CED-MS.S2
 CED-MS.S2 Standard 2:
Career Development 
Standards Structure
- Content Standards are listed at the top of the list and are the general statements of what students need to know and be able to do.
- Topics are listed below the standards and further clarify a specific area of the standard.
- Topic 2.1: Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
- T1c: Develop Career Awareness
- T1b: Develop Employment Readiness
- Topic 2.2: Employ strategies to achieve future career goals with success and satisfaction.
- T2a: Acquire Career Information
- T2b: Identify Career Goals
- Topic 2.3: Understand the relationship between personal qualities, education, training and the world of work.
- T3a: Acquire knowledge to Achieve Career Goals
- Student competencies, listed below the topics, are the specific learning expectations for students..
Calculation Method for Standards
Standards are larger groups of related topics. So the Standard Score is a calculation of all the related topics. So click on the student competences identifiers name below each Topic to access the learning targets and proficiency
scales for each related Performance Expectations. |
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CED-MS.S2.T1b
Standard 2: Career Development
Topic 2.1 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
CED-MS.S2.T1b: Develop Employment Readiness
Competencies
-
CED-MS.S2.T1b.11 Acquire employability skills such as working on a team, problem-solving and organizational skills
- CED-MS.S2.T1b.12 Apply job readiness skills to seek employment opportunities
- CED-MS.S2.T1b.13 Demonstrate knowledge about the changing workplace
- CED-MS.S2.T1b.14 Learn about the rights and responsibilities of employers and employees
- CED-MS.S2.T1b.15 Learn to respect individual uniqueness in the workplace
- CED-MS.S2.T1b.16 Learn how to write a résumé
- CED-MS.S2.T1b.17 Develop a positive attitude toward work and learning
- CED-MS.S2.T1b.18 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace
- CED-MS.S2.T1b.19 Utilize time-and task-management skills
Calculation Method for Topics
Topics are larger groups of related student competencies. So the Topic Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard
to access the learning targets and proficiency scales for each related Performance Expectations. |
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CED-MS.S2.T1b.12
(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.12 Apply job readiness skills to seek employment opportunities.
Student Learning Targets:
Knowledge Targets
- I can complete online and paper job applications. (C:A2.2)
- I can recognize the elements of online and paper job applications.
Reasoning Targets
Skills (Performance) Targets
- I can demonstrate understanding of quality interview skills. (C:A2.2)
-
Eye Contact -keeps eye contact with audience most of the time
- Body Language- uses natural gestures and movements, looks poised and confident
- Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
- Proper attire- wears clothing appropriate for the occasion
Product Targets
- I can produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
-
completes online and paper job applications. (C:A2.2)
- demonstrates limited understanding of quality interview skills. (C:A2.2)
- Eye Contact makers infrequent eye contact, reading notes most of the time
- Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence
- Voice- speaks clearly and loudly most of the time, but at a faster than usual pace, occasionally uses filler words
- Proper Attire- makes some attempt to wear clothing appropriate for the occasion
- produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- recognize and are able to complete the elements of online and paper job applications. (Sub-Standard C:A2.2)
- no errors in spelling or grammar
- written in industry standards expectations
- demonstrate understanding of quality interview skills. (Sub-Standard C:A2.2)
- Eye Contact -keeps eye contact with audience most of the time
- Body Language- uses natural gestures and movements, looks poised and confident
- Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
- Proper Attire- wears clothing appropriate for the occasion
- produce a quality (final draft) personal resume or Q-brief. (Sub-Standard C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
visual asthetics (Sub-Standard C:A2.6)
- verbal and non-verbal communications (Sub-Standard C:A2.2)
- creation of personal resume without assistance of RUReadyND.com (Sub-Standard C:A2.6)
Resources
Websites
- Title of website with a URL to open in a new window
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CED-MS.S2.T1b.14
(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.14 Learn about the rights and responsibilities of employers and employees.
Teacher Proficiency Scale
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- completes online and paper job applications. (C:A2.2)
- demonstrates limited understanding of quality interview skills. (C:A2.2)
- Eye Contact makers infrequent eye contact, reading notes most of the time
- Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence
- Voice- speaks clearly and loudly
most of the time, but at a faster than usual pace, occasionally uses filler words
- Proper attire- makes some attempt to wear clothing appropriate for the occasion
- produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- recognize and are able to complete the elements of online and paper job applications. (C:A2.2)
- no errors in spelling or grammar
- written in industry standards expectations
- demonstrate understanding of quality interview skills. (C:A2.2)
- Eye Contact -keeps eye contact with audience most of the time
- Body Language- uses natural gestures and movements, looks poised and confident
- Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
- Proper attire- wears clothing appropriate for the occasion
- produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- visual aesthetics (C:A2.6)
- verbal and non-verbal communications (C:A2.2)
- creation of personal resume without assistance of RUReadyND.com (C:A2.6)
Resources
Websites
- Title of website with a URL to open in a new window
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CED-MS.S2.T1b.16
(CED) Standard 2: Career Development
Topic 2.1 Develop Employment Readiness
CED-MS.S2.T1b.16 Learn how to write a résumé.
