Law, Public Safety,
Corrections, & Security
(LPSCS) Practicum
Table of Contents
Introduction
1
Portfolio Information
1
Preparation for First Day of Class
2
Useful Websites
3
Practicum Schedule
4
General Housekeeping
5
Employment Skills
19
Professional Attire
30
Workplace Ethics
44
Workplace Health and Safety
58
Workplace Decision Making
70
Teamwork and Leadership
100
Interpersonal Skills
87
Verbal Communication
115
Professional Writing and Research Skills
125
Technical Skills
142
Training Station Orientation
158
Career Exploration
168
Portfolios
188
Additional Activities
196
Personal Management
204
Career Pathways
230
Project Management
247
Scholarships for Post-Secondary Options
263
LPSCS Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance
their students’ performance by utilizing computer-generated projects. The purpose of these
lessons is to transform the classroom into a lab setting, with the students becoming self-driven
learners and the teacher taking on the role of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be
presented in any order the teacher chooses. Because there are so many detailed forms that are
necessary at the onset of the school year or semester, the General Housekeeping unit should
be covered first. Detailed lesson plans, which include handouts and activities, are provided.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use
a desktop or laptop computer attached to a projector in order to present the materials to the
class.
Customarily, students enrolled in a Practicum course are placed in jobs prior to the onset of the
school year. Of course, there are often a few students who will need job placement by the
teacher once school starts. Students must be employed and a training plan must be filed within
14 days of the start of the school year. It is important that all Texas Education Agency rules are
followed and adequate records are kept for reference if an audit by a representative from TEA
were to take place.
The teacher is required to visit each training sponsor regarding student progress at least once
per each six-week grading period, regardless of whether the school calendar adheres to a sixweek or nine-week grading period.
Portfolio Information
All students are to keep a working digital portfolio, which will be updated regularly during the
school year. The portfolio can be a useful tool when applying for employment and scholarships
or when completing college applications. Reproducible guidelines may be found on page 188. It
is important that students establish their portfolios early during the first few weeks of school,
so make sure to inform students during the General Housekeeping unit of the Practicum.
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1
Preparation for the First Class Day
Classroom
• Are the students desks arranged the way you would like them to be for optimal class
instruction?
• Is your desk in an area from where it will be easy to manage the class?
• Do you have all the things you will need already in place at your desk? (e.g. a
calendar/unit planner, grade book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and the parents within the General
Housekeeping portion of the Practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do on the first day?
• Do you have a classroom management plan prepared?
• Do you know what procedures you are going to use in managing your class?
• Is there a sign-in paper, or do you have a roll calling system ready to put in place?
• Do you have an activity/procedure for students who arrive before the bell rings?
• Do you have a grading system you would like to use ready?
• Do you have ice breakers/team builders ready to do on the first day?
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2
USEFUL WEBSITES
Texas Education Agency: www.tea.state.tx.us/
Career and Technical Education: http://cte.unt.edu/
O*NET: http://www.onetonline.org/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
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3
PRACTICUM SCHEDULE
Topic
Activity
Time Frame
General Housekeeping
Forms
3 class periods
Employment Skills
Notes, Activities, and Projects
1 class periods
Professional Attire
Notes, Activities, and Projects
1 class periods
Workplace Ethics
Notes, Activities, and Projects
2 class periods
Workplace Health and Safety
Notes, Activities, and Projects
3 class periods
Workplace Decision Making
Notes, Activities, and Projects
3 class periods
Teamwork and Leadership
Notes, Activities, and Projects
2 class periods
Interpersonal Skills
Notes, Activities, and Projects
1 class periods
Verbal Communication
Notes, Activities, and Projects
1 class periods
Professional Writing and
Research Skills
Notes, Activities, and Projects
3 class periods
Technical Skills
Notes, Activities, and Projects
2 class periods
Training Station Orientation
Homework Project
3 class periods
Career Exploration
Notes, Activities, and Tests
2 class periods
Portfolios
Project
3 class periods
Additional Activities
Variable
Personal Management
Notes, Activities, and Tests
5 class periods
Career Pathways
Notes, Activities, and Tests
6 class periods
Project Management
Notes, Activities, and Tests
3 class periods
Scholarships for Post-Secondary
Options
Notes, Activities, and Projects
10 class periods
*Each Class Period lasts 45 – 50 minutes
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General Housekeeping: Forms
Course
Practicum in
LPSCS
Rationale
The students must complete and sign all of the necessary forms to complete
this course.
Unit 0
General
Housekeeping
Objectives
The students will be able to:
1. Demonstrate characteristics necessary to be a successful student in
the LPSCS program by obtaining all signatures necessary on required
forms
2. Identify the critical rules of program operation
3. Explain the procedures for reporting an absence from school/work
4. Learn the policies and procedures of the LPSCS program
5. Obtain the necessary signatures on required forms
Essential
Question
What are the
policies,
procedures, and
paperwork that
need to be
followed and
completed to
succeed in this
course?
TEKS
§130.301(c)
(1)(A)
Prior Student
Learning
None
Estimated Time
3 hours
Engage
Use the following questions for a class discussion:
 Why are rules necessary?
 Why is daily attendance important?
Explain that it is an honor to be accepted into this program and that all
students must maintain high expectations to remain in the class. Use the
Discussion Rubric for assessment.
Key Points
I. Forms in the Students’ Packets
A. Training Plan Form
1. Used by the teacher to complete a student’s training plan
2. Can also be used by the teacher when visiting training stations, if
kept in a Visitation binder
B. Student Responsibilities
1. Very important form
2. Rules of the program should be strictly adhered to in order to avoid
problems.
3. Key rule: if a student is absent from school, that student is not to
report to work.
4. Key rule: a student may not quit a job without the teacher’s
permission, or is in jeopardy of failing the class for the grading
period.
5. Key rule: theft is not condoned. Immediate removal from the
program.
C. Syllabus
1. Details what the students will learn
2. Grading policy
D. Classroom Rules
1. A must for every teacher
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5
2. Personalize to your methods
E. Unemployed Student Policy
F. Dependability Grade
G. Summary Verification Signatures Form
1. Ensures the parent received all the paperwork
H. Wage and Hour Report
1. This is an auditable document and all students must keep an
accurate record of the hours worked. Keep these in the permanent
record files
Activities
Guided Practice – Customize each form to your program. Go over each form
individually and thoroughly. It is extremely important that all students
understand what is required of them in order to be in the program. Set a
deadline (usually the end of the first week of school) for all forms to be
returned with signatures. Keep in mind that during the first few days of
classes, students will leave or enter your program. You will need to keep up
with all of the paperwork and will need to see that the new students receive
all of the documents. (Note: You may want to give an incentive for returning
paperwork ahead of time (usually a small treat works well). As an extra
incentive, you may want to give a daily grade for all paperwork that is
returned by the deadline.) Use the Individual Work Rubric for assessment.
Mobile Me Activity – Have the students create a mobile about themselves
and share it with the class. (Note: Assign this on the first or second day of
class (due by the end of the first week).) Use the Mobile Me Handout to
explain the activity and the Individual Work Rubric and the Presentation
Rubric for assessment. (Note: make a mobile to present as an example to
the class. Hang all of the mobiles in the classroom for the first few weeks of
school.)
Assessments
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Materials
General Housekeeping computer-based presentation
Computer with projector
Copies of all forms
 LPSCS Practicum Syllabus
 Student Responsibilities in Cooperative Training Program
 Classroom Rules
 Dependability Grade
 Policies Governing Unemployed Students
 Summary Signature Verification Form
 Wage and Hour Report
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Coat hanger
String, ribbon, or yarn
A one-hole punch
Magazines
Students personal pictures
Scissors
Glue
Computers with presentation-based software (optional)
Accommodations for Learning Differences
For reinforcement, review the following with the students:
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from his/her job?
 What is the policy on theft?
Use the Discussion Rubric for assessment.
For enrichment, the students will use audio/visual or computer-based
presentation software to create a professional and creative collage
introducing themselves to the class. Use the Individual Work Rubric and the
Presentation Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(1)
The student demonstrates professional standards as required
by business and industry. The student is expected to:
(A)
adhere to policies and procedures;
Career and College Readiness Standards
English/Language Arts Standards
III. Speaking
B. Develop effective speaking styles for both group and one-on-one
situations.
1. Participate actively and effectively in one-on-one oral
communication situations.
2. Participate actively and effectively in group discussions.
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Mobile Me Handout
OBJECTIVE: The student will introduce his or herself to the class by creating a mobile that reflects
the individual’s interests and personality.
MATERIALS NEEDED:
Coat hanger
String, ribbon, or yarn
A one-hole punch
Pictures of you, your family, etc.
Pictures and words cut out from magazines
DIRECTIONS:
Make a mobile that depicts who you are and be prepared to share it with the class. You must include
a minimum of three pictures of yourself (or family) and at least six of the following items:
Achievements
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents his or her
mobile to the class.
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8
LPSCSPRACTICUMSYLLABUS
WelcometothedynamicworldofLPSCS!Youhavebeenselectedfrommanyapplicantsto
experienceafunandrewardingyear.Itismyintentforyoutolearnagreatdealabouttheworldofwork
asyoulearnaboutyourself.
Thiscourseconsistsofthefollowingtopics:
 (INSERTYOURCOURSEOUTLINEHERE)
Asyoucansee,wewillcoveralotofgroundthisyear.Pleasetakethissuggestionseriously:READTHE
TEXTBOOK!Therewillbealotofinformationgivenanddiscussedinclassthatisnotinthetext;
however,youarestillaccountableforreadingassignedchapters.Studentsenteredin(INSERTYOUR
PROGRAMHERE)competitionaremoresuccessfulduetoreadingthematerialinthetext.
GRADING:
Yourgradewillconsistofthefollowing:weeklyworkreports;dependability grades(see
Dependabilitysheet);individualandgroupassignments;daily work;tests;andyouremployer
evaluation.
YOUTHORGANIZATION:(INSERTYOURPROGRAMHERE)
Allco‐opstudentsareexpectedtojoin(INSERTYOURYOUTHORGANIZATIONHERE)andto
participateincompetitiveevents.Duesare$______fortheschoolyear.
_____________________________ ___________________________
Parent’sSignature
Student’sSignature
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STUDENT RESPONSIBILITIES IN COOPERATIVE TRAINING PROGRAM Type Your School District Name Here Career and Technical Education Department In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert name of school or school district), it is essential that the student, the parents, the training sponsor, the coordinator, and school administrators agree to these basic principles: 1.
It is the responsibility of the coordinator to provide appropriate interview opportunities for student job placement. The coordinator must grant final approval of all job placements. 2.
It is the responsibility of the student to remain at the same training station throughout the training period. A change may be made only when approved by the coordinator. 3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the following reasons: a.
If the student is dismissed from the training station and the coordinator determines that the dismissal was for sufficient reasons. Example: theft or un‐ethical conduct. b.
The second time a student has been fired and/or quits without the permission of the coordinator, he/she is released from the program without credit. c.
If a student’s attendance drops below 90%, the student may be removed from the Cooperative Education Program. Removal from the class would result in loss of credit for the term. 4.
The student is under school supervision at school, and during the work schedule at the training station. School credit is given for four hours spent on the job, as well as in the classroom. The student must work a minimum of 15 hours a week, 10 of which must be Monday through Friday. 5.
If the student is to be absent from school on any particular day for any reason, the student is required to notify the teacher‐coordinator no later than 12:00 (noon) on the day of the absence. He/she may not report to the training station without having first received permission from the coordinator. Failure to observe this rule will result in unexcused absences in all classes missed. 6.
A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading period during which he/she was fired. The student is expected to find his/her own employment within five days. Grades will be reduced from the sixth day forward. 7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as activities are related. It is with the above understanding that we enter into this agreement to provide the best training for the individual student. _________________________________ ______________________________ STUDENT PARENT OR GUARDIAN _________________________________ ______________________________ COORDINATOR PRINCIPAL *** If you wish to communicate via e‐mail, please list your address: _________________________________________________________________ Copyright © Texas Education Agency, 2015. All rights reserved.
10
CLASSROOM RULES 1. You must be in class on time; failure to do so may result in an after class detention on the day you are late! Class is from INSERT TIME 2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK. 3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired. 4. No work from other classes is to be done in our class. You are earning credit for this course, so you must devote your attention to our subject material. 5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you are. 6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me. 7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the floor. 8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS. 9. You are responsible for your conduct in your other classes. If you are a behavior problem in another class, it will be brought to my attention. You will be subject to removal from the co‐op program due to behavioral problems. 10. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot. ________________________________ _________________________________ Parent’s Signature Student’s Signature Copyright © Texas Education Agency, 2015. All rights reserved.
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Dependability Grade An important characteristic of a good employee is dependability. It is vital that the student realize the importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE” has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test scores. When a student is absent from school for ANY REASON, he/she must telephone his/her Practicum (co‐op) teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the following information: Name, date, time, reason for absence, and phone number It is the student’s responsibility to phone his/her employer to report the absence in a timely manner from work. Practicum students are also required to sign in each day on the Practicum Dependability Log, located in the classroom. Practicum students are required to sign in each day on the Practicum Dependability Log! Failure to phone the teacher in the event of an absence or to sign in when present will result in points being deducted from the “Dependability Grade” in the following manner: PRESENT EVERY DAY……………………………………………………………………………..…………100% ABSENT CALLED IN FAILED TO CALL or SIGN IN 1 DAY 97% 87% 2 DAYS 93% 78% 3 DAYS*** 90% 65% 4 DAYS 87% 37% 5 DAYS 83% 0 ***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from this system for the period of time in which you were absent. As you can see, it is critical that you become a dependable, responsible, young adult! ____________________________ ______________________________ (Parent’s signature) (Student’s signature) Practicum Teacher’s Phone Number: (xxx) xxx‐xxxx Copyright © Texas Education Agency, 2015. All rights reserved.
12
POLICIES GOVERNING UNEMPLOYED STUDENTS 1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the student is released from the program with no credit. 2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work at another job, may receive a NINE‐WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the grading period during which they were fired. 3. Students fired from jobs are expected to find their own employment within five school days. Grades will be reduced from the sixth day forward. 4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding a job. Grades will be reduced from the eleventh day forward. 5. If a student quits a job without permission from the coordinator, he/she will receive a NINE‐WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the grading period during which he/she quit the job. 6. The second time a student has been fired and/or quits without permission from the coordinator, he/she will be released from the program with loss of credit. I understand that any time the Practicum student is not employed in an APPROVED training station; he/she must be under the supervision of the Practicum instructor from the end of the class period through the end of the school day, until a new training station is secured. The student may be exempt from this restriction if he/she has a scheduled appointment for a job interview. (Documented proof of interview is required.) ________________________________________ _______________________________________ Parent/Guardian Signature Student’s Signature Copyright © Texas Education Agency, 2015. All rights reserved.
13
SUMMARY SIGNATURE VERIFICATION FORM I have reviewed the following forms: LPSCS Practicum (Co‐op) Syllabus Student Responsibilities in Cooperative Training Program Classroom Rules Dependability Grade Policies Governing Unemployed Students My signature acknowledges I have read all documents listed above and agree to abide by the stated policies. ____________________ _____________________ Parent’s Signature Student’s Signature Please return this form to the teacher. Copyright © Texas Education Agency, 2015. All rights reserved.
14
WAGE AND HOUR REPORT
HOURLY WAGE $ __________________________________
NAME/ID#
______________________________________________________
TRAINING STATION
______________________________________________________
STUDENT SIGNATURE
TOTAL HOURS FOR 3 WEEKS __________
______________________________________________________
Your signature verifies the information on this report is accurate and honest.
WEEK
9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
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15
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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17
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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18
Employment Skills
Course
Practicum in
LPSCS
Rationale
Workers in law, public safety, corrections, and security need to learn the
skills and personal qualities important to employers and ways to
demonstrate these qualities in order to be successful in their jobs
Unit I
Employment
Skills
Objectives
The students will be able to:
1. Demonstrate positive work behaviors and attitudes
2. Accept constructive criticism
Essential
Question
What do
employers
expect from
employees?
Engage
Play a video clip about how not to interview for a job. (For a sample article
do an Internet search for: how not to interview. (Be sure you set up the video
prior to viewing—delete unnecessary ads, resize the screen so potentially
inappropriate comments cannot be seen, etc.). After viewing, ask students to
pick three examples from the video clip and explain in a journal how those
examples would prevent someone from being hired. Use the Writing Rubric
for assessment.
TEKS
§130.301(c)
(1)(B)(C)(F)
Prior Student
Learning
Students should
have a basic
understanding of
LPSCS careers.
Estimated Time
1 hour
Key Points
I. Performance Expectations
A. Productivity
1. Equally important in jobs that produce goods and services
2. A day’s work for a day’s pay
B. Quality of work
1. How well a job is done
2. Poor quality cancels out high productivity
C. Good judgment
D. Safety consciousness
1. Know how to do your job (training and education)
2. Perform the way you have been trained
3. Learn and follow established safety rules
E. Care of equipment
1. Use properly to protect your employer’s investment
