Room # 32
Ms. Sonya Eaton
Structure of Class
Career Exploration is an introductory course designed to assist students in (a) discovering their personal strengths and abilities, (b) understanding opportunities available to them in different career areas, and (c) practicing skills necessary to excel in the workforce and in postsecondary learning. Students in this course will learn and exhibit soft skills (e.g. teamwork, creative thinking, and problem solving), as well as more technical skills (e.g. written communications) related to career exploration and experience. Students will also learn about and be exposed to existing CTE pathways and elective focus options within a high school setting and will learn how to successfully transition into a district recognized career academy or program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects.**
Absolutely NO food is allowed. NO EXCEPTIONS! Students are to remain in their assigned seats until dismissed by the teacher—not the bell! Students are always expected to demonstrate respect and good behavior.
1st Quarter Focus Standards
Personal Assessment and Goal Development
1. Summarize the results of multiple available personal assessment tools (such as, but not limited to instruments determining: interests and aptitudes, personality traits, learning styles, career choice alignments, personal values, etc.) to develop a personal profile and reflect thoughtfully on the results. Ensure summaries cite specific textual evidence from the results and compare and contrast results with prior knowledge or opinions. Throughout the course, continue to refer back to the results of the profile to connect individual strengths and interests with goal setting, planning, and projects. (TN Reading 1, 2, 9; TN Writing 9)
2. Write, monitor, and revise long-term (over 5 years), mid-term (1 - 5 years), and short-term (a year or less) personal goals, defining desired personal, education, career, and earning milestones in each set – working to learn and define relevant key terms where appropriate. Evaluate factors that may influence these goals, including family responsibilities and personal profile results, individual values, and economic conditions. (TN Reading 4; TN Writing 4)
3. Comparing information in personal profile and desired short-, mid-, and long-term goals, identify areas where support and development may be needed and create (and continue to build throughout the course) a personal toolkit of multiple available resources (physical and digital) to assist with educational achievement, personal growth and development, and career advancement. Vet resources for the toolkit by assessing the extent to which each resource addresses a particular claim or recommendation for addressing a challenge or problem. (TN Reading 8; TN Writing 8)
4. Using information about personal learning style and/or personality traits, research and select appropriate study habits, organizational strategies, stress reduction, and time management tactics to improve personal academic achievement and future career success. Test hypothesis about appropriate strategies by following steps to techniques and tools precisely and provide updates (via oral report, teacher-student check-in meetings, or personal reflection journal) about how the techniques did or did not improve achievement. (TN Reading 3, 9; TN Writing 10)
5. Conduct a research project, citing at multiple sources, to analyze and describe how skills learned in school (including academic, technical, and “soft skills”) benefit an individual in postsecondary training, career, and society. Articulate importance of specific skills that will be focus of high school, including literacy, numeracy, critical thinking and problem solving. (TN Reading 2, TN Writing 7)
6. Research and articulate, in an informative essay, the importance of honesty and integrity in academics and career by describing appropriate and non-appropriate practices in topics such as writing/plagiarism, internet security, identity theft, workplace ethics, and interpersonal relationships/bullying. Using case-studies or comparing and contrasting situational results, identify and practice (throughout the course) appropriate personal practices and strategies. (TN Writing 2)
7. Demonstrate appropriate communication at various levels. Develop and practice active listening skills and effective oral and written communications, appropriate to task and audience, to overcome communication barriers. Demonstrate effective note-taking strategies to summarize main points and speaker/author meanings from multiple sources such as lectures, journals, websites, and/or textbooks/manuals. Address the class in using a public-speaking activity. (TN Reading 2, 5; TN Writing 4).
Qualities for Success
8. Analyze and describe how interpersonal and leadership skills (such as respecting differences within groups, personal responsibility, and articulating a clear vision) are necessary to maintain quality relationships and success in postsecondary training and the workplace. Identify, develop, and practice specific skills through team projects in the course.
9. Research and demonstrate understanding of characteristics and tactics for handling difficult conversations, resolving conflict, and giving and receiving constructive criticism.
10. Explore available course options for high school elective focus and/or CTE program of study using available resources (such as high school catalog, academy marketing materials, interviews with teachers and/or upperclassmen students, CollegeForTN.gov planning tools, etc.). Include information about potential early postsecondary (dual credit, dual enrollment, CLEP, AP, IB, Cambridge, etc.) and work-based learning (practicum course, internship, school-based enterprise, co-op, etc.) opportunities in addition to extracurricular opportunities (Career and Technical Student Organizations, sporting teams, service organizations, academy activities, fine arts organizations, etc.). Using results of personal profile and mid- and long-term personal goals, identify potential pathways to continue to explore throughout the course. (TN Writing 7)
**References to other standards include:
• TN Reading: Tennessee State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; Reading Standards for Literacy in Science and Technical Subjects 6-12.
o Note: While not directly aligned to one specific standard, students who are engaging in activities outlined above should be able to also demonstrate fluency in Standards 5 and 10 at the conclusion of the course.
• TN Writing: Tennessee State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
o Note: While not directly aligned to one specific standard, teachers who are encouraging consistent writing and revising of work products should have students who are able to also demonstrate fluency in Standards 5, 6,3 and 10 at the conclusion of the course.
* IDT 602. Summarize key supporting ideas and details in complex passages
It is the student’s responsibility to check with the teacher for assignments missed. These assignments should be completed at an appropriate time approved by the teacher. The number of days given to make up work will be comparable to the number of days missed. Students can work with the teacher to find a day and time before/after school to make up long assignments. A grade of zero (0) is given for any assignment not made up on time. All make-up work is the responsibility of the student—not the teacher.
Regular school attendance is important and essential for the academic development of students. Excessive absences (excused and unexcused) from school or tardies to class and/or early dismissals from class are detrimental to such development. Class attendance is VERY important. Students are responsible for giving absentee notes to the teacher as they enter the classroom upon returning to school following an absence or an early dismissal. We will follow the Humboldt Jr/Sr High School’s attendance policy outlined in the Student Handbook.
Grades will be entered each week into power school. You will receive a participation grade as well as grades for any assignments and/or projects assigned. I do not assign busy work. Any work assigned will be graded and feedback will be given.
A 93 – 100
B 85 – 92
C 75 – 84
D 70 – 74
F 69 or below
Student Signature Date