Teacher Proficiency Scale
Student Learning Targets:
Knowledge Targets
- I can complete online and paper job applications. (C:A2.2)
- I can recognize the elements of online and paper job applications.
Reasoning Targets
Skills (Performance) Targets
- I can demonstrate understanding of quality interview skills. (C:A2.2)
- Eye Contact -keeps eye contact with audience most of the time
- Body Language- uses natural gestures and movements, looks poised and confident
- Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
- Proper attire-
wears clothing appropriate for the occasion
Product Targets
- I can produce a quality (final draft) personal resume or Q-brief. (C:A2.6)
(e.g. grammatically correct, aesthetically pleasing)
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- completes online and paper job applications. (C:A2.2)
- demonstrates limited understanding of quality interview skills. (C:A2.2)
- Eye Contact makers infrequent eye contact, reading notes most of the time
- Body Language- uses few gestures which don’t look natural, slight fidgeting or nervous movement but showing some poise and confidence
- Voice- speaks clearly and loudly
most of the time, but at a faster than usual pace, occasionally uses filler words
- Proper attire- makes some attempt to wear clothing appropriate for the occasion
- produces a sub-standard personal resume. (C:A2.6) (e.g. noticeable grammatical errors, plain or inconsistent format)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- recognize and are able to complete the elements of online and paper job applications. (C:A2.2)
- no errors in spelling or grammar
- written in industry standards expectations
- demonstrate understanding of quality interview skills. (C:A2.2)
- Eye Contact -keeps eye contact with audience most of the time
- Body Language- uses natural gestures and movements, looks poised and confident
- Voice- speaks clearly and loudly changing tone at an appropriate pace, rarely uses filler words
- Proper attire- wears clothing appropriate for the occasion
- produce a quality (final draft) personal resume or Q-brief. (C:A2.6) (e.g. grammatically correct, aesthetically pleasing)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- visual aesthetics (C:A2.6)
- verbal and non-verbal communications (C:A2.2)
- creation of personal resume without assistance of RUReadyND.com (C:A2.6)
Resources
Websites
- Title of website with a URL to open in a new window
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CED-MS.S2.T2a
Standard 2: Career Development
Topic 2.2 Employ strategies to achieve future career goals with success and satisfaction.
CED-MS.S2.T2a Acquire Career Information
Competencies:
-
CED-MS.S2.T2a.01 Apply decision-making skills to career planning, course selection and career transition
- CED-MS.S2.T2a.02 Identify personal skills, interests and abilities and relate them to current career choice
- CED-MS.S2.T2a.03 Demonstrate knowledge of the career-planning process
- CED-MS.S2.T2a.04 Know the various ways in which occupations can be classified
- CED-MS.S2.T2a.05 Use research and information resources to obtain career information
- CED-MS.S2.T2a.06 Learn to use the Internet to access career-planning information
- CED-MS.S2.T2a.07 Describe traditional and nontraditional career choices and how they relate to career choice
- CED-MS.S2.T2a.08 Understand how changing economic and societal needs influence employment trends and future training
Calculation Method for Topics
Topics are larger groups of related student competencies. So the Topic Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard
to access the learning targets and proficiency scales for each related Performance Expectations. |
|
CED-MS.S2.T2a.02
(CED) Standard 2: Career Development
Topic 2.2a Acquire Career Information
CED-MS.S2.T2a.02 Identify personal skills, interests and abilities and relate them to current career choice.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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CED-MS.S2.T2a.03
(CED) Standard 2: Career Development
Topic 2.2 Acquire Career Information
CED-MS.S2.T2a.03 Demonstrate knowledge of the career-planning process.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
|
|
CED-MS.S2.T2a.05
(CED) Standard 2: Career Development
Topic 2.2 Acquire Career Information
CED-MS.S2.T2a.05 Use research and information resources to obtain career information.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
|
|
CED-MS.S2.T2b
Standard 2: Career Development
Topic 2.2 Employ strategies to achieve future career goals with success and satisfaction.
CED-MS.S2.T2b Identify Career Goals
Competencies:
-
CED-MS.S2.T2b.09 Demonstrate awareness of the education and training needed to achieve career goals
- CED-MS.S2.T2b.10 Assess and modify their educational plan to support career
- CED-MS.S2.Tb2.11 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience
- CED-MS.S2.T2b.12 Select course work that is related to career interests
- CED-MS.S2.T2b.13 Maintain a career-planning portfolio
Calculation Method for Topics
Topics are larger groups of related student competencies. So the Topic Score is a calculation of all the related student competencies. So click on the student competences identifiers name below each Standard
to access the learning targets and proficiency scales for each related Performance Expectations. |
|
CTE Career Education Development Standards Book