2. Maintain as requested
II. Work Habit and Attitude Expectations
A. Attendance and punctuality
B. Cooperation
1. Professionalism
2. Accept criticism
a) Performance evaluations
1) Rate job performance, work habits, and attitudes
2) Determine pay raises and promotions
b) Constructive criticism
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19
C.
D.
E.
F.
1) Addresses behavior (not attitude)
2) Is offered immediately
3) Includes positive points
4) Offers actions to solve problems
5) Is usually given in private
3. Avoid gossip
4. Manage stress
a) Set priorities
b) Practice self-management
5. Control anger
a) Take a deep breath and count to 10
b) Define the problem
c) Evaluate solutions
d) Take action
5. Interest and enthusiasm
6. Positive attitude
a) Rarely complain
b) Admit mistakes
c) Defines how others perceive you
d) Controls your reactions to problems
e) Determines how you get along with coworkers
f) Draws customers
Honesty
Loyalty
1. Be positive
2. Look for solutions
3. Voice complaints in private
4. Be a team player
Self-management
1. Set career goals
2. Monitor work habits and performance
3. Ask for feedback
Self-esteem
1. Overcome doubt
a) List abilities and successes
b) Set reachable goals and work to achieve them
c) Positive self-talk
2. Learn and grow from mistakes
a) Accept that you will make mistakes; everyone does
b) Accept responsibility for your mistakes
c) Help to make things right
d) Forgive yourself and move on
3. Be assertive
a) Friendly, outgoing, and respectful
b) Not arrogant
Activities
Employment Skill Assessment:
Have students complete the Employment Skill Assessment handout. Once
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20
completed, have students get into groups of three. Students should review
their own handouts and discuss with others how they could strengthen these
skills. Use the Discussion Rubric for assessment.
Assessments
Employment Skills Quiz and Key
Discussion Rubric
Individual Work Rubric
Writing Rubric
Materials
Employment Skills computer-based presentation
Employment Skill Assessment handout
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
2008.
9780538444026, Working, Bailey, South-Western, 2007.
Accommodations for Learning Differences
For reinforcement, the students will match Employment Skills Key Terms to
definitions using handouts prepared for them. Use the Individual Work
Rubric for assessment.
For enrichment, the students will work in groups of two and create a
performance evaluation tool for an LPSCS job. Use the Individual Work
Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(1) The student demonstrates professional standards as required by
business and industry. The student is expected to:
(B) demonstrate positive work behaviors and attitudes such as
punctuality, time management, initiative, and cooperation;
(C) accept constructive criticism;
(F) describe professional standards in protective services careers
such as dress, grooming, and personal protective equipment as
appropriate.
College and Career Readiness Standards
English/Language Arts Standards
III. Speaking
B. Develop effective speaking styles for both group and one-on-one
situations.
1. Participate actively and effectively in one-on-one oral
communication situations.
2. Participate actively and effectively in group discussions.
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21
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22
Employment Skills Key Terms
1. Productivity – a worker’s output
2. Judgment – thinking about a problem and making the right decision
3. Punctuality – being on time
4. Cooperation – getting along with others; willingness to work well with others to reach a
common goal
5. Enthusiasm – eagerness or a strong interest in something
6. Honesty – refusal to lie, steal, or mislead in any way
7. Loyalty – believing in and being devoted to something; not criticizing; being proud of
what you do and where you work
8. Attitude – your basic outlook on life; your way of looking at people and the world
9. Self-esteem – recognition and regard for yourself and your abilities
10. Assertive – direct, honest, and polite
11. Professionalism – the ability to handle problems, criticism, and pressure gracefully and
maturely
Copyright © Texas Education Agency, 2015. All rights reserved.
23
Employment Skills Assessment
Name:
Age:
Gender:
For each item identified below, circle the number to the right that best fits your workplace ability. Use
the scale to select the appropriate number (1 is never and 5 is always). Review and identify the skills
you would like to strengthen. Discuss this with the team.
Scale
Employment Skills
4.
Gets to work on time
1
2
3
4
5
Dresses appropriately for work
1
2
3
4
5
Works the scheduled hours for each week
1
2
3
4
5
Follows directions from the supervisor/employer
1
2
3
4
5
Is flexible/cooperates when asked to learn new tasks as a part of the job
1
2
3
4
5
Gets along with coworkers
1
2
3
4
5
Knows how and whom to tell when upset
1
2
3
4
5
Makes good decisions and solves problems at work
1
2
3
4
5
Knows what to do if sick and unable to get to work
1
2
3
4
5
Asks for help from the supervisor with questions about the job
1
2
3
4
5
Can handle constructive criticism from the supervisor
1
2
3
4
5
Follows and understands policies and procedures at work
1
2
3
4
5
Knows how to terminate the job appropriately
1
2
3
4
5
Does not post negative comments about the job on social networking sites
1
2
3
4
5
Handles self appropriately around co-workers
1
2
3
4
5
Copyright © Texas Education Agency, 2015. All rights reserved.
24
5.
Name:
Date:
Employment Skills Quiz
1. Name five things that employers expect regarding work performance: _______________,
______________________, _____________________, _____________________,
_______________________.
2. Name three things that an employee can do to perform a job more safely:
3. List four ways that an employee can be cooperative on the job:
4. True or False: Being on time and getting along with others are common employer
expectations. _________
5. A worker’s output is known as: ____________________________.
6. Thinking about a problem and making the right decision is called _________________.
7. _______________________ means being direct, honest, and polite – not arrogant.
8. Explain how a positive attitude can help you get a raise or a promotion.
9. List two important ways to make criticism constructive:
10. _______________________ is handling problems, criticism, and pressures effectively.
Copyright © Texas Education Agency, 2015. All rights reserved.
25
Employment Skills Quiz Key
1. Productivity, quality of work, good judgment, safety consciousness, care of equipment
2. – Know how to do your job (proper training and education)
– Perform the job in the way you have been trained
– Learn and follow established safety rules, such as wearing required safety equipment
3. Any four of the following
– Follow orders
– Accept assignments cheerfully
– Have a positive attitude
– Be willing to help
– Accept criticism
– Show enthusiasm
– Do not be critical
4. True
5. Productivity
6. Judgment
7. Assertive
8. Your attitude determines how you react to situations, and also how others perceive you.
A positive attitude helps control how you react and how well you get along with your
employer and coworkers. Positive people like to cooperate, admit mistakes, turn negative
situations into positive ones, and rarely complain. Employers are more likely to reward a
person with a positive attitude.
Also, customers are drawn to people with positive attitudes, and happy customers come
back for repeat business, which is good for the company.
9. Any two of the following
– Constructive criticism addresses behavior (not attitude)
– Is offered immediately
– Includes positive points
– Offers specific actions to solve the problem
– Is usually given in private
10. Professionalism
Copyright © Texas Education Agency, 2015. All rights reserved.
26
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
27
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
28
Name:____________________________________
Date:_____________________________
Writing Rubric
Objectives
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
29
Professional Attire
Rationale
Regardless of the specific field, each career in LPSCS has professional
dress and grooming standards which they expect their employees to follow.
From the initial interview to career promotions, LPSCS employers set
appearance guidelines for individuals they hire and keep as employees.
Course
Practicum in
LPSCS
Unit II
Workplace
Conduct
Essential
Question
What is standard
professional attire
and personal
grooming for the
workplace?
TEKS
§130.301(c)
(1)(A)(F)
Prior Student
Learning
The student
should be able to
identify employer
expectations of
dress and
grooming.
Estimated Time
1 hour
Objectives
The students will be able to:
1. Compare professional attire and casual attire.
2. Identify professional attire to wear to job interviews and to the job
site.
3. Access how appearances may form certain perceptions about a
person.
4. Explain why personal grooming is important for securing
employment.
Engage
Write the following quote on the board: “A picture is worth a thousand
words.” Ask students to think about the phrase and then write a few
sentences describing what they believe the quote means. Have students
discuss what they wrote.
Next, write on the board, “First impressions last.” Ask students to think
about the phrase and then write a few sentences describing what they
believe the quote means. Have students discuss what they wrote.
Explain that when pursuing a career, students need to remember both of
these phrases for the job interview and for continued employment. Tell
students that the “picture” they create will impact their chances of being
hired. First impressions are usually formed during the first few seconds of a
meeting. Therefore, students need to understand the importance of a
professional appearance.
Use the Discussion Rubric for assessment.
Key Points
I. Professional Attire
A. Clothing
1. Neatly pressed or ironed
2. Fits properly
B. Accessories
1. Minimal jewelry
2. Nothing distracting
3. Purse should match shoes
C. Men’s Attire
1. Business
Copyright © Texas Education Agency, 2015. All rights reserved.
30
a) Dark suit
b) Long sleeve dress shirt
c) Tie
d) Belt and shoes should match
e) Dark socks
2. Business Casual
a) Nice slacks
b) Tucked in, button-down shirt
c) Casual leather shoes
d) Tie and/or jacket (optional)
D. Women’s Attire
1. Business
a) Dark suit
b) Knee-length hemline
c) Shell or blouse
d) Closed-toe dress shoes with a low heel
e) Hose without runs
2. Business Casual
a) Nice slacks or skirt
b) Nice blouse or sweater
c) Low-heeled dress shoes
d) Jacket (optional)
II. Personal Grooming
A. Hair
1. Clean
2. Cut
3. Combed, brushed, or arranged
4. Inappropriate
a) Eccentric cuts and/or colors
b) Observably dirty hair
B. Facial hair (men)
1. Freshly shaved
2. Mustache and beard neatly groomed
3. Inappropriate
a) 5 o’clock shadow
b) “Rip Van Winkle” beard
C. Teeth and Breath
1. Brushed
2. Fresh breath
3. Inappropriate
a) Avoid foods that have odors
b) Avoid tobacco, alcohol, and coffee
D. Makeup
1. Less is more
2. The natural look
E. Perfume or Cologne
1. Use sparingly or not at all
2. Your scent should not stay after you leave
F. Body
1. Freshly bathed or showered
2. Use deodorant
Copyright © Texas Education Agency, 2015. All rights reserved.
31
3. Remove body piercings and tongue rings
4. Cover tattoos
5. Clean fingernails
III. Goals of Professional Dress and Grooming
A. Project confidence
B. Project positive attitude
Activities
1. Divide students into groups of 3 to 5. Have students cut pictures from
magazines or print pictures from the web. Pictures should show a
comparison between professional attire and grooming, and personal or
unprofessional attire and grooming. Tell students to glue pictures onto a
poster board, showing the differences. Students will use the poster as a
visual aid to present the comparison of professional verses nonprofessional attire. Use the Presentation Rubric for assessment.
2. Divide students into two teams:
a) Professional dress and grooming
b) Personal/casual dress and grooming.
Have the teams plan a skit demonstrating their side. Tell the students to
bring items from their homes to use in skit. The skits will be presented
during the following class period. Use the Role Play Rubric for
assessment.
Assessments
Professional Attire Quiz and Key
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Role Play Rubric
Writing Rubric
Materials
Professional Attire computer-based presentation
Whiteboard and markers
Poster board
Magazines or pictures from web
Markers
Scissors
Glue
Resources
Michigan Supreme Court Learning Center
http://courts.michigan.gov/plc/CareersProfessionalDress.pdf
Do an Internet search for: khake vocational information center
Accommodations for Learning Differences
For reinforcement, students will list specific wardrobe items and specific
personal grooming habits appropriate for the workplace. Use the Individual
Work Rubric for assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
32
For enrichment, students will interview an LPSCS professional regarding
the professional attire and personal grooming standards for their job.
Students will write a report based on their interview. Use the Writing Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(1) The student demonstrates professional standards as required by
business and industry. The student is expected to:
(A) adhere to policies and procedures;
(F) describe professional standards in protective services careers
such as dress, grooming, and personal protective equipment as
appropriate.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
A. Intellectual curiosity
2. Accept constructive criticism and revise personal views when
valid evidence warrants.
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
E. Work habits
1. Work independently.
F. Academic integrity
1. Attribute ideas and information to source materials and
people.
2. Evaluate sources for quality of content, validity, credibility, and
relevance.
II. Foundational Skills
B. Writing across the curriculum
1. Write clearly and coherently using standard writing
conventions.
2. Write in a variety of forms for various audiences and
purposes.
3. Compose and revise drafts.
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze
information.
3. Use technology to communicate and display findings in a clear
and coherent manner.
4. Use technology appropriately.
Copyright © Texas Education Agency, 2015. All rights reserved.
33
Name_____________
_____
Date_____________
_______
Professional Attire Quiz
1. First impressions ____________________________.
2. ____ Business casual includes blue jeans.
A True
B False
3. The two goals of professional attire include:
__________________________________________________________
__________________________________________________________
4. Your _______________________ should not stay in a room after you leave.
5. ____ Which of the following would not be considered eccentric?
A Neon pink hear
B Pierced lip ring
C Mohawk haircut
D Clean hair
6. Tattoos should be _________________________________.
7. ____ Clothing should always fit properly.
A True
B False
8. ____ Mini-skirts are appropriate attire for women.
A True
B False
9. ____ Dirty fingernails make a great first impression because they show that a person is a
hard worker.
A True
B False
10. ____ Which of the following is business attire for men?
A Baseball cap
B Sandals
C Dark suit
D T-shirt
Copyright © Texas Education Agency, 2015. All rights reserved.
34
Professional Attire Quiz Key
1. Last
2. B
3. Projecting confidence and projecting a positive attitude
4. Scent
5. D
6. Covered
7. A
8. B
9. B
10. C
Copyright © Texas Education Agency, 2015. All rights reserved.
35
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
36
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
37
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
38
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
39
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
40
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
41
Name:____________________________________
Date:_____________________________
Role Play Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
42
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
43
Workplace Ethics
Rationale
Any business that has employees with poor workplace ethics could suffer
greatly in many different ways. It is important for an employee to understand
ethics and the consequences of violating them for the sake of his or her
employer and/or career.
Course
Practicum in
LPSCS
Unit III
Workplace
Ethics
Objectives
The students will be able to:
1. Explain the importance of constructive criticism, ethics, and high
standards in the workplace.
2. Recommend how to handle constructive criticism in specific situations.
3. Develop logical arguments about how to best handle ethical situations
in the workplace.
4. Create solutions for real world complaints in the criminal justice
system.
5. Critique the solutions students have created for these complaints.
Essential
Question
How can I be a
productive and
ethical
employee?
TEKS
§130.301(c)
(1)(C)(D)(E)
Engage
Do an Internet search for: video behavior, ethics focus of police recruit
training. Have students watch the video. Afterward, discuss what ethics are,
what role they play in the criminal justice field, and how they may be different
in other industries. Use the Discussion Rubric for assessment.
Prior Student
Learning
None
Estimated Time
2 hours
Key Points
I. Workplace Ethics
A. Ethics are a code of values which guide our choices and determine the
purpose and course of our lives
B. In the criminal justice workplace we have to make ethical choices,
sometimes everyday
C. These choices can have major consequences because of the nature of
the LPSCS field
D. For the purposes of this lesson, ethics will also include employees’
work ethics, their ability to professionally conduct business in a way
that brings dignity to themselves and their employer, while being as
productive as their abilities will allow them to be
E. Oftentimes the measuring stick for this is the industry’s standards
II. Accept Constructive Criticism
A. A major indicator of a good employee is his or her ability to accept
constructive criticism
B. Criticism is the act of passing severe judgment, censure, and/or
faultfinding
C. Constructive criticism is criticizing with the intent of making the one
being criticized better at doing what they do or being who they are
Copyright © Texas Education Agency, 2015. All rights reserved.
44
III. Why Constructive Criticism is Necessary
A. New employees in any job have a lot to learn, such as
1. The subculture of the business
2. The expectations of supervisors and coworkers
3. The simple yet important details, like where to report to work and
when and how to turn in a time card
4. Aspects of the profession that were not taught in school
5. Constructive criticism may consist of constant redirection and
correction until the employees have learned what is expected of
them
B. Employees who cannot accept constructive criticism will constantly
have their feelings hurt and will be seen as hard to work with or trust
C. This may cause fellow coworkers and supervisors to decide to stop
assisting new employees and let them learn on their own, which is
much harder and more time consuming
D. Worse yet, employees who becomes high maintenance may get
demoted, be assigned the least pleasant shifts or duties, or be fired
E. Not receiving constructive criticism cuts employees off from a valuable
path of self-improvement that will make them the professionals they
were hired to be
F. Constructive criticism is similar to continuing education. It is an
important tool that will make employees more valuable and effective in
their work if accepted correctly
G. Employees should always be of the mindset of accepting constructive
criticism, and not take it personally
H. Employees will receive training their entire career, so constructive
criticism will never go away
IV. Ethical Reasoning
A. Ethics is a code of values which guides our choices and determines the
purpose and course of our lives
B. Reasoning is the drawing of inferences or conclusions through the use
of reason or logic
C. A suggested definition of ethical reasoning is a standard or process
used to make decisions that aligns with values accepted by society
V. How to Make Ethical Decisions
A. Questions to consider when making ethical choices
1. Does it hurt anyone or anything?
2. Does it cheat anyone or anything?
3. Is it dishonest?
4. Would I make a different decision if someone was watching me?
5. Does it go against my upbringing?
6. Does it go against what I have been taught by moral authorities?
7. Is it illegal?
8. Will it get me into trouble?
9. How would it look if this story ended up on the news?
VI. Completing Tasks with the Highest Standards
Copyright © Texas Education Agency, 2015. All rights reserved.
45
A. High standards have different meanings depending on the industry
B. Products and services that the public service industry provides
1. Justice
2. Security
3. Safety (from crime and fires)
4. Medical aid
5. Crime prevention
6. Proper prosecution
7. Adequate defense
8. Rehabilitation
C. High standards that must be met to deliver these products
1. Neutrality
2. Efficiency and Punctuality
3. Knowledge
4. Innovativeness
5. Ability to articulate things well
6. Legality
7. Integrity and Honesty
D. How these standards are met to deliver quality products and services
1. Quick response (to calls or needs)
2. Strong work ethic
3. Good training
4. Good reports
5. Good listening and communication skills
6. Problem-solving skills
7. Up-to-date with the latest court decisions
8. Clear chain of command
9. Self-control
Activities
1. Have students read the following situations and write a response to the
questions. The Writing Rubric may be used for assessment. An additional
question the students might want to consider when writing is, “What important
things might be at stake when someone such as a police officer or a
correctional officer is receiving constructive criticism in training?”

