CED-MS.S2.T1a.09
 (CED) Standard 2: Career Development
Topic 2.1a Develop Career Awareness
CED-MS.S2.T1a.09 Develop hobbies and vocational interests.
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.T1a.10
(CED) Standard 2: Career Development
Topic 2.1a Develop Career Awareness
CED-MS.S2.T1a.10 Balance between work and leisure time.
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.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. |
|
CED-MS.S2.T1b.11
(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.11 Acquire employ-ability skills such as working on a team, problem-solving and organizational skills.
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.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
|
|
CED-MS.S2.T1b.13
(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.13 Demonstrate knowledge about the changing workplace.
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.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
|
|
CED-MS.S2.T1b.15
(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.15 Learn to respect individual uniqueness in the workplace.
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.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
|
|
CED-MS.S2.T1b.17
(CED) Standard 2: Career Development
Topic 2.1b Develop Employment Readiness
CED-MS.S2.T1b.17 Develop a positive attitude toward work and learning.
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
|
|
CTE Career Education Development Standards Book
