bls.gov/k12/
    • CTE: Learning that works for America
      In cooperation with the National Career Technical Education Foundation (NCTEF), NASDCTEc provides leadership and support for the National Career Clusters™ Framework to deliver high-quality CTE programs through improved curriculum design and instruction.
      http://www.careertech.org/career-clusters/
    • WorkSmart-Getting Job Ready with Your Appearance
      Take time to look your best!
      Your appearance will make a lasting impression. Even if you are only going to pick up forms or drop off an application, dress in clothing that is suitable for the type of job you are seeking.
      http://www.worksmart.ca.gov/ready_appearance.html

    YouTube™:

    • Dress for Success
      Getting Ready for an Interview
      http://youtu.be/AbrdG638JjM
    • Dressing the Part: The New Professional’s Guide
      Podcast for young adults transitioning from college to the workforce. Tips on interviewing and professional dress for young men and women are offered.
      http://youtu.be/INKZ2u79E_Q
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • create a word wall with all new vocabulary for the lesson
    • sentence starters in the warm-ups and speech topics
    • provide visuals
    • allow extra processing time
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign students to read about the importance of keys to career success. Information can be found in newspaper articles, magazines, journals, and online print.
    Suggestions:

    • WorkSmart – Getting Job Ready with Your Appearance
      Take time to look your best! Your appearance will make a lasting impression. Even if you are only going to pick up forms or drop off an application, dress in clothing that is suitable for the type of job you are seeking.
      http://www.worksmart.ca.gov/ready_appearance.htmlab)

    Pair off and trade documents then use the ”read, write, pair, share” strategy. First reading independently, then writing about what they have read and finally discussing in pairs their insight into being job ready with their appearance.

    Word Attack Strategies. Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com, or classroom discussion) the student will have a better understanding of the pronunciation and meaning of the unfamiliar word(s) facilitating comprehension.

  • Quotes

    If you don’t know where you are going, you might wind up someplace else.
    -Yogi Berra

    Begin with the end in mind.
    -Stephen Covey

    A goal is not the same as a desire, and this is an important distinction to make. You can have a desire you don’t intend to act on. But you can’t have a goal you don’t intend to act on.
    -Tom Morris

    I want to look back on my career and be proud of the work, and be proud that I tried everything.
    -Jon Stewart

  • Multimedia/Visual Strategies

    PowerPoint™

    • Keys to Career Success
    • Presentation Notes – Keys to Career Success

    Technology:

    • Glogster™EDU
    • PowerPoint™
    • Prezi™

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • KWL Chart Dressing for Success
    • Venn diagram – Compare Setting Goals and Not Setting Goals

    Handouts:

    • Careers in Human Services
    • Establishing Career Goals
    • Human Services Careers
    • Rubric for Electronic Display Glogster
    • Rubric for Multimedia – Presentation Prezi
    • Rubric for PowerPoint™ Presentation

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • Identify a goal you have set for yourself and explain how you accomplished it.
    • Why is goal setting important?
    • Why is the first impression so important on a job interview?
    • It is important to have a positive attitude on the job because__________.

    Writing Strategy:

    • RAFT writing strategy
      • Role: Potential employer
      • Audience: Potential employee
      • Format: Memo
      • Topic: 10 most important details I look for in a potential employee
  • Communication 90 Second Speech Topics

    Students will prepare a 90 second presentation on:
    My future goals are to____________.
    When I see someone dressed as a professional, I think_______________.
    Personal hygiene is important because____________.

  • Other Essential Lesson Components

    Enrichment activity

    Students will contact local businesses and local clothing closets to begin the creation of a clothes closet for men and women who are trying to get out of unfortunate situations such as battered or homeless men or women. Students will create a place for ladies and gentlemen to come and receive a professional outfit for interviews. This could also be a service learning project.

    Principles of Human Services Math Assessment Problems

    James is going to a job interview and wants to wear slacks, a button-up shirt and a tie. If he has 2 ties, 3 pairs of slacks and 5 button-ups, How many different combinations does he have that he could wear to the job interview?
    a. 10
    b. 20
    c. 30
    d. 40
    Answer: C

    Principles of Human Services Social Studies Assessment Questions

    Children were protected from working full-time jobs on farms, in factories, or in businesses after
    passing:
    a. an amendment to the Constitution of the United States
    b. immigration laws
    c. child labor laws
    d. unions
    Answer: C

  • Family/Community Connection

    Invite the personnel director for the school district to speak about job interviews, professional dress and how to have a positive job interview experience.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    FCCLA: Power of One gives youth the POWER to fulfill their dreams by creating self-directed projects that focus on:
    A Better You: Improve personal traits
    Family Ties: Get along better with family members
    Working on Working: Explore work options, prepare for a career, or sharpen skills useful in business
    Take the Lead: Develop leadership qualities
    Speak Out for FCCLA: Tell others about positive experiences in FCCLA.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see:
    http://www.nylc.org/

    Example:

    Students will collect professional clothing to begin a clothing closet for men or women who are living in shelters. Allow men or women to come to clothing closet to get clothing in order to look professional for job interviews.

    Ask: “What did you gain from this experience and contribution in both in learning and in the service?”
    Prepare a written reflection on what they learned from the experience and how this knowledge will help them in the future.