Imagine you are in training to be a police officer. You are in the
last week of training with your field officer. You both go to a domestic
disturbance call. During the call you mistakenly put another officer at
risk of serious injury. After the call your field training officer talks about
what happened. What is the best way to react to him? In your own
words, summarize what things he would have said to you and why it
would be important to take each of these things seriously?

Imagine you are a veteran correctional officer working with a
rookie. You are stubborn when it comes to new policies that the new
employees have been trained to obey. You and a rookie officer get into
a situation where you used force and a report has to be written. You
volunteer to write the report since you have done a thousand of them
Copyright © Texas Education Agency, 2015. All rights reserved.
46
and you know it will not take you long. You fill out the paperwork in a
way which violates the new policies. The rookie officer warns you about
it but trusts you since you have more experience at the job. When the
report gets to your supervisor, you both get in trouble for the report.
What is the best way for you to react to this situation? Explain
attributes you would need to improve in these situations in order to be
a better employee.
Show various online videos involving scenarios of workplace ethic violations.
The students may write out the ethical violations and improved responses to
the situations, or you can conduct a class discussion about each one. The
Writing Rubric or the Discussion Rubric may be used for assessment.
For some potential videos do an Internet search for the following:
Video Futureproof: Ethical Dilemmas: Character Responses
Video Business Ethics
Video Ethics: Making the Right Choice (Part 1)
Video Ethics: Making the Right Choice (Part 2)
Video The office, ethics
Have students research three specific stories involving complaints about the
public safety and criminal justice industry and then trade their complaints with
another classmate. They are to find out why the complaints are valid and then
use the information in this lesson to describe how they would complete the
task with the highest standards/quality service. They should write from the
perspective of the person who caused the complaint. Have the students
present the stories and solutions to the class, who will play the role of the
public, and approve or disapprove of the suggested solution to the situation.
Use the Presentation Rubric or the Debate Rubric for assessment.
Assessments
Work Place Ethics Exam and Key
Debate Rubric
Discussion Rubric
Presentation Rubric
Writing Rubric
Materials
Work Place Ethics computer-based presentation
Computer with Internet Access
Access to a computer lab
Resources
Sultan Qaboos University Center for Career Guidance
http://web.squ.edu.om/cdo/web/Downloads%5CHelpSheets%5C9.pdf
Ethics Resource Center http://www.ethics.org/
The Center for Experiential Learning, Leadership and Technology (CELLT)
http://content.cellt.org/diglib/226/GivingAndReceivingConstructiveCriticism_Plan.pdf
Do an Internet search for the following:
Copyright © Texas Education Agency, 2015. All rights reserved.
47







Video behavior, ethics focus of police recruit training
Dictionary Websters
Video futureproof: ethical dilemmas: character responses
Video business ethics
Video ethics: making the right choice (part 1)
Video ethics: making the right choice (part 2)
Video the office, ethics
Accommodations for Learning Differences
For reinforcement, students will describe what occurs in the criminal justice
system when ethics are violated and services are not delivered to the highest
standards. Use the Writing Rubric for assessment.
For enrichment, students will explain how each of the following applies to at
least two aspects of the criminal justice system (Law Enforcement, Fire
Service, Court Systems, Correctional Services):
Quick response (to calls or needs)
Strong work ethic
Good training
Good reports
Good listening and communication skills
Problem-solving skills
Up-to-date with the latest court decisions
Clear chain of command
Self-control
Use the Writing Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two to
Three Credits).
(1)
The student demonstrates professional standards as required by
business and industry. The student is expected to:
(C)
accept constructive criticism;
(D)
apply ethical reasoning to a variety of situations in order
to make ethical decisions;
(E)
complete tasks with the highest standards to ensure
quality products and services;
College and Career Readiness Standards
English/Language Arts
V. Research
A. Formulate topic and questions.
1. Formulate research questions.
2. Explore a research topic.
B. Select information from a variety of sources.
1. Gather relevant sources.
Copyright © Texas Education Agency, 2015. All rights reserved.
48
Name________________________________ Date__________________________
Work Place Ethics Exam
Matching: Answer choices can be used more than once
1. _____The act of passing severe judgment, censure, faultfinding
2. _____This should not be taken personally
3. _____The measuring stick for this is often the industry’s standards
4. _____A code of values which guides our choices and determines the purpose and course
of our lives
5. _____Employees’ ability to professionally conduct their business in a way that brings
dignity to themselves and their employers while being as productive as their abilities will
allow
6. _____Criticizing with the intent of making the one being criticized better at what they do
or who they are
7. _____This may consist of constant redirection and correction until employees have
learned what is expected of them
8. _____The drawing of inferences or conclusions through the use of reason/logic
9. _____This is similar to continuing education and is an important tool that will make
employees more valuable and effective in their work if it is accepted correctly
10. _____A standard or process used to make decisions that align with the values accepted
by society
Answer choices:
A Ethics
B Work Ethic
C Criticism
D Constructive Criticism
E Reasoning
F Ethical Reasoning
Multiple Choice:
11. _____You are training a new employee. Which of the following would not be necessary
for you to teach the new hire?
A The subculture of the business
B Where everyone goes after work to socialize
C The expectations of supervisors and coworkers
D Where to report to work and when and how to turn in a time card
E Things about the profession that were not taught in school
Copyright © Texas Education Agency, 2015. All rights reserved.
49
12. _____12. What can be a consequence of employees not accepting constructive criticism
well?
I. Their feelings are easily hurt and their path to self-improvement is cut off
II. They are viewed as difficult to work with
III. They’re self-esteem is raised
IV. Co-workers and supervisors may stop assisting them
V. They could get demoted or fired
A
B
C
D
E
I
II, III, V
I, II, III, V
I, II, IV, V
I, II, III, IV, V
13. _____True or False. Constructive criticism is at its highest at the beginning of an
employee’s career, but will eventually go away as he or she progresses in the field.
A True
B False
For the following questions, decide if the item listed is
A product or service
B high standard
C a high standard met to deliver a quality product or service in the public safety industry
14. _____Justice
A Product or service
B High standard
C How a high standard is met
15. _____Quick Response
A Product or service
B High standard
C How a high standard is met
16. _____Neutrality
A Product or service
B High standard
C How a high standard is met
17. _____Security
A Product or service
B High standard
C How a high standard is met
18. _____Safety
A Product or service
B High standard
C How a high standard is met
Copyright © Texas Education Agency, 2015. All rights reserved.
50
19. _____Strong Work Ethic
A Product or service
B High standard
C How a high standard is met
20. _____Good Training
A Product or service
B High standard
C How a high standard is met
21. _____Efficiency and Punctuality
A Product or service
B High standard
C How a high standard is met
22. _____Good listening, communication, and problem-solving skills
A Product or service
B High standard
C How a high standard is met
23. _____Medical Aid
A Product or service
B High standard
C How a high standard is met
24. _____Knowledgeable
A Product or service
B High standard
C How a high standard is met
25. _____Crime Prevention
A Product or service
B High standard
C How a high standard is met
26. _____Up to date with the latest court decisions
A Product or service
B High standard
C How a high standard is met
27. _____Clear chain of command and self-control
A Product or service
B High standard
C How a high standard is met
28. _____Innovativeness
A Product or service
B High standard
C How a high standard is met
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51
29. _____Proper prosecution
A Product or service
B High standard
C How a high standard is met
30. _____Ability to articulate things well
A Product or service
B High standard
C How a high standard is met
31. _____Adequate defense
A Product or service
B High standard
C How a high standard is met
32. _____Legality
A Product or service
B High standard
C How a high standard is met
33. _____Rehabilitation
A Product or service
B High standard
C How a high standard is met
34. _____Integrity and Honesty
A Product or service
B High standard
C How a high standard is met
35. _____Good Reports
A Product or service
B High standard
C How a high standard is met
Copyright © Texas Education Agency, 2015. All rights reserved.
52
Work Place Ethics Exam Key
1. C
2. D
3. B
4. A
5. B
6. D
7. D
8. E
9. D
10. F
11. B
12. D
13. B
14. A
15. C
16. B
17. A
18. A
19. C
20. C
21. B
22. C
23. A
24. B
25. A
26. C
27. C
28. B
29. A
30. B
31. A
32. B
33. A
34. B
35. C
Copyright © Texas Education Agency, 2015. All rights reserved.
53
Name:____________________________________
Date:_____________________________________
Debate Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Information
Clear, accurate, and thorough
Facts, statistics, and/or examples
are used to support major points
Communication
Respectful body language
Respectful responses
Focused/On-topic
Sarcasm avoided
Participation
Full participation
Attentive listening
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
54
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
55
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
56
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
57
Workplace Health and Safety
Rationale
An understanding of health and safety in the workplace is essential in order
to reduce injuries and illnesses. Such familiarity with policies and procedures
can boost employee morale and productivity.
Course
Practicum in
LPSCS
Unit IV
Workplace
Health and
Safety
Essential
Question
What are the
requirements for
workplace
health and
safety?
TEKS
§130.301(c)
(1)(G)
Prior Student
Learning
Previous CTE
courses in the
LPSCS cluster
Estimated Time
3 hours
Objectives
The students will be able to:
1. Identify common health and safety hazards on the job
2. Describe how to respond to workplace emergencies
3. Discuss the procedures to follow regarding workplace hazards and
safety
4. Explain legal rights and protections regarding health and safety in the
workplace
5. Evaluate responsibilities of the employer and employee
Engage
Watch the video on Talking Safety: Teaching Young Workers About Job
Safety and Health http://www.cdc.gov/niosh/talkingsafety/video.html (20
minutes). As a class, discuss the pre-test item-by-item. Then ask the
students the following questions:
 How many of you have ever had a job? Where?
 What were/are your duties?
 Have you or someone you know ever been hurt at work? What
happened?
 Have you ever been concerned about your safety at work? When?
Use the Discussion Rubric for assessment.
Key Points
I. Safety
A. Safety – the condition of being safe from undergoing or causing
hurt, injury, or loss
B. Workplace safety – the policies and procedures put in place by an
employer to promote the safety and health of employees
C. Hazard – a source of danger
1. Identify
2. Remove
3. Control
4. Types of hazards
a) Safety – includes floors, surfaces, equipment, and electrical
b) Chemical – includes substances, air, and gases
c) Biological – includes plants, animals, diseases, and objects
d) Other health hazards – include environment, physical
position, and stress
D. Report unsafe activity immediately
Copyright © Texas Education Agency, 2015. All rights reserved.
58
E. Act professionally in the work setting to avoid safety concerns
F. Statistics – 4,609 workers were killed on the job in 2011 (13 each
day) (OSHA, 2011)
II.
Possible Causes of Workplace Accidents and Injuries
A. Improper training
B. Health or physical limitations
C. Failure to identify hazardous conditions
D. Substance abuse
III. Occupational and Safety Health Administration (OSHA)
A. Occupational Safety and Health Act passed in 1970
1. Requires employers to follow OSHA standards
2. Workplaces must be free from recognized hazards
3. Protects workers by enforcing OSHA standards
B. Provides information
C. Trains workers and employers
D. Assists workers and employers
E. 1-800-321-OSHA or www.osha.gov
IV. Employer Duties under OSHA
A. Must provide safety training
B. Must provide a workplace that is free from hazards
C. Must provide personal protective equipment, if needed
D. Must comply with all of the OSHA standards, rules, and regulations
E. Must keep records
V. Employee Responsibilities under OSHA
A. Must know employer’s policies and procedures
B. Must comply with the OSHA standards and regulations
C. Must know to whom safety issues must be reported
VI. Employee’s Rights
A. Labor Laws (http://www.osha.gov/workers.html)
1. Minimum age for some duties
2. Regulations on the number of hours and time of day minors can
work
B. Cannot be fired or punished for reporting a safety violation
VII. Handling Workplace Health and Safety Problems
A. Identify the problem
B. Report the problem to a supervisor
C. If nothing is done, contact an outside agency
VIII. Emergency Action Plans (EAP)
A. What is an emergency at work?
Copyright © Texas Education Agency, 2015. All rights reserved.
59
1. A sudden, urgent, usually unexpected event
2. Requires immediate attention
3. Could harm employees, customers, or the public
4. Might shut down business operations
B. What should EAP cover?
1. What to do in different types of emergencies
a) Weather emergency
b) Fire emergency
c) Evacuation emergency
2. Where to go
a) Shelters
b) Meeting places
3. Evacuation routes
4. Who is the designated “person in charge”
5. Proper procedures in case of injury
C. Practice Drills
D. Employee training regarding EAP
Activities
1. Create a “Find the Hazards” Workplace Safety Poster. Divide the class
into groups of 3-5 students. Have each group work together to create a
poster for a specified LPSCS work environment (courtroom, correction
facility, patrol car, firehouse, office, dispatch room, etc.). Have the
students draw a scenario, depicting intentional health and safety hazards.
Have the students present the poster to the class and list the hazards
depicted in it. Use the Presentation Rubric for assessment.
2. Develop an EAP. Have students research emergency action plans on the
Internet. Have each student choose five disastrous events and write a
hypothetical EAP addressing each type of event for the workplace. The
EAPs should include what the employer should do to keep employees
safe, what the employees should be asked to do, and what the
evacuation plans would be (examples of events could include weather,
medical, evacuation due to a bomb threat, intruders, fire, power outages,
etc.). EAPs should include maps. Use the Individual Work Rubric for
assessment.
Assessments
Workplace Health and Safety Exam and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Materials
Workplace Health and Safety computer-based presentation
Copyright © Texas Education Agency, 2015. All rights reserved.
60
Workplace Health and Safety Key Terms
Poster board
Markers/colors
Computers with Internet access
Resources
http://www.cdc.gov/niosh/
http://www.osha.gov/
Do an Internet search of definitions
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will write a research paper about OSHA. The
information should include the history of OSHA, specific employment areas
of concern, statistics regarding injuries and accidents, and recent cases of
OSHA violations. Use the Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(1)
The student demonstrates professional standards as required
by business and industry. The student is expected to:
(G) comply with practicum setting safety rules and
regulations to maintain safe and healthful working
conditions and environments.
College and Career Readiness Standards
English/Language Arts Standards
I. Writing
A. Compose a variety of texts that demonstrate clear focus, the logical
development of ideas in well-organized paragraphs, and the use of
appropriate language that advances the author’s purpose.
1. Determine effective approaches, forms, and rhetorical
techniques that demonstrate understanding of the writer’s
purpose and audience.
2. Generate ideas and gather information relevant to the topic and
purpose, keeping careful records of outside sources.
Copyright © Texas Education Agency, 2015. All rights reserved.
61
Workplace Health and Safety Key Terms
1. Safety – the condition of being safe from undergoing or causing hurt, injury, or loss
2. Hazard – a source of danger
3. Occupational and Safety Health Administration – “OSHA” provides information, trains
workers/employers, and assists workers/employers on workplace health and safety
conditions
4. Occupational Safety and Health Act – passed in 1970 to govern workplace health and
safety in the private sector
5. Employee’s Rights – laws, regulations, policies, and procedures in place to protect
employees
6. Emergency – a sudden, urgent, usually unexpected event which requires immediate
attention
7. Emergency Action Plan – must be in writing, kept at the workplace, and available for
employees to review. The purpose of an EAP is to facilitate and organize what actions
should take place among employees and employers during an emergency at work
Copyright © Texas Education Agency, 2015. All rights reserved.
62
Name:
Date:
_____
____
Workplace Health and Safety Exam
1. _____When was the Occupational Safety and Health Act passed?
A 1960
B 1970
C Neither a or b
D None of the above
2. _____The Occupational Safety and Health Act does all of the following except
A Protect the employers from safety hazards
B Protect the workers by enforcing OSHA standards
C Require the employers to follow OSHA standards
D Require that workplaces be free from recognized hazards
3. _____A hazard is
A The condition of being safe from undergoing or causing hurt, injury, or loss
B A law regarding employer responsibilities at work
C A source of danger
D An OSHA regulation
4. _____Causes of workplace accidents and injuries include
A Substance abuse
B Improper training
C Physical limitations
D All of the above
5. _____Employees should report safety violations to their supervisors. If a report is
ignored, the employee can do the following without fear of retaliation:
A Report to an outside agency
B Contact the local news
C Yell at the supervisor
D None of the above
6. _____OSHA
A Trains employers and employees about workplace health and safety
B Provides information about workplace health and safety to employers
C Assists employers and employees regarding OSHA violations
D All of the above
7. _____Labor laws include regulations regarding
A The minimum age of an employee for certain duties
B The maximum number of hours a minor may work
C Both a and b
D The parental permission for employment of an employee under the age of 18
Copyright © Texas Education Agency, 2015. All rights reserved.
63
8. _____An employer’s duties under OSHA include
A Taking no action regarding safety hazards
B Providing minors with the maximum amount of work hours
C Keeping records of employee training and safety violation reports
D Firing employees who make reports regarding safety violations
9. _____An employee’s duties under OSHA include all the following except
A Complying with OSHA standards and regulations
B Knowing the employer’s policies and procedures
C Knowing to whom safety issues must be reported
D Providing his or her own personal protective equipment, if needed
10. _____An emergency at work
A Could shut down business operations
B Should be ignored
C Is usually an expected event
D Never requires immediate attention
11. _____An emergency action plan should include
A An evacuation route
B Where to go for shelter during a tornado warning
C Proper procedures if an injury occurs at work
D All of the above
12. _____At work, it is important to perform
A Practice drills as established by the EAP
B Tornado warnings
C Biological hazards
D Disease reduction
13. _____It is a violation of OSHA standards if workplaces are not free from
A Sick employees
B Young children
C Recognizable hazards
D Supervisors
14. _____Weather emergencies include
A Fog
B Freezing rain
C Wind
D Tornado
15. _____Biological hazards include
A Natural gas leak
B Poison ivy
C Wet floor
D Faulty equipment
Copyright © Texas Education Agency, 2015. All rights reserved.
64
Workplace Health and Safety Exam Key
1. B
2. A
3. C
4. D
5. A
6. D
7. C
8. C
9. D
10. A
11. D
12. A
13. C
14. D
15. B
Copyright © Texas Education Agency, 2015. All rights reserved.
65
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
66
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
67
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
68
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
69
Workplace Decision Making
Rationale
Each specific career in LPSCS requires its employees to make decisions on
the job. Whether it is in an investigation or in trying a case, persons in
LPSCS careers are confronted with making impactful decisions.
Course
Practicum in
LPSCS
Unit V
Workplace
Decision Making
Essential
Question
What thought
process is
involved in
making decisions
at work?
TEKS
§130.301(c)
(2)(A)(B)(C)(D)
Prior Student
Learning
The student
should be able to
identify situations
that require
making choices
and how to
respond.
Estimated Time
3 hours
Objectives
The students will be able to:
1. Identify potential problems which may require a decision quickly.
2. Define available options regarding a specific problem through
gathering information.
3. Identify the consequences of options.
4. Explain the importance of gathering information prior to making a
decision.
5. Explain a seven step decision-making process.
Engage
Read the children’s story, “The Three Little Pigs.” Ask the students to
journal answers to the following questions:
 What problems are the pigs presented with at the beginning of the
story?
 How does each little pig go about solving his problem?
 Which little pig’s solution (house) takes the longest?
 Which little pig’s solution (house) is the most effective?
 Is the quickest solution necessarily the best one?
 How do the little pigs deal with the wolf?
 Are they more successful individually or when they combine efforts
and ideas?
Have students discuss their answers. Explain that careers in LPSCS
require making many decisions—some of those decisions can mean life or
death. Use the Discussion Rubric and the Writing Rubric for assessment as
needed.
Key Points
I. Key Terms
A. Problem – a question proposed that needs a solution
B. Option – a choice
C. Alternatives – two or more options in a situation
D. Outcome – the final result
E. Solution – the process of solving a problem
F. Decision – the act of making a choice or coming to a solution
G. Goal – something you aim for that takes planning and work
H. Plan of Action – a series of steps to be carried out
I. Process – a series of actions directed to some end
J. Risk – a behavior with an element of danger that could cause injury
Copyright © Texas Education Agency, 2015. All rights reserved.
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or harm
K. Consequence – the result of an action – can be positive or
negative
II. When we make decisions
A. Personal Life
B. Relationships
C. Driving
D. Workplace
III. How we make decisions
A. Ignore that a decision needs to be made
B. Blindly make a decision
C. Make a plan
IV. Seven steps in decision making
A. Recognize a Problem
1. Define what needs to be decided
2. Consider the influencing factors
B. Gather Information and Resources
1. Information
a) Books
b) Internet
2. Resources
a) People
b) Employer Policy/Procedures
3. Training
a) Training Manuals
b) On-the-job training
C. List the Options
1. Project confidence
2. Project a positive attitude
D. Weigh and Compare the Options
1. Analyze each option
2. Consider the consequences of each option
3. Place the options in priority order
E. Make a Decision
1. Choose the best option
2. Choose a combination of options
F. Make a Plan
1. Make the steps of the plan
2. Take action
G. Evaluate the Decision
1. Determine the results of your decision
2. If the outcome was not what was expected, determine if you
need to repeat any steps
V. Points to Remember
A. You can always change your mind about a decision you have made
B. There is probably not just one right choice – few decisions are
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71
C.
D.
E.
F.
totally wrong
Deciding is a process, not a one-time event
All decisions have an element of risk
Think of the worst possible outcome – could you live with that?
Trust your intuition
Activities
1. Group Scenario Activity: Divide the students into groups of 3 to 5. Give
each team one of the decision-making scenarios (Use the Decision
Making Scenarios handout). Have each team use the seven-step
decision-making process to work through the decision-making scenarios.
Each group will illustrate its decision and the outcome on the Decision
Making Chart handout. Each group will present its decision and results
to the class. Use the Presentation Rubric for assessment.
2. Personal Decision-Making Activity: As a class, brainstorm and record on
the board decisions that each student may have to make in the near
future (examples: which occupation field/cluster to enter; which
training/educational program to take; whether you would like to own your
own business; deciding on a part-time job while in high school; whether
or not you want to go directly to work or college immediately after high
school; which high school courses to take; whether to change jobs).
Each student will identify a problem and work through the seven-step
decision- making process. Use the Individual Work Rubric for
assessment.
Assessments
Workplace Decision Making Quiz and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Writing Rubric
Materials
Workplace Decision Making computer-based presentation
Workplace Decision Making Key Terms
Decision Making Scenarios handout
Decision Making Chart handout
Steps to Decision Making Worksheet
The Three Little Pigs book
Resources
Florida Department of Education
http://www.fldoe.org/workforce/ced/ced_workplace.asp
Accommodations for Learning Differences
For reinforcement, students will list workplace decision-making terms and
give examples of each. Use the Individual Work Rubric for assessment.
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For enrichment, students will write a research paper on SARA (Scanning,
Analysis, Response, and Assessment) model of problem solving, which is
used by law enforcement agencies. Use the Writing Rubric and/or the
Research Rubric as needed for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(2)
The student applies concepts of critical thinking and problem
solving. The student is expected to:
(A)
analyze elements of a problem to develop creative and
innovative solutions;
(B)
critically analyze information to determine its value for
the problem-solving task;
(C)
compare and contrast alternatives using a variety of
critical-thinking skills; and
(D)
conduct technical research to gather information
necessary for decision making.
College and Career Readiness Standards
Cross Disciplinary Standards
I. Key Cognitive Skills
B. Reasoning
1. Consider arguments and conclusions of self and others.
2. Construct well-reasoned arguments to explain phenomena,
validate conjectures, or support positions.
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Workplace Decision Making Key Terms
1. Problem – a question proposed that needs a solution
2. Option – a choice
3. Alternatives – two or more options in a situation
4. Outcome – the final result
5. Solution – the process of solving a problem
6. Decision – the act of making a choice or coming to a solution
7. Goal – something you aim for that takes planning and work
8. Plan of Action – a series of steps to be carried out
9. Process – a series of actions directed to some end
10. Risk – a behavior with an element of danger that could cause injury or harm
11. Consequence – the result of an action – can be positive or negative
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Decision Making Chart
What is the problem?
Options:
1.
2.
3.
Outcomes for Each Option:
1.



2.



3.



Choice – Which option will you choose?
How did it go?
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Decision Making Scenarios
Scenario 1
The prosecutor in a Driving While Intoxicated (DWI) case realizes that the
blood drawn from the Defendant might not have been drawn properly, as
required by law (unsanitary place, alcohol swab used to prep the skin,
person drawing the blood not certified to do such, etc.). The blood alcohol
content (BAC) of the Defendant’s blood test is a .180 – “A slam dunk
case,” thinks the prosecutor. The Defense attorney has requested plea
negotiations with the prosecutor.
What should he do?
Scenario 2
An officer is dispatched to a house to investigate a strange odor. When
she arrives, she begins to check the perimeter. She smells a strong odor
of chemicals coming from the house. One of the windows allows her to
see into the house a little. She can see what appears to be a meth lab.
What should she do?
Scenario 3
A Juvenile Correctional officer observes another Juvenile Correctional
officer being verbally abusive to a ward, in response to that ward cursing
the officer. The situation quickly escalates into a physical confrontation.
What should the observing officer do?
Scenario 4
An irate client who is outraged because a judge has left a critical motion
in the client’s case undecided for over a year has called his attorney’s
office. The client demands that the attorney call the judge’s law clerk to
find out the cause of the delay.
What should the attorney do?
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Steps to Decision Making Worksheet
1. Define your problem.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Gather information and resources.
A. What information do you need?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Where or who are possible resources?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. List your options. (Number of options may vary.)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Weigh, compare your options.
Positives
A.
Negatives
B.
C.
D.
Copyright © Texas Education Agency, 2015. All rights reserved.
77
5. Make a decision.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Make a plan of action. (What can you do to get the best possible outcome?)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. Evaluate the decision. (Are you happy with the outcomes of your decision? Do you need to
make some changes in your plan? For this activity, why do you think your decision was the
best choice?) Record your answers in the space provided below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Copyright © Texas Education Agency, 2015. All rights reserved.
78
Name________________________________
Date__________________________
Workplace Decision Making Quiz
Answer the following questions:
1. ______ What is the act of making a choice or coming to a solution?
A Option
B Choice
C Decision
D Goal
2. ______ What may trigger your awareness that a decision needs to be made?
A Solutions
B Influencing factors
C Plans of action
D Resources
3. ______ What may be a source of information in considering options in decision-making?
A People
B Problems
C Alternatives
D Goal setting
4. ______ What should be considered when weighing different options to reaching a decision?
A Solutions
B Choices
C Priorities
D Consequences
5. ______ It is important to do which of the following whether or not the decision you made
solved the initial problem?
A Value
B Evaluate
C Compare
D Choose
6. ______ Which of the following is not one of the 7-steps in decision making?
A Evaluate
B Change your mind
C Make a decision
D Make a plan
7. ______ Which of the following is a source of information to be used in decision-making?
A Professional dress
B Professional communication
C Employee Training Manuals
D Employee Vacation Days
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8. ______ Remember, there is only one right choice when making decisions.
A True
B False
9. ______ Which of the following activities would be considered a decision?
A Understanding the new policy on sexual harassment
B Being late for work due to an accident
C Performing cleanup routine before leaving work
D Accepting a job offer
10. ______ If the outcome is positive, you have always made the right decision.
A True
B False
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Workplace Decision Making Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
B
A
D
B
B
C
B
D
B
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81
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering Information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, and bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 The presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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84
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media to
communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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Interpersonal Skills
Course
Practicum in
LPSCS
Rationale
Interpersonal skills are important for workers in Law, Public Safety,
Corrections, and Security so they can learn to collaborate with others to
accomplish goals and objectives.
Unit VI
Interpersonal
Skills at the
Workplace
Essential
Question
How do effective
interpersonal
skills in the
LPSCS
workplace assist
in accomplishing
common goals
and objectives
with peers and
with the public?
TEKS
§130.301(c)
(3)(E–I)
Prior Student
Learning
Previous career
and technical
education
courses in the
LPSCS cluster
Estimated Time
1 hour
Objectives
The students will be able to:
1. Maintain effective working relationships in order to accomplish
objectives and tasks
2. Demonstrate effective working relationships using interpersonal skills
3. Use positive interpersonal skills to work cooperatively with others
4. Demonstrate respect for individuals such as those from different
cultures, genders, and backgrounds
5. Demonstrate sensitivity to and value for diversity
Engage
Begin by asking students how we can communicate without speaking. Make
a list on the board. Proceed to the alphabetical line activity below:
Alphabetical Line: Have the students get in an alphabetical, single-file line
(use their last names). The catch is that they must complete this task without
talking to each other or making any noise. They may use non-verbal
communication, but no sound. They have five minutes to complete the task.
After time is up, have the students discuss their methods of completing the
task. Which were the most effective? Which were the least effective? Use
the Discussion Rubric for assessment.
Key Points
I. Positive personal traits
A. Good relationships at work can help you enjoy your work and do it
more effectively
B. Assess your own traits as a starting point to developing good work
relationships
C. Important personal qualities
1. Responsibility – dependability, punctuality, and positive
motivation
2. Self-esteem – confidence
3. Sociability
a. Be friendly and enthusiastic
b. Respect others
c. Have a sense of humor, be able to laugh at yourself
d. Be courteous
1) Greet coworkers
2) Address people by their names when possible
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3) Be aware of your surroundings so you don’t talk so
loudly as to disturb others
4. Self-management – self-control and tact
5. Integrity and honesty – loyalty and trustworthiness
6. Appropriate dress
D. Self-awareness means that you are aware of your strengths and
your weaknesses, which will help you develop the personal traits
that need improvement
II. Being an effective coworker
A. Working effectively with others is part of doing your job well
B. Essential traits for being an effective coworker:
1. Respect others – show that you value your coworkers with your
actions and words
a. Tolerate differences
b. Respect privacy – i.e., treat others’ email, faxes, phone
calls, etc. as you would treat private mail
2. Understanding others
a. Show interest in your coworkers by asking about their
interests
b. Empathize
c. Be open to suggestions and change
d. Pay attention to body language and facial expressions
that can express emotions
3. Communication skills
a. How well you listen is as important as what you say
b. Failure to convey information clearly can cause problems
c. Speak up if you need help
III. Negative traits and habits to avoid
A. Arrogance – conveys that you feel superior to others
B. Prejudice – a negative attitude toward a certain group of people
C. Jealousy – can be damaging in the workplace
D. Negative attitude and complaining
E. Revealing too much about your private life
F. Gossiping – wastes time and can result in rumors
G. Interrupting private conversations
IV. Valuing diversity
A. Today’s workforce is becoming more diverse, with people from
different countries, cultures, backgrounds, and generations
B. The workplace can benefit from the ideas and perspectives of many
different people
1. Working with people who are different from us makes us less
likely to rely on old assumptions that might be wrong
2. Opens us up to considering new ideas and points of view
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88
3. Leads to new discoveries
C. Respecting differences (culture, religion, age, gender, viewpoint)
1. Aids in communication
2. Shows that you are part of a community of workers with
common needs and goals
3. Helps employees relate to each other and be more
accommodating to others; this spills over to the people they
serve
D. To take advantage of a diverse workforce, look beyond stereotypes
1. Cultural differences – people from different ethnic backgrounds
have different customs; what is polite in one culture may be
rude in another. Cultural blunders happen, even when you
have the best intentions. Learn by reading and observing, and
apologize, even if you are unintentionally impolite.
2. Gender distinctions – have mutual respect for others
regardless of gender; it is illegal to harass or discriminate
against someone because of gender
3. Generational distinctions – young and old people can have
different points of view; bridge differences by listening carefully
to the other person’s viewpoint and finding areas of agreement
Activities
1. Perceptions Activity: Pass out two index cards per person. On one, have
students write what career they would each like to pursue after high
school, but do NOT put their names on cards. On the other card, have
them write their name and date of birth (DOB). Ask for a volunteer. Pick
up the DOB cards (keep these separate). Pick up the career cards.
a. First, have the volunteer arrange students in age order. The
volunteer and the students may not speak. The volunteer does
this based on his or her perception. While the volunteer is
arranging the students, arrange the DOB cards in chronological
order. Once the volunteer has arranged the students, have him or
her place him or herself in the line. Using the index cards, place
the students in the proper order. See how close the volunteer was
in placing the students.
b. Next, ask for another volunteer. Have that volunteer give that
career cards to the person he or she believes has that career
goal. Once the volunteer has handed out all the cards, have the
students who have their correct cards sit down. Collect the career
cards from the remaining students. Ask for a volunteer who is
seated and have that student try placing the remaining career
cards with the standing students. Have students with their correct
cards sit down. Repeat until no one is standing.
c. Discuss the perceptions regarding age and career path based on
the way someone looks. Use the Discussion Rubric for
assessment.
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2. Norm Violation Activity: (to be completed outside of class)
a. Assign each student one of the following “rule” violations:
 When studying next to someone in the library, place your
books and other belongings in their area.
 In the library or another appropriate space, find a table
where only one other person is seated. Seat yourself next
to the person and begin studying.
 When talking to another person, stare directly at the
person and do not drop your gaze.
 Carry on a conversation with an acquaintance. During the
conversation, move so that you are standing approximately
one foot apart. If the person moves, adjust your position.
 During the course of a conversation, talk louder than the
other person.
 Carry on a conversation with another person and avoid eye
contact completely.
 On the way from class, find a person walking toward you
alone and make eye contact with the individual and do not
drop your gaze as they walk past.
 Upon entering an elevator, turn and face who is in the
elevator and maintain eye contact with the individual until
either of you exit the elevator.
b. Have students record the following about their assignment. Use
the Writing Rubric for assessment.
 A description of the experience
 What is the norm for this experience?
 What happens if you adhere to this rule?
 What happens if you violate the rule?
 Are there any exceptions to this rule?
c. When students return after the assignment has been completed,
begin a discussion about the norms in social interactions being
broken. Discuss how breaking a communication norm can prohibit
the creation or maintaining of interpersonal relationships. Use the
Discussion Rubric for assessment.
Assessments
Interpersonal Skills Quiz and Key
Discussion Rubric
Individual Work Rubric
Research Rubric
Writing Rubric
Materials
Interpersonal Skills computer-based presentation
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90
Interpersonal Skills Key Terms
Index Cards
Pens
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
2008.
9780538444026, Working, Bailey, South-Western, 2007.
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will comprise a section in a hypothetical
employee manual regarding proper policies concerning diversity issues.
Students will then research agencies and firms, and will compare and
contrast their ideas with established policies found in their research. Use the
Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(3) The student demonstrates leadership and teamwork skills in collaborating
with others to accomplish goals and objectives. The student is expected to:
(E) maintain effective working relationships in order to accomplish
objectives and tasks;
(F) demonstrate effective working relationships using interpersonal
skills;
(G) use positive interpersonal skills to work cooperatively with others;
(H) demonstrate respect for individuals such as those from different
cultures, genders, and backgrounds; and
(I) demonstrate sensitivity to and value for diversity.
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
E. Work habits
1. Work independently.
2. Work collaboratively.
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Interpersonal Skills Key Terms
1. Tact – the ability to say and do things in a respectful way
2. Empathize – trying to see things from another’s point of view to gain an understanding of
that person’s situation.
3. Stereotype – an oversimplified, distorted belief about a person or group
4. Prejudice – an opinion based on insufficient information; a prejudgment, often based on a
person’s sex, race, or religion
5. Attitude – your basic outlook on life and your way of looking at people and the world
6. Self-esteem – recognition and regard for yourself and your abilities
7. Arrogance – overbearing behavior marked by excessive self-importance
8. Diversity – variety, in which each individual contributes something special
Copyright © Texas Education Agency, 2015. All rights reserved.
92
Name:
Date:
_________
Interpersonal Skills Quiz
1. _____Which of the following are desirable personal traits that help you do your job more
effectively?
A Arrogance, prejudice, and negative attitude
B Reliability, self-esteem, and sociability
C Both A and B
D None of the above
2. _____Attributes of sociability include
A Friendly and enthusiastic
B Courteous and respectful of others
C Having a sense of humor, even when the joke is on you
D All of the above
3. _____Good self-awareness means that you
A Are aware of your own strengths and weaknesses
B Use your knowledge of yourself to continue developing
C Both A and B
D None of the above
4. _____Being an effective coworker includes
A Respecting others
B Making an effort to understand others
C Communicating effectively
D All of the above
5. _____You are showing respect to others if you
A Are courteous and tolerate differences
B Express your opinion emphatically without listening to others
C Talk about people only when they are not present
D None of the above
6. _____You show understanding of others by
A Asking about others’ interests
B Trying to see things from their points of view
C Being open to suggestions and change
D All of the above
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7. _____Regarding communication skills, it is important to remember that
A How well you listen is as important as what you say
B If you do not communicate clearly, it may cause problems
C Both A and B
D None of the above
8. _____Valuing diversity means
A Respecting differences in culture, religion, age, gender, and viewpoint
B Looking beyond stereotypes
C Both A and B
D None of the above
9. _____Benefits of diversity include
A Opening people to considering new ideas; leads to new discoveries
B The way things have always been done is how they will continue
C Making groups less likely to rely on old assumptions that might be wrong
D Both A and C
10. _____In today’s increasingly diverse workforce, you will find all but which of the
following?
A Departments made up of people who look, think, and act alike in most circumstances
B Multiple cultures and generations represented
C Gender distinctions
D People from different countries and backgrounds
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94
Interpersonal Skills Quiz Key
1. B
2. D
3. C
4. D
5. A
6. D
7. C
8. C
9. D
10. A
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95
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
96
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
97
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
98
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
99
Teamwork and Leadership
Course
Practicum in
LPSCS
Rationale
Teamwork and Leadership skills are important for workers in Law, Public
Safety, Corrections, and Security to be more productive, communicate
better, and achieve common goals.
Unit VI
Interpersonal
Skills in the
Workplace
Essential
Question
Why is it
important to
work together as
a team in
LPSCS careers?
Objectives
The students will be able to:
1. Analyze leadership as it relates to trust, positive attitude, integrity, and
willingness to accept key responsibilities in a work situation
2. Demonstrate teamwork skills by working cooperatively with others to
achieve tasks
3. Demonstrate teamwork processes that promote skills such as team
building, consensus, continuous improvement, respect for the
opinions of others, cooperation, adaptability, and conflict resolution
4. Demonstrate responsibility for shared group and individual work tasks
Engage
Tower of Cards: Split the group into teams of three or four students. Give
each team a deck of cards. Each team has ten minutes to design and
construct a tower of cards. The team with the highest tower wins the game.
TEKS
§130.301(c)
(3)(A)(B)(C)(D)
Discuss the differing towers, how the teams decided to construct them,
whose input they listened to most, any arguments, and conflict resolution.
Use the Discussion Rubric for assessment.
Prior Student
Learning
Previous career
and technical
education
courses in the
LPSCS cluster
Estimated Time
2 hours
Key Points
I. Teamwork in the workplace
A. Benefits of teamwork
1. Increased productivity
2. Increased motivation
3. Increased morale
4. Improved product quality
5. Improved customer service
6. Fewer layers of management
7. Improved communication
8. Greater job satisfaction
9. Improved self-esteem
B. Types of teams
1. Functional
2. Cross-functional
3. Self-directed
C. Team planning
1. Setting goals – align with the organization’s mission
2. Assigning roles and duties – match tasks to abilities
3. Communicating – to assess progress and address issues
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D. Potential obstacles
1. Unclear goals
2. Misunderstandings about how much authority the team and
team members have
3. Unclear plan to assess individual performance
4. Competitiveness among team members
5. Resentment over lack of individual recognition
6. Reduced effort by team members, especially as the team
increases in size
E. Being an effective team member
1. Make the team’s goal your top priority
2. Listen actively in meetings and offer suggestions
3. Follow through on your assigned tasks
4. Work to resolve conflicts among team members
5. Inspire coworkers to get involved and do their best
II. Leadership
A. Leadership qualities/skills
1. Good communicators – able to receive information, interpret
it, and pass it to others effectively
2. Visionary
a. Clear idea of where to go and how to get there
b. Set high standards
c. Expect high-quality performance but tolerate honest
mistakes
3. Involve others
a. Recognize they cannot do everything themselves
b. Inspire others to work toward their goals and achieve
maximum potential
c. Create a strong team spirit
d. Praise and reward good work
4. Role models – represent the values of the organization,
knowing that people copy their behavior
5. Decisive – use good judgment to make wise decisions
6. Positive – often able to turn failure into success; know that
many successes are built on past failures.
7. Problem-solvers – not afraid to ask tough questions
B. Leadership styles
1. Directing – giving others specific instructions and closely
supervising tasks
2. Coaching – closely supervising but also explaining decisions
and asking for suggestions
3. Supporting – sharing decision-making responsibility and
encouraging the independent completion of tasks
4. Delegating – turning over responsibility for decision-making
and completion of tasks to others
C. Leadership tips
1. Provide sufficient training and be a patient teacher
Copyright © Texas Education Agency, 2015. All rights reserved.
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2. Give clear directions
3. Know when to intervene
4. Don’t be afraid to admit mistakes
5. Be consistent in what you say and do
6. Treat workers fairly and equally
7. Be firm when necessary
8. Recognize effort and initiative
9. Praise in public, reprimand in private
10. Make your expectations clear
11. Treat workers the way you would like to be treated
Activities
1. Lost at Sea Exercise. Divide the students into groups and have them
complete the exercise at http://www.trainingmanager.co.uk/documents/TMSS-LostatSeaExercise.pdf. Have the
students discuss how they came to agreements on their rankings. Use
the Discussion Rubric and the Peer Evaluation Rubric for assessment.
2. Blindfold Leader Game: To start the game, position all students in a
single line. Create a starting point and a finishing point. Blindfold all the
students apart from the student at the front of the line. Instruct each
student to place their left hand on the left shoulder of the person in front
of them. Say, "Go." The leader without the blindfold must walk towards
the finish line and instruct the students that are blindfolded behind. To
add an extra challenge to this activity, position obstacles along the path
so that the leader will have to give instructions to the followers in terms
of how to get around the obstacles. Once the finish line is reached
successfully, another student can take the turn to lead.
Have the students discuss whether they were able to trust their leader
and/or their other classmates. Use the Discussion Rubric for
assessment.
Assessments
Teamwork and Leadership Skills Quiz and Key
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Research Rubric
Writing Rubric
Materials
Teamwork and Leadership Skills computer-based presentation
Teamwork and Leadership Skills Key Terms
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
2008.
Copyright © Texas Education Agency, 2015. All rights reserved.
102
9780538444026, Working, Bailey, South-Western, 2007.
http://www.training-manager.co.uk/documents/TMSS-LostatSeaExercise.pdf
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will comprise a code of ethics for a hypothetical
agency regarding a particular Law, Public Safety, Corrections, or Security
career field. The student will research agencies and firms in order to create a
reasonable code of ethics. Use the Research Rubric and the Writing Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(3) The student demonstrates leadership and teamwork skills in collaborating
with others to accomplish goals and objectives. The student is expected to:
(A) analyze leadership as it relates to trust, positive attitude, integrity,
and willingness to accept key responsibilities in a work situation;
(B) demonstrate teamwork skills through working cooperatively with
others to achieve tasks;
(C) demonstrate teamwork processes that promote skills such as
team building, consensus, continuous improvement, respect for
the opinions of others, cooperation, adaptability, and conflict
resolution;
(D) demonstrate responsibility for shared group and individual work
tasks
College and Career Readiness Standards
Cross-disciplinary Standards
I. Key Cognitive Skills
E. Work habits
1. Work independently.
2. Work collaboratively.
Copyright © Texas Education Agency, 2015. All rights reserved.
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Teamwork and Leadership Key Terms
1. Functional team – a group of people from one department working together to reach a
common business goal
2. Cross-functional team – a group of people from two or more departments working
together to reach a common business goal
3. Self-directed team – a team responsible for choosing their own methods of reaching
their goals, working without outside supervision
4. Team planning – a process that involves setting goals, assigning roles, and
communicating regularly
5. Facilitator – a member of the team who is appointed to coordinate the tasks so that the
team works efficiently
6. Leadership – motivating or influencing others to work toward a goal
7. Leadership style – how you behave when you are in charge of other people
8. Code of ethics – rules for professional practice and behavior
Copyright © Texas Education Agency, 2015. All rights reserved.
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Name:
Date:
_________
Teamwork and Leadership Skills Quiz
1. _____Benefits of teamwork include
A Increased productivity, motivation, and morale
B Improved product quality and customer service
C All of the above
D None of the above
2. _____A group of people from two or more departments working together to reach a
common goal is called
A A cross-functional team
B A self-directed team
C A functional team
D None of the above
3. _____Team planning involves
A Role playing, incentives, and step-by-step instructions
B Setting goals, assigning roles and responsibilities, and communication
C Positive attitudes and delegation
D None of the above
4. _____Potential obstacles to effective teamwork include
A Unclear goals, competitiveness among team members, and resentment over lack of
individual recognition
B Ethical violations
C Improved self-esteem and job satisfaction
D None of the above
5. _____Making the team’s goal your top priority, listening actively and offering suggestions
in meetings, following through on your assigned tasks, working to resolve conflicts among
team members, and inspiring coworkers to do their best are
A Responsibilities of the facilitator
B Characteristics of an effective team member
C Reasons not to join a functional team
D None of the above
6. _____A member of the team appointed to coordinate tasks so that the team works
efficiently is called
A The secretary
B Efficiency expert
C Facilitator
D None of the above
Copyright © Texas Education Agency, 2015. All rights reserved.
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7. _____Motivating or influencing others to work toward a goal is called
A Leadership
B Subversive tactics
C Cross-functionality
D None of the above
8. _____Which of the following are identified as desirable leadership qualities?
A Good communicator, visionary, decisive, problem-solver
B Involves others, role model, positive
C Both A and B
D Neither A nor B
9. ____The four leadership styles are
A Doing, giving, expecting, demanding
B Directing, coaching, supporting, delegating
C Asking, telling, hiring, firing
D None of the above
10. _____Which of the following choice is not a desirable leadership quality?
A Giving clear directions
B Trying to do it all yourself
C Praising in public; reprimanding in private
D Making your expectations clear
Copyright © Texas Education Agency, 2015. All rights reserved.
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Teamwork and Leadership Skills Quiz Key
1. C
2. A
3. B
4. A
5. B
6. C
7. A
8. C
9. B
10. B
Copyright © Texas Education Agency, 2015. All rights reserved.
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
108
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
110
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
111
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
112
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
113
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
114
Verbal Communication
Rationale
Expertise in communication skills is necessary for workers in law, public
safety, corrections, and security in order to effectively relate to the public,
peers, supervisors, clients, and inmates.
Course
Practicum in
LPSCS
Unit VII
Communication
Skills at the
Workplace
Objectives
The students will be able to:
1. Demonstrate effective verbal communication skills
2. Adapt communication to the needs of the individual
3. Interpret verbal communication
4. Model effective interpersonal skills
Essential
Question
How does the
communication
process affect
the LPSCS
employee?
TEKS
§130.301(c)
(4)(B)(E)(F)
Prior Student
Learning
Students should
have a basic
understanding of
LPSCS careers.
Estimated Time
1 hour
Engage
Before the students get to class hang a large piece of paper somewhere in
your room. When the students are seated, give each student a sticky note
and ask them to put their names on the sticky note. Then ask them to put
the note somewhere in the room. After they are finished, get upset and tell
the students that you had wanted them to put their notes with their names on
the paper which you put up in the room. Have each student go to their notes
and tell them that you want them to put their notes on the paper. Have them
get their notes, close their eyes and place the notes on the paper that you
pointed out to them. After, ask students how they felt when you were upset
about them not putting their names in the correct place. Discuss situations
where they received directions that were not clear, and the consequences.
How did they feel when they were blamed for doing something wrong? Even
with their eyes closed was the second set of instructions easier or harder
than the first set? Use the Discussion Rubric for assessment.
Key Points
I. Verbal Communication
A. Exchange of information using words
B. Includes both the spoken and written word
II. Uses of Verbal Communication
A. Interactions with public, clients, co-workers, supervisors, and inmates
B. Giving reports to other LPSCS professionals
III. Elements of effective communication
A. The message must be clear
1. Use terms that the receiver can understand
2. Legal terms must be modified or defined
B. Deliver the message in a clear and concise manner
1. Use good grammar and correct pronunciation
Copyright © Texas Education Agency, 2015. All rights reserved.
115
2. Avoid slang terms or meaningless words such as “you know,” or “all
that stuff,” or “like”
3. Do not speak too fast or too slowly
4. Written communication should have correct grammar, spelling, and
punctuation
C. The receiver must be able to hear and receive the message
1. The receiver may have hearing or vision loss, speak a different
language, or be under the influence of an intoxicant
2. Use alternate methods of communication, such as writing the
message out, using an interpreter, or repeating the message
D. Interruptions or distractions must be avoided
1. Trying to talk while answering the phone or writing a message will
decrease the effectiveness of communication
2. Environmental factors may affect communication (e.g.,
uncomfortable temperatures or a loud TV or radio may interfere
with communication)
IV. Barriers to Communication: Some things that get in the way of clear
communication
A. Hearing Loss
1. Use body language such as gestures or signs
2. Speak clearly and in short sentences
3. Face the person you are speaking to (some people read lips)
4. Write out messages
5. Make sure that hearing aids, if used, are working properly
6. When identifying yourself, walk up to the person and get their
attention before speaking
7. Don’t chew gum, cover your mouth, or turn your back to the person
B. Impaired Vision
1. Describe things which are happening and what you want the
person to do
2. Announce your presence as you enter a room
3. Use touch to orient the person to where you are
4. Stand close to the person and in good light
5. Do not move things without telling the person
6. Tell the person when you are leaving
C. Trouble Speaking
1. Ask direct questions that the person can answer yes or no
2. Allow adequate time for the person to answer
3. If you can’t understand, validate what you think the person is saying
4. Encourage the person to point, nod, or write to convey a message
D. Defense Mechanisms
1. Compensation for another goal to achieve success
2. Denial
3. Displacement of anger
4. Projection
5. Rationalization
Copyright © Texas Education Agency, 2015. All rights reserved.
116
V. Effective Listening
A. Involves both hearing and interpreting messages
B. Requires focusing on body language and the message being sent
C. May be passive or active
1. Active listening is very important in the LPSCS profession to gather
information (for example, when interviewing a witness to a crime)
Activities
Communication Activity
Obtain several toy building blocks of approximately the same size. Have the
students sit back-to-back. One student will have a picture of the constructed
object and the other student will have the toy building blocks. Allow 2-3
minutes for the student with the picture to give instructions to the other
student to build the object. Neither student can look at the other student’s
picture nor toy building blocks until time has been called. It is even more
effective if every student in the room has a partner, and they are all trying at
the same time.
At the end of the allotted time let students compare. Discuss what was hard,
and what was easy to communicate. Have the students switch places, and
compare and discuss. The exercise can be varied by using a geometric
picture and rulers to describe length, and having one student with the picture
and the other trying to draw it. Discuss how this relates to communicating to
clients, co-workers, supervisors, inmates, and the public. Use the
Communication Activity Rubric for assessment.
Assessments
Verbal Communication Quiz and Key
Communication Activity Rubric
Discussion Rubric
Individual Work Rubric
Summary Rubric
Materials
Verbal Communication computer-based presentation
Large piece of paper
Sticky notes
Toy building blocks
Toy object pictures
Resources
0538444029, Working, Larry Bailey, 2006
0078748283, Succeeding in the World of Work, Grady Kimbrell, 2007
Accommodations for Learning Differences
For reinforcement, students will identify terms and phrases used by the
Copyright © Texas Education Agency, 2015. All rights reserved.
117
public which may be misunderstood by an LPSCS worker. Use the Individual
Work Rubric for assessment.
For enrichment, students will interview someone from a different culture to
determine complications encountered in a legal setting as a result of poor
communication. The students will then write a summary of the interview. Use
the Summary Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(4) The student demonstrates verbal, nonverbal, and written communication
skills in creating, expressing, and interpreting information and ideas, including
technical terminology and information. The student is expected to:
(B) employ verbal skills when obtaining and conveying information;
(E) interpret verbal and nonverbal behaviors to enhance
communication;
(F) apply active listening skills to obtain and clarify information;
College and Career Readiness Standards
English Language Arts
III. Speaking
B. Develop effective speaking styles for both group and one-on-one
situations.
1. Participate actively and effectively in one-on-one oral
communication situations.
2. Participate actively and effectively in group discussions.
IV. Listening
A. Apply listening skills as an individual and as a member of a group
in a variety of settings
3. Use a variety of strategies to enhance listening comprehension
B. Listen effectively in informal and formal situations
2. Listen actively and effectively in one-on-one communication
situations.
Social Studies
V. Effective Communication
A. Clear and coherent oral and written communication
1. Use appropriate oral communication techniques depending on
the context or nature of the interaction.
Copyright © Texas Education Agency, 2015. All rights reserved.
118
Name: ______________________________
Date: _________________________
Verbal Communication Quiz
1. ______ In order for effective verbal communication to occur, the message must be clear
and ______________.
A Present
B Interpreted
C Concise
D Withheld
2. ______ Persons in LPSCS careers must effectively communicate with:
A The public
B Co-workers
C Supervisors
D All of the above
3. ______ Slang terminology should always be used in order for the public to understand
the message being conveyed.
A True
B False
4. ______ Written communication should have all EXCEPT the following:
A Moderate speed of speech
B Correct grammar
C Correct punctuation
D Correct spelling
5. ______ The individual who analyzes and interprets the message is the:
A Speaker
B Message
C Receiver
D Feedback
6. ______ Legal terminology should be modified or defined.
A True
B False
7. ______ Which of the following can be a distraction which can interfere with
communication?
A Impaired vision
B Facing the receiver
C Inclement weather
D Good lighting
8. ______ Denial is a _______________________________.
A Communication skill
B Defense mechanism
C Therapeutic technique
D Alternative method of communication
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119
Verbal Communication Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
C
D
B
A
C
A
A
B
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Name:
Date:
Communication Activity Rubric
Objectives
All Criteria (2 pts. each)
Pts.
Instructs effectively
Communication
Listens attentively
Full participation/Focused
Participation
Positive attitude with partner
Full participation/Focused
Discusses experience
Discussion
Compares experience
Discusses relevance to professional world
Total Points (16 pts.)
Comments:
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121
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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122
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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123
Name_______________________________________
Date_______________________________
Summary Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The critical analysis has all required
parts from introduction to body to
conclusion.
The critical analysis is concise but
complete.
The critical analysis demonstrates
that the writer comprehends the
content.
The critical analysis demonstrates
accurate spelling, grammar, and
punctuation.
The overall content of the critical
analysis emphasizes appropriate
points.
The writer shows an understanding
of sentence structure,
paragraphing, and punctuation.
The source of the critical analysis is
clearly and accurately documented.
The critical analysis demonstrates
the correct use of terminology.
Total Points (32 pts.)
Comments:
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124
Professional Writing and Research Skills
Course
Practicum in
LPSCS
Rationale
Written communication skills are necessary in LPSCS careers in order to
complete job tasks in a professional and effective manner.
Unit VIII
Professional
Written and
Research Skills
at the
Workplace
Objectives
The students will be able to:
1. Demonstrate competence in the research process.
2. Describe the proper way to cite resources.
3. Identify the steps in writing a research paper.
4. Demonstrate the skills of editing and completing a research paper.
Essential
Question
Which research
and writing skills
are necessary in
LPSCS careers
in order to
effectively
communicate in
the workplace?
Engage
Discuss how assimilating information and reporting that information to
colleagues or supervisors at work is very similar to the research and writing
students have performed in Language Arts classes. Emphasize the
importance of proper research, accurate content, and proper grammar in
written communications for LPSCS careers. Then as a class, take an online
quiz about plagiarism together (to find a quiz complete an Internet search for
a “quiz to help students learn about plagiarism”). Use the Discussion Rubric
for assessment.
TEKS
§130.301(c)
(4)(A)(C)(D)(G)
Prior Student
Learning
Language Arts
research and
writing skills
Estimated Time
3 hours
Key Points
I. Steps in Developing a Research Paper
A. Understand the Assignment
1. What ideas are you being asked to present?
2. Who is your audience?
B. Select a Topic
1. Use books, encyclopedias, governmental websites, and/or the
Internet
2. Discuss options and ideas with experts on the subject
3. Accept a topic defined by the person who assigns the paper
C. Gather Resources
1. From the Internet
2. From books
3. From journals
4. From magazines
D. Create a Bibliography
1. Use the correct format
2. Use the correct style (i.e. MLA or APA)
E. Conduct Research
1. Evaluate the correctness of the information
2. Evaluate the credentials of the authority
3. Evaluate how current the material is
4. Evaluate whether or not the material is based in opinion or fact
Copyright © Texas Education Agency, 2015. All rights reserved.
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5. Evaluate the reliability of the authors
F. Develop an Outline
1. Clarify your ideas before writing the paper
2. Organize the order of your ideas
G. Write the Rough Draft
1. In your words, write down the information
2. Transfer ideas in your outline into sentences and paragraphs
3. Get all of your ideas down on paper
H. Complete the Citations
1. Include citations within the paper
2. Use the appropriate format
a) Modern Language Association (MLA) style
b) American Psychology Association (APA) style
c) Chicago Manual of Style (CMS) method
I. Revise and Edit
1. Read the rough draft
2. Rearrange your thoughts as needed
3. Take out any unnecessary information
4. Add any needed information
J. Proofread
1. Read the paper aloud
2. Check for grammar, spelling, and punctuation
II. Research
A. Thorough and systematic investigation into a topic to discover or
revise information about the topic
B. Where to Gather Resources
1. Internet
a) Conduct searches
b) Check the reliability of information
2. Books
a) Library or bookstore
b) eBooks
3. Journals or magazines
a) Library or bookstore
b) Online
C. Bibliography
1. A list of works compiled according to a common principle (i.e.
authorship, subject, place of publication, or printer)
2. Use the appropriate format (i.e. MLA, APA, etc.)
III. Writing
A. Outline
1. A general sketch indicating only the main ideas
2. Use systematic numbering
B. Rough draft
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1. The first attempt at a piece of writing
2. Put in essay structure
C. Citations within the paper
1. “The act of giving credit to an author or an authority or a
precedent”
2. Avoid plagiarism
D. Revisions
1. Changing something that is already written
2. Improve the writing and the paper
E. Proofread
1. Checking and documenting needed corrections in a text
2. Make it accurate
IV. Plagiarism
A. Using the language and/or ideas of another author without
permission and/or taking credit for another author’s work
B. Give credit for
1. Direct quotation
2. Information coming from any type of media (i.e. book,
magazine, website, movie, song, etc.)
3. Replications of visual material (i.e. charts, pictures, diagrams,
etc.)
4. Information gathered from interviews
5. Online information
6. Anything that originates with someone else’s thought or ideas
C. Don’t give credit for
1. Common Knowledge
a) Generally accepted facts (i.e. water freezes at 32 degrees
Fahrenheit)
b) Culturally accepted facts (i.e. national holidays)
2. Your own thoughts, ideas, experiences, opinions, etc.
3. Results gathered from your own experiments or lab work
4. Your own pictures, videos, or illustrations
Activities
1. LPSCS Research Paper. Have students research a topic related to an
LPSCS career (i.e. law enforcement, courts, attorneys, correctional
facilities, fire service, security companies, 911 operators, etc.) (the topics
maybe teacher-assigned or student-selected). Have students conduct
research using the Internet, textbooks, articles, and/or other materials.
Have students use MLA format for the paper and their citations. You may
provide due dates for each step of the paper or allow student
independence in completing the assignment. Use the Research Rubric
for assessment.
2. Citation Skills Activity. Divide the class into groups of three or four.
Copyright © Texas Education Agency, 2015. All rights reserved.
127
Assign each group a topic. It can be something related to the LPSCS
area associated with your practicum or a current event. Have each group
find eight different sources on this topic. The groups must include at least
one book, one news article, and one website. Each group must create a
bibliography of the sources found. Students must use the formats
contained within the MLA Style Manual. Students may use the following
for assistance in creating their group bibliographies:
 http://www.library.cornell.edu/resrch/citmanage/mla
 http://owl.english.purdue.edu/owl
Once complete, each group will present their bibliographies in class.
Other class members will check each group’s work to determine if their
bibliographies are correct according to MLA formatting. Use the
Presentation Rubric, the Cooperative Teams Rubric and/or the Peer
Evaluation Rubric for assessment.
Assessments
Writing and Research Skills Exam and Key
Cooperative Teams Rubric
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Research Rubric
Materials
Writing and Research Skills computer-based presentation
Computers with Internet Access
Library Facilities
Projector and Screen
Resources
http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://owl.english.purdue.edu/owl/
Do an Internet search for dictionary and key terms
Accommodations for Learning Differences
For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will produce two annotated bibliographies
entries taken from the five required sources used in the research paper.
Each annotated bibliography will be a minimum of 150 words. For assistance
on completing annotated bibliography, see
http://olinuris.library.cornell.edu/ref/research/skill28.htm
Use the Individual Work Rubric for assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
128
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(4)
The student demonstrates verbal, nonverbal, and written
communication skills in creating, expressing, and interpreting
information and ideas, including technical terminology and
information. The student is expected to:
(A)
demonstrate the use of content, technical concepts, and
vocabulary when analyzing information and following
directions;
(C)
use informational texts, Internet websites, and technical
materials to access information sources for occupational
tasks;
(D)
evaluate the reliability of information from informational
texts, Internet websites, and technical materials and
resources;
(G)
use academic skills to facilitate effective written and
verbal communication.
College and Career Readiness Standards
English/Language Arts Standards
V. Research
A. Formulate topic and questions.
1. Formulate research questions.
2. Explore a research topic.
3. Refine research topic and devise a timeline for completing work.
B. Select information from a variety of sources.
1. Gather relevant sources.
2. Evaluate the validity and reliability of sources.
3. Synthesize and organize information effectively.
C. Produce and design a document.
1. Design and present an effective product.
2. Use source material ethically.
Copyright © Texas Education Agency, 2015. All rights reserved.
129
Name:
Date:
_________
Writing and Research Skills Exam
1. _____Plagiarism includes all except which of the following?
A Using data gathered from one’s own survey
B Turning in someone else’s work
C Using an expert’s own words as if one’s own thoughts
D Failing to give credit to a psychologist for his or her statistical analysis
2. _____Which sources can be used to gather resources?
A Books
B Internet
C Professional journals
D All of the above
3. _____When should you create a bibliography?
A Before you pick your topic
B After you have gathered information from resources, but before you begin writing
C After you have proofread your final paper
D While writing your rough draft
4. _____Why should you proofread your paper?
A To check for grammatical errors
B To check for misspelled words
C To check punctuation
D All of the above
5. _____You have been asked to complete a report on increased DWI’s in the State of
Texas. The best place to gather information would be which of the following?
A An encyclopedia that was published in 1972
B A defense lawyer’s website
C A website titled “Make Marijuana Legal”
D None of the above
6. _____Information coming from the Internet is which of the following?
A Is always reliable
B Is never reliable
C Should be evaluated for accuracy
D Can only come from Wikipedia
Copyright © Texas Education Agency, 2015. All rights reserved.
130
7. _____Which is the only recommended style to use in research and writing?
A MLA
B Chicago Manual of Style
C APA
D All of the above
8. _____An outline is which of the following?
A An oral presentation
B A resource to be used in your research
C A general sketch, account, or report, indicating only the main features, as of a book,
subject, or project
D A professional journal
9. _____Which is the correct order of steps to take when writing your paper?
A Proofread, citations, rough draft, outline
B Rough draft, outline, revisions, proofread
C Outline, proofread, rough draft, revisions
D Outline, rough draft, revisions, proofread
10. _____In reference to research and writing, all are types of “media” except which of the
following?
A Laughter
B A song
C A movie
D Book
11. _____Using the Internet is which of the following?
A A lazy way to conduct research
B Too complicated in conducting research
C Should not be allowed when conducting research
D Has made researching easier
12. _____In your research paper, you should give credit for all except which of the following?
A Common knowledge
B When using someone else’s words
C When using a replication of someone’s chart
D Statistical analysis coming from the Department of Labor
13. _____“Common knowledge” is
A Statistical analysis
B Pollution levels
C Something that is generally known
D The current birth rate of third world countries
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131
14. _____An example of a generally accepted fact would be which of the following?
A An elephant never forgets
B Dogs are more loving than cats
C Faucet water is bad for you
D Water freezes at 32 degrees
15. _____An example of a culturally accepted fact would be which of the following?
A Europe has a larger population than the United States
B The United States celebrates the 4th of July
C Columbia produces the largest amount of illegal drugs
D The Center for Disease Control has prepared for a zombie apocalypse
Copyright © Texas Education Agency, 2015. All rights reserved.
132
Writing and Research Skills Exam Key
1. A
2. D
3. B
4. D
5. D
6. C
7. D
8. C
9. D
10. A
11. D
12. A
13. C
14. D
15. B
Copyright © Texas Education Agency, 2015. All rights reserved.
133
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
134
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
135
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
Copyright © Texas Education Agency, 2015. All rights reserved.
136
Name: ____________________________________
Date:_____________________________
Cooperative Teams Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussions
Encourages others to join the
conversation
Maintains the pace of the discussion
to achieve goals
Shares ideas and thoughts
Offers constructive criticism and
recommendations
Credits others for their contributions
and ideas
Empathizes with others
Requests input from others to reach
an agreement
Expresses ideas and thoughts
Total Points (36 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
137
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
138
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
139
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
140
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
141
Technical Skills
Course
Practicum in
LPSCS
Rationale
Emerging technology in LPSCS careers requires employees to continue
acquiring the technical skills necessary to perform specific job objectives.
Unit IX
Workplace
Technologies
Objectives
The students will be able to:
1. Identify which technical skills are needed to work in LPSCS careers
2. Describe the ever-changing technology that is transforming LPSCS
careers
3. Describe the technology used in LPSCS careers
4. Accept professional criticism regarding performance
Essential
Question
Which technical
skills are
necessary in
LPSCS careers
in order to
efficiently
perform job
tasks?
Engage
Show and discuss a short video about technologies in law enforcement. To
find a video do an Internet search for the following: 10 Future Law
Enforcement Technologies video. Use the following questions for the
discussion and the Discussion Rubric for assessment.
 Which of the ten technologies seems most realistic? Why?
 Which of the ten technologies seems unbelievable? Why?
 What are some high tech gadgets you may have seen in movies that
are realistic possibilities for use in law enforcement?
TEKS
§130.301(c)
(5)(A)(B)(C)
Prior Student
Learning
None
Estimated Time
2 hours
Key Points
I. Technology
A. Meets the contemporary needs of people’s day-to-day interactions
through use of technical processes and knowledge
B. Comes in different forms, such as tools, machines, and equipment
C. Information Technology (IT) – the equipment used in creating,
storing, and exchanging information
1. Computer
a) An electronic device that accepts, stores, manipulates,
and generates various forms of information
b) The primary IT tool
2. Hardware – the physical parts of a computer system
a) Microprocessor or Central Processing Unit (CPU)
(1) The “brain” of the computer
(2) In cell phones, ATMs, toys, etc.
(3) Differing speeds and memory capacity
b) Disk drive
c) Peripherals – pieces of equipment that attach to the
computer
(1) Printers
(2) Scanners
(3) Monitor
Copyright © Texas Education Agency, 2015. All rights reserved.
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(4) Keyboard
(5) Mouse
3. Software – the programs that tell the computer what functions
to perform
a) Operating System – the program that controls a
computer’s basic functions, including hardware and
software integration
b) Applications
(1) Word processing software – allows users to create,
edit, and print text-based documents
(a) Add text
(b) Move text
(c) Format text
(d) Check spelling and grammar
(e) Create memos, faxes, reports, etc.
(2) Database software – an organized collection of data
stored on a computer that is easily accessed and
updated
(a) Enter records
(b) Save records
(c) Search records
(d) Sort records
(e) Update records
(f) Inventory reports
(g) Catalog collections
(3) Presentation software – used to display information
through text, audio, video, graphics, and web links,
normally in the form of a slide show accompanying
an oral presentation at
(a) Meetings
(b) Conferences
(c) Sales presentations
(4) Desktop publishing – used to produce typeset-quality
printed material, such as brochures and booklets
(a) Create brochures
(b) Create newsletters
(c) Create invitations
(d) Create logos
(e) Create business cards
(f) Create calendars
(5) Spreadsheet software – used for organizing data in
rows and columns, which can be converted into
graphs and charts
(a) Perform calculations (simple and complex)
(b) Organize statistics
(c) Organize financial records
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(d) Make graphs
(e) Make charts
(f) Make tables
(6) Telecommunications software – used to send
information (i.e. voice, text, pictures, video)
(a) Voicemail
(b) Teleconference
(c) Webcast
(d) Texting
II. How Emerging Technology Changes Our Work
A. Employer-Employee Relationships
1. Temporary and contractual change jobs more often
B. Workplace
1. Laptop – a portable computer that has the same capabilities as
a desktop computer
2. Wireless Networking
a) Wi-Fi – connecting a computer to another computer
without wires
b) Hotspots – public locations, such as airports, coffee
shops, book stores, hotels, etc., that offer wireless
Internet connections for their patrons
C. Globalization
1. Participates in a single global market
2. Crosses national borders
3. Increases trade in goods, services, labor, and capital from
country-to-country
D. Larger Inclusion
1. Special physical needs
2. Special mental needs
3. Hearing-impaired
4. Mobility-impaired
5. Assistive technology
E. Distance Learning
1. Over the internet
2. Students and teachers participate from different physical
locations
3. Students and teachers communicate via e-mail, message
boards, and/or instant messaging
III. Technological Literacy
A. Gain new skills
1. Using inquiry
2. Thinking logically
a) Use problem-solving skills
b) Adapt to changing situations
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c) Use ingenuity
B. Maintain and troubleshoot problems
1. Attend training sessions and workshops
2. Learn how to maintain equipment
3. Learn when to call for technical support or repairs
4. Use the “Help” menu
5. Save your work often
6. Back up drives
C. Learn and adhere to your employer’s technology policies (work and
personal)
D. Continue to learn new skills
1. Update technology skills
2. Ask questions about new technologies
IV. The Internet
A. Key Terms
1. Browser – free software that allows the viewing of web pages
2. Cookie – a piece of information sent by a web server to a
user's browser
3. Domain Name – website’s identifying name
4. Download – a file from the Internet transferred to a computer
5. FAQ – frequently asked questions
6. HTTP – hypertext transfer protocol, the language of web pages
7. Link – a word, phrase, or image highlighted in a hypertext
document that takes the user to another webpage when clicked
8. IP Address – Internet Protocol, a serial number assigned to
every piece of hardware for tracking purposes
9. ISP – Internet Service Provider, a private company that
provides internet service
10. PDF – Portable Document Format, a file that shows an image
of text and graphics that resembles a printed page
11. Podcast – a multimedia digital file allowing audio/visual
broadcasting on the internet
12. Search Engine – software that allows the user to search the
web by typing in topics
13. Upload – copying or sending files from one computer to
another
14. URL – Uniform Resource Locator, internet address
B. Uses
1. Communication (i.e. e-mail)
2. E-Commerce – electronically buying and/or selling goods and
services over systems such as the Internet
3. Advertisements (i.e. informational and marketing)
4. Customer service (i.e. online information and transactions)
5. Research (i.e. records and archives)
6. Recruiting (i.e. online job listings)
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C. Legal and ethical considerations
1. Copyright – the legal right of the author or creator of an original
work that allows reproduction, publishing, selling, and
distributing of such work
2. Protecting personal information (i.e. “electronic footprints”)
3. Identity Theft – gaining personal information to steal money or
credit
4. Spam – unsolicited email
Activities
1. LPSCS New Technology Sales Brochure. Have students select a new
technology for an LPSCS career of their choice (law enforcement, court
system worker, attorney, correctional officer, firefighter, security officer,
911 operator, etc.). Have students research the technology using
computers with Internet access or other materials. Then have students
create a brochure about the technology using desktop publishing
software or paper and markers. The brochure should include all of the
information about the product, including the purpose, price, pictures, and
endorsements, etc. Upon completion, have students present their
brochure to the class as if they are giving a sales pitch. Use the Individual
Work Rubric and the Presentation Rubric for assessment.
2. Technical Skills Puzzle. Have the students complete the Technical Skills
Puzzle. Allow the students to grade their own work using the Technical
Skills Puzzle Key. Then as a class, discuss each answer and how it
relates to technology. Use the Discussion Rubric for assessment.
Assessments
Technical Skills Exam and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Materials
Technical Skills computer-based presentation
Technical Skills Key Terms
Technical Skills Puzzle and Key
Computers with Internet Access or other research resources
Desktop publishing software or construction paper, magazines, scissors,
glue, markers/colors
Resources
9780078748288, Succeeding in the World of Work, Kimbrell, McGraw-Hill,
2008. (Ch. 17)
Accommodations for Learning Differences
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For reinforcement, the student will define and illustrate key terms in a
journal. Use the Individual Work Rubric for assessment.
For enrichment, the student will interview an IT employee from a law
enforcement agency, district attorney’s office, emergency dispatch center,
correctional facility, or security company. The student will request
information about emerging technology in that field and will write a report
based on the interview. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(5)
The student demonstrates technical knowledge and skills
required to pursue a career in the Law, Public Safety,
Corrections, and Security cluster. The student is expected to:
(A)
develop advanced technical knowledge and skills
related to the student's occupational objective;
(B)
evaluate strengths and weaknesses in technical skill
proficiency; and
(C)
accept critical feedback provided by the supervisor.
College and Career Readiness Standards
Cross-Disciplinary Standards
II. Foundational Skills
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze information.
3. Use technology to communicate and display findings in a clear and
coherent manner.
4. Use technology appropriately.
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Technical Skills Key Terms
Browser – free software that allows the viewing of web pages
Computer – an electronic device that accepts, stores, manipulates, and generates various
forms of information
Cookie – a piece of information sent by a web server to a user's browser
Copyright – the legal right of the author or creator of an original work that allows reproduction,
publishing, selling, and distributing of such work
Database – an organized collection of data stored on a computer that is easily accessed and
updated
Desktop Publishing – used to produce typeset-quality printed material, such as brochures and
booklets
Domain Name – website’s identifying name
Download – a file from the Internet transferred to a computer
E-commerce – electronically buying and/or selling goods and services over systems such as
the Internet
FAQ – frequently asked questions
HTTP – hypertext transfer protocol, the language of web pages
Information Technology – equipment used in creating, storing, and exchanging information
IP Address – Internet Protocol, a serial number assigned to every piece of hardware for
tracking purposes
ISP – Internet Service Provider, a private company that provides internet service
Laptop – a portable computer that has the same capabilities as a desktop computer
Link – a word, phrase, or image highlighted in a hypertext document that takes the user to
another webpage when clicked
PDF – Portable Document Format, a file that shows an image of text and graphics that
resembles a printed page
Podcast – a multimedia digital file allowing audio/visual broadcasting on the internet
Presentation Software – software that is used to display information through text, audio, video,
graphics, and Web links, normally in the form of a slide show to accompany an oral
presentation
Search Engine – software that allows the user to search the web by typing in topics
Spreadsheet – computer software used for organizing data in rows and columns, which can be
converted into graphs and charts
Technology – meets the contemporary needs of people’s day-to-day interactions through use
of technical processes and knowledge
Upload – copying or sending files from one computer to another
URL – Uniform Resource Locator, internet address
Wi-Fi – connecting a computer to another computer without wires
Word Processing – software that allows users to create, edit, and print text-based documents
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Name:
Date:
_________
Technical Skills Exam
1. _____Which of the following comes in different forms, such as tools, machines, and
equipment?
A Laptop computer
B Technology
C Both A and B
D None of the above
2. _____Information technology can be explained as
A Creating information
B Storing information
C Exchanging information
D All of the above
3. _____Hardware can be a
A Mouse
B Central Processing Unit
C Both A and B
D Word processing program
4. _____Database software does which of the following?
A Inventory records
B Catalog collections
C Save records
D All of the above
5. _____You are expected to give a report to all employees at your monthly staff meeting.
What can assist you in displaying graphics and statistics during your talk?
A Presentation software
B Desktop publishing software
C Telecommunications software
D None of the above
6. _____Telecommunications software includes all of the following except
A Texting
B Voicemail
C Webcast
D Graphs
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7. _____Wireless networking includes
A Wi-fi
B Hotspots
C Both A and B
D None of the above
8. _____Distance learning allows
A Oral presentations without an audience
B Participants to be physically located in the same classroom
C Students and teachers to be in different physical locations
D Sharing of computers during lectures
9. _____Thinking logically about technology includes
A Problem-solving skills
B Internet connections
C Adaptation
D Both A and C
10. _____HTTP stands for
A Hypertext transfer protocol
B Hypertext talent professional
C Hypertext torment possibility
D Hypertext tool program
11. _____Using the internet to market your product is
A Researching
B Word processing
C Recruiting
D Advertising
12. _____Using the Internet to search for your ancestors is
A Researching
B Word processing
C Recruiting
D Advertising
13. _____Using the Internet to list current job openings is
A Researching
B Word processing
C Recruiting
D Advertising
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14. _____Using the internet to send an email is
A Researching
B Word processing
C Recruiting
D Communicating
15. _____The legal right of the author or creator of an original work that allows reproduction,
publishing, selling, and distributing of such work is
A Spam
B Copyright
C Identity theft
D Online privacy
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151
Technical Skills Exam Key
1. B
2. D
3. C
4. D
5. A
6. D
7. C
8. C
9. D
10. A
11. D
12. A
13. C
14. D
15. B
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152
Technology Skills Puzzle
Unscramble each of the clue words.
Take the letters that appear in
boxes and unscramble them for the final message.
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153
Technology Skills Puzzle Key
Computer
Internet
Information Technology
High-Tech
Hardware
Software
Wireless
Word Processing
Database
Desktop Publishing
Spreadsheet
Download
Copyright Law
Identity Theft
Spam
Spyware
Online Privacy
Cookies
Emerging Technology
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Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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156
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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Training Station Orientation
Course
Practicum in
LPSCS
Unit VIII
Professional
Written and
Research Skills
at the
Workplace
Essential
Question
What knowledge
is essential for
demonstrating
competency at
the workplace?
TEKS
§130.301(c)
(4)(A)(C)
Prior Student
Learning
None
Estimated Time
3 hours
(Optional:
modify as a
homework
assignment)
Rationale
Each place of employment has specific training requirements. Awareness of
the requirements and the ability to demonstrate that awareness are essential
to students’ success.
Objectives
The students will be able to:
1. Demonstrate thorough knowledge of their workplace
2. Learn and/or reinforce basic knowledge of their respective training
stations
3. Demonstrate an understanding of what is expected from their training
sponsors
4. Compile information and build a multi-media presentation
5. Communicate their knowledge orally to their peers
6. Interview employer or owner to obtain necessary information
7. Obtain company information from employee handbooks or trade
journals
Engage
Ask students to recall their first day on the job. (For some, this may take
some thought since they have worked at their training stations for some
time.) Ask students how much they know about the training stations where
all the class members work. Explain that even though some students have
worked at their job for quite some time, there is still information to be
learned.
Share some of the jobs you have had prior to your current teaching position
Explain some of the positive experiences you obtained on your previous jobs
that helped you move forward. Explain to the class that there is little chance
that they will stay with their current employers for their entire careers. For
that reason, it is important to learn as much as possible in order to use that
knowledge to get ahead on future employment ventures. Use Discussion
Rubric for assessment.
Key Points
I. Directions
A. The packet of information must be completed by interview, website,
or handbook
B. Minimum of 12 digital photos
C. Floor plan may be scanned
II. Grading
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during presentation
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158
III. Presentation must have
A. Name and logo
B. Floor plan
C. Policies/procedures
D. Company history
E. Supervisor’s or owner’s previous experience
F. Site of company
G. Organizational chart
H. Inclusion: 3,2,1
IV. Layout format must be followed
Activities
Training Station Orientation Project – Review the requirements for this
project using the Training Station Orientation handout. (Note: Strongly
encourage students to take the assignment packet to their job sites so their
employers will know about the activity.) Ask students to “map” out their plan
using a Mapping Tool from the Appendix of this document. Give some ideas
to students during the brainstorming session before the end of the first class
period.
Have the students work at their own pace to complete this project. Ideally, all
work will be completed in class to allow you to check for understanding.
Strongly encourage the students to take ownership of this activity and to
establish a workable pace in order to complete it on time. Remind the
students to prepare to present their projects to the class. Use the Individual
Work Rubric and the Presentation Rubric for assessment.
Assessments
Discussion Rubric
Essay Rubric
Individual Work Rubric
Presentation Rubric
Materials
Training Station Orientation computer-based presentation
Training Station Orientation handout
Computer with Internet access
Paper for the essay
Camera or phone with camera
Flash drive
Computers (for the students to complete the project)
Projector (for digital presentation)
Scanner to scan pictures or materials brought to class
Portfolio handout (for review)
Accommodations for Learning Differences
For reinforcement, discuss the following questions:
 Why do customers see a different perspective of a business operation
Copyright © Texas Education Agency, 2015. All rights reserved.
159
that that of the employees?
 Why is it important to learn as much as possible about the business
establishment?
 Why are procedures established and expected to be followed?
Use the Discussion Rubric for assessment.
For enrichment, the students will write an essay describing their first day on
their job. Use the Essay Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(4)
The student demonstrates verbal, nonverbal, and written
communication skills in creating, expressing, and interpreting
information and ideas, including technical terminology and
information. The student is expected to:
(A)
demonstrate the use of content, technical concepts, and
vocabulary when analyzing information and following
directions;
(C)
use informational texts, Internet websites, and technical
materials to access information sources for occupational
tasks;
Career and College Readiness Standards
Social Studies Standards
V. Effective Communication
A. Clear and coherent oral and written communication
1. Use appropriate oral communication techniques depending
on the context or nature of the interaction.
2. Use conventions of standard written English.
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Training Station Orientation Project
Everyone has something to say about where they work, but we often don’t have time to share our
information. This is your chance to show us what you know about your training station.
Directions:
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. If you have an employee training manual, you may use it as a source. You may need to
get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation.
You may bring the pictures to class on a flash drive, a memory card, or CD to import into your project.
(Note: Always follow your employer’s policies about media and confidentiality.)
All information will be compiled to prepare a multi-media presentation that will be shown to the
class when you present your project.
You will be graded on:
Completion of the packet
Multi-media presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor Plan
Policies and Procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either interspersed within or at the end of the presentation)
If you were in charge, explain:
3 things you like about the training station
2 things you would change
1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
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161
Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words (typed and turned in separately), state what your first day on the job
was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time manager/owner has been with company
10. What prior training did manager/owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs/careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
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162
Student Portfolio
TASK: Compile a working electronic portfolio and keep it up to date.
OBJECTIVE: To prepare and collect documents necessary for college and employment
applications.
MATERIALS NEEDED:
Computer
Scanner or cell phone with a scanner app (to add documents to portfolio)
Paper
Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED: This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS: As part of this class you will be responsible for the compilation of your personal
portfolio. From time to time you will be expected to add documents to your portfolio, which you
will then use when applying for employment for college. Note: some documents may need to be
scanned into your electronic file.
REQUIRED DOCUMENTS:
Teacher recommendations (at least five)
Recommendations from clergy, counselors, family friends
Employer recommendations
Documented awards and honors (including academic, sports, and extracurricular activities)
Transcripts (unofficial)
ACT/SAT scores
Community Service Record
Samples of student-created work
Résumé
Generic cover letter
Pointers regarding recommendation requests:
1. Keep it simple and put it in writing (typed). State why you are requesting the person’s
assistance. In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has
been a while since you were in that person’s class, or since you have seen your
family friend.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at
least one week prior to the due date. Be sure to return to the teacher on that date (or
the day before) to pick it up.
Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide
an envelope with your name on the front. You may want to include the room number of your
Practicum teacher in the event the recipient chooses to hand deliver the material.
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163
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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164
Name________________________________
Date_____________________________
Essay Rubric
Objectives
Assigned
Topic
Organization
Mechanics
Presentation
Due Date and
Time
3 pts.
Good
Essay is written using an
approved title.
The essay is clear and
easily read. At no time is
the reader wondering what
the writer is trying to say.
There are 0-1 spelling,
punctuation, or grammar
errors.
The essay is written using
Times New Roman size
12-point font. All margins
are one inch and the essay
is one full page in length.
The essay is in on the date
and at the time specified or
extenuating circumstances
were documented.
2 pts. Needs Some
Improvement
Essay is not written using an
approved title.
Some aspects of the essay
are unclear, and the reader
is left wondering what the
writer is trying to say.
There are 2-3 spelling,
punctuation, or grammar
errors.
1 pt. Needs Much Improvement Pts.
N/A
Most aspects of the essay are
unclear, and the reader is left
wondering what the writer is
trying to say.
There are more than 3 spelling,
punctuation, or grammar errors.
One of the previously
described aspects is
missing.
More than one of the previously
described aspects is missing.
The essay was not turned in
on the date and at the time
specified. No extenuating
circumstances were
documented.
N/A
Total Points (15 pts.)
Comments:
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165
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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166
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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167
O*NET Career Exploration
Course
Practicum in
LPSCS
Rationale
In the LPSCS, professionals face aggressive competition for the most
desired positions. It is essential to be able to use a variety of online tools to
research careers and occupations.
Unit X
Workplace
Portfolio
Essential
Question
What are
employers
looking for in job
applicants?
TEKS
§130.301(c)
(6)(A)(iv)
Prior Student
Learning
The student
should be able
to identify
employer
expectations of
punctuality,
attendance, and
time
management
Estimated Time
2 hours
Objectives
The students will be able to:
1. Investigate O*NET to prepare for a future career
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
Engage
Use the questions below for a class discussion. Use the Discussion Rubric
for assessment.
 Ask students to raise their hands if they currently have a job. Ask
them if they intend to keep that job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit
a résumé?
 Explain that once students graduate from high school, often they will
be required to submit a résumé when seeking employment.
 Ask students what they think should be on a résumé. List their
answers on the board.
 Ask students what qualifies as Social Media. Ask for a show of hands
for various types of social media accounts.
 Ask them if they have ever deleted questionable material from their
accounts.
 Explain the importance of maintaining a professional image on all
social media when applying for a job (and college too!)
Key Points
I. O*NET
A. O*NET is the nation’s primary FREE source of occupational
information which contains hundreds of occupation-specific career
descriptions. This site may be used throughout your life in the event
you decide to change jobs later on.
B. Helps to evaluate or investigate career options
II. How do I show off my skills?
A. Résumés are used to “sell” your abilities to prospective employers
B. Cover Letters are used to “introduce” you and give an overview of
Copyright © Texas Education Agency, 2015. All rights reserved.
168
your qualifications.
C. Résumés may be hand delivered, mailed, or sent via email.
D. Some sites allow for immediate uploading
III. Résumé Tips
A. Why do I need one?
B. Keep the design simple
C. Keep it to one page
D. Use brief phrases; no complete sentences
E. Make sure you have a professional email address (Gmail. Stay away
from cute or suggestive addresses)
IV. More Résumé Tips
A. Use bullet points where applicable
B. Capitalize or use bold font on section headings
C. Single space within sections; Double space between sections
D. No “fluff”; be honest or it could haunt you
E. Stress your achievements
F. If printing, use good quality bond paper
G. Do not include references on résumé. List on a separate sheet
V. Personal Web Page
A. Increasingly popular
B. Can be linked to your résumé
C. Displays qualifications in detail, including video, pictures, samples of
your work, etc.
Activities
1. Would You Hire YOU? Handout – Have the students complete the Would
You Hire YOU? Students’ Notes Handout. Use the Would You Hire YOU?
Students’ Notes Handout Key and/or the Individual Work Rubric for
assessment.
2. O*NET Scavenger Hunt – Have the students complete Part I and II of the
O*NET Scavenger Hunt using the included O*NET Handouts. Use the
O*NET Scavenger Hunt Key and/or the Individual Work Rubric for
assessment.
3. Career Research Project – Have the students complete the Career
Research Project. Use the Career Project Instruction Sheet and the
Career Project Checklist for the activity. Use the two Career Project
Rubrics (Résumé, Cover Letter, and Resignation Letter, and Multimedia
Presentation) for assessment.
Assessments
Would YOU Hire YOU? Key
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169
O*NET Scavenger Hunt Key
Career Project Rubric: Résumé, Cover Letter, and Resignation Letter
Career Project Rubric: Multimedia Presentation
Discussion Rubric
Individual Work Rubric
Materials
O*NET Career Exploration computer-based presentation
Would YOU Hire YOU? Handout and Key
O*NET Scavenger Hunt and Key
Career Project Instruction Sheet, Checklist and Rubrics
Paper
Computers with word processors, multimedia software and Internet access
Resources
O*NET http://www.onetonline.org
http://www.mynextmove.org/explore/ip
http://www.www.mynextmove.org
Accommodations for Learning Differences
For reinforcement, the student will list and define the components of a
résumé. Use the Individual Work Rubric for assessment.
For enrichment, the student will write their résumés in a social media format,
using only 140 characters. Have the students share their résumés to the
class. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(6)
The student documents technical knowledge and skills. The
student is expected to:
(A)
update a professional portfolio to include:
(vi)
résumé;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
A. Intellectual curiosity
2. Accept constructive criticism and revise personal views when
valid evidence warrants.
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
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requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
II.
O*NET:
6. O*NET is ________ and contains _______________ of ___________________-specific
_____________________.
7. It helps to __________________ or ___________________ career ______________.
8. The Main Web site is: ________________________________________
9. The online survey link is: ________________________________________
10. If you already have a career in mind, use this link:
_______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ___________ or ___________
________________________.
14. ___________ -level skills: __________ skills.
15. ______________ skills: require __________ knowledge pertaining to the job or could be
previous ________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
17. A __________ Letter is used to “________________” the applicant and give an overview
of one’s _____________________.
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18. Résumés may be ______ ______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
20. Keep the résumé to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the résumé.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
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Would YOU Hire YOU? Key
Student NOTES
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II.
O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The Main Web site is: http://www.onetonline.org
9. The online survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible
work experience.
16. A résumé is used to “sell” abilities to prospective employers.
17. A Cover Letter is used to “introduce” the applicant and give an overview of one’s
qualifications.
18. Résumés may be hand delivered, mailed, or sent via e-mail.
19. Some sites allow for immediate uploading.
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20. Keep the résumé to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per statement.
23. Make sure to have a professional email address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section headings.
26. Single space within sections; Double space between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
30. Do not include references on the résumé.
31. 37% of companies research candidates via social media.
32. Delete questionable pictures.
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O*NET Scavenger Hunt
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Median $$$
Skills
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________
employment demand.
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8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
______________________
_____________________
_____________________
______________________
_____________________
_____________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
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O*NET Scavenger Hunt Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that
contains hundreds of occupation-specific careers. It helps to evaluate or
investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector:
Answers will vary__________________________________
_________________________________________________
_________________________________________________
3. How many categories fall under the “Rapid Growth” Sector? 69
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Median $$$
Skills
Answers will vary based on answers in question 1
5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
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7. The green economy will cause a change in occupation’s employment demand.
8. Green Occupations are linked to green economy sectors.
9. List the NINE categories one could research using the Advance Search feature:
Answers will vary______ _____________________ ______________________
_____________________ _____________________ ______________________
_____________________ _____________________ ______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
Answers will vary ____________
___________________________
____________________________
___________________________
____________________________
___________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search”; next click “Go to Skills Search,” which is right under “Skills
Search.” Check the boxes that you think apply to you in each category, then click, “GO.”
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged
“Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to search
is to browse under “Find Occupations”. If you select this method, you will notice a wide variety of
choices that will assist you in your career search.
.
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Career Project Instruction Sheet
PART I
Use a word processor to compose a report using the research material you gather from the
O*NET website. (www.onetonline.org)
Format for Paper:
Use a word processor to prepare the report. Begin the report with the main title centered on
the first line, double-space and then type your name. Triple-space after your name. Doublespace the entire report and indent paragraphs.
Outline of Paper:
Paragraph 1- Introduce the three careers you researched.
Paragraph 2- Career 1 (with explanation)
Paragraph 3- Career 2 (with explanation)
Paragraph 4- Career 3 (with explanation)
Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:

Definition or nature of work

Requirements for employment

Opportunities for experience and/or exploration

Related occupations (at least four)

Methods of entering the field

Advancement

Employment outlook

Earnings (wages) and prospective pay increases

Conditions of work

Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if
approved by your instructor. Remember: All work must be cited at the end of this project,
so keep track of your sources!
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PART II
Once you have complete the essay, you will select one of the careers you explored to complete
the next assignments. You may assume you are a college graduate in order to meet the
qualifications. Use the Internet to find samples of a résumé, cover letter, and letter of
resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Résumé that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to
your current employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will more than
likely have more than 5 slides.)
Include the following:
1. What to wear/not to wear (male & female)
2. How to prepare for the interview
3. Five interview tips you have researched
4. How to know when it is time to change jobs
5. How to change jobs
6. Compile a list of 15 questions that one could be asked on a job interview
7. Compile a list of at least 5 questions that are considered illegal and cannot be asked on
an interview
8. Compile a list of 5 questions one might ask the person conducting the interview
9. Works cited slide (does not count toward the 5 slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for
the multimedia presentation.
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Career Project Checklist
Directions: Use the checklist below to make sure you have completed all the
requirements for this project.
Summary Checklist:
_____All documents are typed in a word processor
_____Career Essay typed in proper format (did you check your spacing?)
_____Résumé completed for career selected
_____Cover letter completed for career selected (goes on top of résumé)
_____Letter of Resignation completed
_____Sample of résumé from your research (print it and include it)
_____Sample of cover letter from your research (print it and include it)
_____Was cover letter customized to the qualifications for the career?
_____Sample Letter of Resignation (for your “current job”)
_____Multimedia Presentation (or Video)
_____At least 5 slides
_____What to wear/not to wear (male/female)
_____How to prepare for the interview
_____5 Interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked on an interview
_____5 questions that are considered illegal
_____5 questions an applicant might ask
_____Works Cited (include all research for this project)
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Name_______________________________________
Date____________________
Career Project Rubric
Résumé, Cover Letter, and Resignation Letter
Criteria
Organization
Content
Knowledge
Grammar and
Spelling
Neatness
Attachments
18-20 pts.
Information is
logical,
interesting;
spacing and
format
directions
were followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs
were present.
13-17 pts.
Student
presents
information in
logical
sequence
which reader
can follow.
Student is at
ease with
content, but
fails to
elaborate/ 1-2
elements are
missing.
6-12 pts.
Reader has
difficulty
following work
because
student jumps
around.
0-5 pts.
Sequence of
information is
difficult to
follow.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Presentation
has no
misspellings or
grammatical
errors.
Presentation
has no more
than two
misspellings
and/or
grammatical
errors.
Work has one
or two areas
that are
sloppy.
Required
samples were
present, but
were
attached out
of order.
Presentation
has three
misspellings
and/or
grammatical
errors.
Student does
not have
grasp of
information;
student work
does not
demonstrate
completion.
Work has
four or more
spelling
errors and/or
grammatical
errors.
Work has three
or four areas
that are sloppy.
Work is
Illegible or
incomplete.
Work does not
have the
appropriate
number of
required
attachments
included with
completed
work.
Required
samples were
not submitted
with
completed
work.
Work is neatly
typed in
Microsoft
Word.
Required
samples were
attached and
entire packet
was submitted
in proper
order.
Points
Total Points (20 pts. possible)
Comments:
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184
Name_______________________________________
Date____________________
Career Project Rubric
Multimedia Presentation
Process
Good - Excellent Satisfactory Below Avg.
Has clear vision of final product;
Followed directions
7, 8, 9, 10
4, 5, 6
1, 2, 3
Properly organized to complete;
Presentation was easy to follow
7, 8, 9, 10
4, 5, 6
1, 2, 3
Managed time wisely
7, 8, 9, 10
4, 5, 6
1, 2, 3
Acquired needed knowledge base;
Works Cited was included
7, 8, 9, 10
4, 5, 6
1, 2, 3
Communicated efforts with teacher
7, 8, 9, 10
4, 5, 6
1, 2, 3
Product (Project)
7, 8, 9, 10
4, 5, 6
1, 2, 3
Format (Correct # of slides)
7, 8, 9, 10
4, 5, 6
1, 2, 3
Mechanics of speaking/writing
7, 8, 9, 10
4, 5, 6
1, 2, 3
Organization and structure
7, 8, 9, 10
4, 5, 6
1, 2, 3
Creativity
7, 8, 9, 10
4, 5, 6
1, 2, 3
Demonstrates knowledge
7, 8, 9, 10
4, 5, 6
1, 2, 3
Total points (10 pts. possible)
Comments:
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185
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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186
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Portfolios
Rationale
A benefit of using portfolios is to allow the students to engage in a selfreflection of their progress. The portfolio provides an alternative means of
displaying skills and accomplishments.
Course
Practicum in
LPSCS
Unit X
Workplace
Portfolio
Essential
Question What are
employers
looking for in job
applicants?
TEKS
§130.301(c)
(6)(A)(B)
Prior Student
Learning
The student
should be able to
identify employer
expectations for
punctuality,
attendance, and
time
management
Estimated Time
3 hours
Objectives
The students will be able to:
1. Define a career portfolio
2. Identify the types of information employers want to see in a
candidate’s career portfolio
3. Prepare for post-secondary education, and/or a career, by
developing a career portfolio
4. Learn how to use a portfolio to their benefit, how to maintain a
portfolio, and what important components should be included in a
portfolio
Engage
Have students brainstorm and list attributes they think employers look at or
look for in prospective employees. Discuss how the images they post to
social networking websites and the email address names they choose can
affect their ability to get a job. Show examples, real or created, of social
networking websites and/or email addresses that might cause a potential
employer to disregard an application. Use the Discussion Rubric for
assessment.
Key Points
I. Portfolio definition
A. Reflects a student's interests and achievements
B. Exhibits a sample of a student’s work that purposefully represents
his or her efforts, progress, and achievements in one or more areas
C. Includes a student’s participation in selecting the contents, the
criteria for selection, the criteria for judging merit, and evidence of
the student’s self-reflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the student
D. Application – practical exercise that displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas showcasing growth in content
and real world skills, with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework
and testing
H. Letters of recommendation – show how others view a student
Copyright © Texas Education Agency, 2015. All rights reserved.
188
I. Special interests and awards – special interests and awards
achieved in or outside of school; a vital part of a student's total
package
III. Benefits of the portfolio process
A. Students will benefit from tangible proof of their abilities and
achievements
B. Intangible benefits come from closer self-assessment
C. Students develop a sense of pride and ownership from collecting
their best work
D. A portfolio provides future employers, scholarship committees, or
entrance committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in the portfolio
D. Replacement – insert new work, displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or wise advisor to the student
during the preparation of the portfolio
Activities
Have students create a portfolio using the Portfolio Guidelines. They will
choose a sample of their current work to add to the portfolio and evaluate
each entry by completing the Student Reflection Sheet before adding the
document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Assessments
Portfolio Rubric
Discussion Rubric
Individual Work Rubric
Materials
Portfolio computer-based presentation
Portfolio Guidelines
Student Reflection Sheet
Three-Ring Notebook
Paper protectors
Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department of Education,
http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected
Works”
Accommodations for Learning Differences
For reinforcement, students will list the components and describe the
Copyright © Texas Education Agency, 2015. All rights reserved.
189
benefits of a portfolio. Use the Individual Work Rubric for assessment.
For enrichment, students will create an internet home page for their
portfolios. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security
(Two to Three Credits).
(6) The student demonstrates technical knowledge and skills required to
pursue a career in the Law, Public Safety, Corrections and Security cluster.
The student is expected to:
(A) update professional portfolio to include:
(i) technical skill competencies;
(ii) licensures or certifications;
(iii) awards and scholarships;
(iv) extended learning experiences such as community service
and active participation in career and technical student
organizations and professional organizations;
(v) abstract of technical competencies mastered during the
practicum;
(vi) résumé;
(vii) samples of work; and
(viii) evaluation from the practicum supervisor; and
(B) present the portfolio to all interested stakeholders such as in a
poster presentation.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
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190
Student Portfolio Guidelines
Student portfolios should include:
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the student
D. Application – practical exercise that displays "real-world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas showcasing growth in content and real-world
skills, with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside
of school; a vital part of a student's total package
Copyright © Texas Education Agency, 2015. All rights reserved.
191
Name_____________
_____
Date_____________
_______
Portfolio Reflection Sheet
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
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Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
193
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
Copyright © Texas Education Agency, 2015. All rights reserved.
194
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
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Additional
Activities
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196
MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address ______________________________________
School __________________________________ Subject Taught _____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts ____________________________________
Mentee_______________________________ Email Address ________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and long-term
goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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ACTIVITY EVALUATION
CRITERIA:
Challenging
10
Not Challenging
9
8
7
6
5
4
3
Adequate Time Allowed
10
9
8
2
Inadequate Time
7
6
5
4
3
2
Assignment Very Clear
10
9
8
7
6
5
4
3
2
1
Boring
9
8
7
6
5
4
3
2
Repeat Assignment Next Year
10
1
Unclear
Interesting
10
1
9
8
1
Do Not Repeat
7
6
5
4
3
2
1
Rate the following activities using the criteria above on a scale of 1 to 10. List the name of the activity in the
space allocated. Write the total responses in the total column on the right.
ACTIVITY NAME
A
B
C
D
E
TOTAL
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 5
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College Investigation Project
OBJECTIVE: The student will research a prospective college/university and prepare informative documents.
The purpose of this activity is to introduce students to various college websites, which will serve as tools when
preparing applications.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain it is offered.
After completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board, and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. Prepare a newsletter of information regarding your chosen college/university. Use your own
creativity; therefore, delete any preloaded artwork in the newsletter and insert your own pictures,
etc.
Your newsletter will be a minimum of 2 pages long. When you print, only print the two pages. (Print Current
Page Only for each one)
You must include information from the following categories:
–
–
–
–
–
–
–
–
Admission information, including deadlines
Student Life
New Student Orientation
Sports (limit to 2 or 3 different sports and include information on each)
Clubs and Activities
Housing information (dormitories/apartments on campus)
Financial Aid
3 other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
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Emerging Leaders
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
Building blocks or other construction toys (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED:
One class period. (Make sure time is allowed for discussion and take away. Suggested discussion time: 20
minutes)
DIRECTIONS:
***Each group will invent a product using the materials provided. Groups must follow directions, interpreting
and determining how to execute the instructions as the teacher gives them. (See Group A-E below)
Teacher’s Directions:
1. ***Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
4. ***The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring
materials for the group. The procurers are the only ones who may approach the materials area. They
are to take back to their groups only what they can carry in two hands. (It is up to the teacher to decide
when to call the procurers back to the materials area to secure more materials.)
5. Make sure each member has a responsibility. Depending on the size of the group, someone may have
more than one job.
6. The spokesperson in each group will have the largest (or smallest) hand or foot. You decide.
7. Once the groups have been established and relocated within the classroom, give each group its
instructions for completing the task. Due to variations in class size, some products or decision-making
processes may be repeated.***
8. After about 10 minutes, instruct the groups that they must barter at least one of their materials with
another group. This is the job of the procurer.
9. Walk around the room, listen, and observe. You will see leaders emerge.
***Suggestions:
– Group A: Design and name a skyscraper that doubles as an aircraft. All members may provide input.
– Group B: Design and name a futuristic retail establishment. Group leader makes all decisions.
– Group C: Design and name a new tech product. All members must vote on all decisions.
– Group D: Design and name a new educational product. No talking is allowed while building the
product.
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200
– Group E: Design and name a new means of transportation. Each member will have tasks assigned by
the group leader.
** Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present its group’s product to the class, stating its directions as well as
explaining its invention. Have the members discuss the decision-making process and how they felt during the
process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
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Current Event Summary
Title of Article:
Source of Article:
State the key point of the article:
Summarize the supporting facts of the article:
What information did you learn?
Definitions to NEW WORDS: (You cannot leave this blank)
***Attach a copy of the article (or the original) to this sheet.
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(Name of Assignment or Activity)
Objective:
Procedure:
Materials Required:
Approximate Time Required:
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Personal Management
Practicum in Law, Public Safety, Corrections, and Security
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
Preparation
TEKS Correlations
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204
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Law, Public Safety, Corrections, and Security

130.301 (c)
o (2)
The student applies concepts of critical thinking and problem solving. The student is
expected to:
(A) analyze elements of a problem to develop creative and innovative solutions;
(B) critically analyze information to determine its value for the problem-solving task;
(C) compare and contrast alternatives using a variety of critical-thinking skills; and
(D) conduct technical research to gather information necessary for decision making.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
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

Personal Management slide presentation and notes
Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
• Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
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Outline
MI
OUTLINE
Days 1-3
I.
Introduce Personal Management
A. What is Personal Management?
B. What is Goal Setting?
C. Benefits of Goals
D. S.M.A.R.T. Goals
E. Short-Term Goals
F. Long-Term Goals
G. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
II.
Weekly S.M.A.R.T. Goals Planner
A. How do you use your planner?
B. Planner Expectations
III.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
IV. Mentor and Mentee Partnership
A. What is a mentor?
B. What is a mentee?
V. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
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Personal Management Terms and Definitions
1. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
2. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
3. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
4. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
5. Mentee - a person who is guided by a mentor.
6. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
7. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
8. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
TOPIC:
ESSENTIAL QUESTION?
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MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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211
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
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Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
Actions to Take to Achieve My Short-Term Goals!
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1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
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214
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
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215
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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226
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
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227
MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
Copyright © Texas Education Agency, 2015. All rights reserved.
228
MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address ______________________________________
School __________________________________ Subject Taught _____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts ____________________________________
Mentee_______________________________ Email Address ________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and long-term
goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
Copyright © Texas Education Agency, 2015. All rights reserved.
229
Career Pathways
Practicum in Law, Public Safety, Corrections, and Security
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
Preparation
Copyright © Texas Education Agency, 2015. All rights reserved.
230
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Law, Public Safety, Corrections, and Security

130.301 (c)
o
(4)
The student demonstrates verbal, nonverbal, and written communication skills in
creating, expressing, and interpreting information and ideas, including technical terminology
and information. The student is expected to:
(B) employ verbal skills when obtaining and conveying information;
(C) use informational texts, Internet websites, and technical materials to access
information sources for occupational tasks;
(E) interpret verbal and nonverbal behaviors to enhance communication;
(G) use academic skills to facilitate effective written and verbal communication.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Copyright © Texas Education Agency, 2015. All rights reserved.
231

Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
 Ask
o Why do you think it is necessary to understand what Career Pathways are?
 Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
• Show
o Career Pathways slide presentation
Copyright © Texas Education Agency, 2015. All rights reserved.
232
Outline
MI
OUTLINE
Days 1-2
I.
II.
Introduce Career Pathways
A. Objectives
B. What are Career Pathways?
C. Programs of Study
D. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
III.
IV.
Career Pathways Resources
A. Bureau of Labor Statistics
B. Department of Labor
C. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
Copyright © Texas Education Agency, 2015. All rights reserved.
233
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
Copyright © Texas Education Agency, 2015. All rights reserved.
234
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Copyright © Texas Education Agency, 2015. All rights reserved.
235
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
TOPIC:
ESSENTIAL QUESTION?
Copyright © Texas Education Agency, 2015. All rights reserved.
236
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Copyright © Texas Education Agency, 2015. All rights reserved.
237
Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you
would like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
Activity 1 – My Career Pathway
Copyright © Texas Education Agency, 2015. All rights reserved.
238
1. Which is the most important, salary or working environment? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study that
matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
Copyright © Texas Education Agency, 2015. All rights reserved.
239
Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
Copyright © Texas Education Agency, 2015. All rights reserved.
240
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Copyright © Texas Education Agency, 2015. All rights reserved.
241
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
Copyright © Texas Education Agency, 2015. All rights reserved.
242
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
Copyright © Texas Education Agency, 2015. All rights reserved.
243
the information listed above, along with anything else that you find interesting, and
respond to the reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
Copyright © Texas Education Agency, 2015. All rights reserved.
244
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Copyright © Texas Education Agency, 2015. All rights reserved.
245
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
Copyright © Texas Education Agency, 2015. All rights reserved.
100
246
Project Management
Practicum in Law, Public Safety, Corrections, and Security
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
Copyright © Texas Education Agency, 2015. All rights reserved.
247
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Law, Public Safety, Corrections, and Security
 130.301 (c)
The student demonstrates leadership and teamwork skills in collaborating with others
o (3)
to accomplish goals and objectives. The student is expected to:
(B) demonstrate teamwork skills through working cooperatively with others to achieve
tasks;
(D) demonstrate responsibility for shared group and individual work tasks;
(E) maintain effective working relationships in order to accomplish objectives and
tasks;
(F) demonstrate effective working relationships using interpersonal skills;
(G) use positive interpersonal skills to work cooperatively with others;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
Materials Needed
 Handouts for each student
Copyright © Texas Education Agency, 2015. All rights reserved.
248

o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
• Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
• Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Show
o Project Management slide presentation
Copyright © Texas Education Agency, 2015. All rights reserved.
249
Outline
MI
OUTLINE
Day 1
I.
Introduce Project Management
A. Objectives
B. What is Project Management?
C. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv.
Working on the Project
v.
Group Work
vi.
Time
vii.
Time Management
D. Summary
E. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
F. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
II.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
III.
Activity 2 – Team Project Task List
and Schedule
IV.
Assessment = Daily Activities
Copyright © Texas Education Agency, 2015. All rights reserved.
250
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
Copyright © Texas Education Agency, 2015. All rights reserved.
251
Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Copyright © Texas Education Agency, 2015. All rights reserved.
252
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
TOPIC:
ESSENTIAL QUESTION?
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MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Name ___________________________________Date ____________________ Class ____________________
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254
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Copyright © Texas Education Agency, 2015. All rights reserved.
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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256
Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Copyright © Texas Education Agency, 2015. All rights reserved.
257
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
Copyright © Texas Education Agency, 2015. All rights reserved.
258
Activity 2 - Team Project - Task List and Schedule
PROJECT
PROJECT MANAGEMENT
MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Copyright © Texas Education Agency, 2015. All rights reserved.
259
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
Copyright © Texas Education Agency, 2015. All rights reserved.
260
Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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261
Project Management Organizational Tool
Gantt Chart
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262
Scholarships for Post-Secondary Options
Law, Public Safety, Corrections and Security
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files needed to
apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with scholarship
applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
§130.301. Practicum in Law, Public Safety, Corrections, and Security (c)
(6)
The student documents technical knowledge and skills. The student is expected to:
(A)
update a professional portfolio to include:
(iii)
awards and scholarships;
(iv)
extended learning experiences such as community service and active
participation in career and technical student organizations and
professional organizations;
(vi)
résumé;
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year
2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Copyright © Texas Education Agency, 2015. All rights reserved.
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Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support (e.g.,
hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and secondary
sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to correctly and consistently use conventions of punctuation and
capitalization.
Copyright © Texas Education Agency, 2015. All rights reserved.
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(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but not limited
to, transcripts, resumes, essays, photographs, and letters of recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and submit
the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays




Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts
Copyright © Texas Education Agency, 2015. All rights reserved.
265






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
Copyright © Texas Education Agency, 2015. All rights reserved.
266
Outline
Outline
I.
II.
III.
IV.
V.
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
Instructor Notes
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
Copyright © Texas Education Agency, 2015. All rights reserved.
267
VI.
VII.
VIII.
IX.
X.
XI.
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
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Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the end of
this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to have fake
checks that can be put up on the board. You can also track how much total funding each class receives.
Summary
Review


What do you think scholarship committees are looking for when they review resumes, essays,
and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
Copyright © Texas Education Agency, 2015. All rights reserved.
269
Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships. Here are
a few to get you started.






Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx
College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:






Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarship
_senior.pdf
Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the scholarships,
but we recommend that you use it only as a directory and submit directly to the organization instead of
through the aggregator site. There are many scams where you have to pay to get scholarships. You
should never have to pay anything to receive a scholarship.
Copyright © Texas Education Agency, 2015. All rights reserved.
270
Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet the
requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your teachers
and parents. You can share documents and get help with reviewing documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing, then a
USB flash drive is a good way to bring the documents back and forth to school and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name that folder
to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of those
requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay or for a
class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending school in
Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been able to
collect. These are best if they have been signed, scanned, and can be reprinted or sent
digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require different
lengths. Therefore, if you create a new version, keep any copies in this folder and save
with the name of the file relevant to the type of resume that it is (For example, “OnePaged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
Copyright © Texas Education Agency, 2015. All rights reserved.
271
a. If you are using a collaborative drive with a calendar app, you can make this in a shared
Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a calendar in a
table in a document, spreadsheet, or a calendar template for a slide.
Copyright © Texas Education Agency, 2015. All rights reserved.
272
Scholarship Planning Rubric
0
Poor/Not Evident
1
Needs Improvement
2
Exemplary
Scholarship
Identification
Scholarships were
identified, however,
they were not an
appropriate match
for the qualifications
of the student.
Four scholarships were
identified that match the
qualifications of the
student.
Five scholarships were identified
that match the qualifications of
the student.
Folders Created
The drive is not
organized.
The drive includes a
folder for each
scholarship.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements
The requirement
listing is not
included.
Some requirements for
scholarships are missing
in the folder structure.
Requirements for each
scholarship are listed in each
folder.
Essay 1
The first essay is
missing or is too
short to be
considered for a
scholarship.
The first essay does not
align well to the prompt
or may not be
appropriate yet without
revision for scholarship
consideration.
The first essay aligns well with
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
Essay 2
The second essay is
missing or is too
short to be
considered for a
scholarship.
The second essay does
not align well to the
prompt or may not be
appropriate yet without
revision for scholarship
consideration.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
Essay 3
The third essay is
missing or is too
short to be
considered for a
scholarship.
The third essay does not
align well to the prompt
or may not be
appropriate yet without
revision for scholarship
consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Recommendations
Zero to one
recommendation
letters are included.
Two recommendation
letters are included.
Three recommendation letters
are included.
Resumes
A resume is not
A resume is included in a
A resume is included in a folder
Copyright © Texas Education Agency, 2015. All rights reserved.
273
included in a folder.
folder that needs
revisions to be able to
appropriately highlight
the student’s academic
career for scholarship
consideration.
that appropriately highlights the
student’s academic career for
scholarship consideration.
Calendar
A calendar is not
included.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean
and professional.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
The writing needs
revisions with some
errors in grammar or
mechanics.
The writing is exemplary with no
errors in grammar or mechanics.
Copyright © Texas Education Agency, 2015. All rights reserved.
274
Peer Review for Essay
Writer: ____________________________________________________________________________________
Peer Reviewer: _____________________________________________________________________________
Essay Prompt: ______________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Yes/No
Notes
Does the essay meet the prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a personal
tone and voice?
Does the essay maintain good
organization, structure, and flow?
Does the essay maintain correct
writing grammar and mechanics?
Is the essay unique and
memorable?
Copyright © Texas Education Agency, 2015. All rights reserved.
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