| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(b) General requirements. This course is recommended
for students in Grade 12. Prerequisite: at least one Level 2 or higher
career and technical education course. Students shall be awarded two
credits for successful completion of this course.
(1) A student's employment experience connected with
this course must be related to the student's program of study.
(2) A student may repeat this course one time for credit
provided that the student is experiencing different aspects of an
industry and demonstrating proficiency in additional and more advanced
knowledge and skills.
(3) A student may not earn more than six credits for
any combination of career preparation courses selected from Career
Preparation General, Career Preparation for Programs of Study, and
Extended Career Preparation.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) Career planning is a critical step and is essential
to success. Applying to multiple career and technical education clusters,
the career preparation courses provide students with a framework for
current employment and future career opportunities to become productive
and contributing members of society.
(3) Career Preparation for Programs of Study provides
additional opportunities for students to develop business and industry
employment experiences, which must be related to the student's current
program of study alongside advanced classroom instruction. The goal
is to prepare students with a variety of skills to transition from
job- to career-mindedness. This course provides a continuing focus
on collaborative feedback between the employer, teacher, and student.
Career Preparation for Programs of Study expands on Career Preparation
General by increasing rigor, supporting student attainment of academic
standards, and effectively preparing students for college and career
success.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student applies and evaluates employability
skills to improve the student's marketability within the workplace.
The student is expected to:
(A) differentiate between a job and a career;
(B) refine an industry-specific professional portfolio
or resume;
(C) identify appropriate sources for writing and obtain
letters of recommendation;
(D) model proper interview skills based on a chosen
career cluster;
(E) evaluate the effectiveness of various methods to
gain employment;
(F) describe how having a job can lead to a career
and self-sufficiency; and
(G) identify and explain work-based benefits such as
health insurance, direct deposit, and retirement contributions.
(2) The student demonstrates essential skills necessary
for success in the workplace. The student is expected to:
(A) maintain appropriate hygiene, grooming, and attire
for the workplace;
(B) model appropriate workplace etiquette in physical
and digital environments;
(C) justify time-management decisions to fulfill responsibilities
and meet deadlines;
(D) analyze employer expectations by reflecting on
evaluations;
(E) demonstrate effective listening skills used in
the workplace through appropriate interactions with customers and
coworkers; and
(F) cultivate and improve professionalism by continuously
being dependable, working hard, respecting authority, solving problems,
taking initiative, communicating effectively, and listening actively.
(3) The student applies and enhances academic knowledge
and skills in the workplace. The student is expected to:
(A) integrate mathematical concepts into business transactions
such as counting inventory, calculating discounts, and conducting
cash transactions;
(B) compare earning potential for careers within a
selected program of study with personal financial goals;
(C) analyze and apply data from industry-specific tables,
charts, or graphs to generate solutions to problems; and
(D) analyze and synthesize information from electronic
communications, including forms, reports, or summaries.
(4) The student demonstrates leadership qualities by
applying work ethic, job expectations, multicultural considerations,
and communication skills in the workplace. The student is expected
to:
(A) identify positive interpersonal skills, including
conflict resolution, effective communication, and respect for all
people, and model these skills as a mentor with peers;
(B) apply effective verbal, nonverbal, written, or
electronic communication skills to a variety of audiences;
(C) define personal integrity and evaluate its effects
on human relations in the workplace;
(D) classify a variety of working relationships into
functional and dysfunctional characteristics; and
(E) participate in leadership and career-development
activities related to a selected program of study.
(5) The student models ethical codes of conduct and
legal responsibilities within school and the workplace. The student
is expected to:
(A) evaluate provisions of the Fair Labor Standards
Act;
(B) analyze the legal consequences of violating privacy
laws related to Family Educational Rights and Privacy Act (FERPA),
Health Insurance Portability and Accountability Act (HIPAA), and Children's
Online Privacy Protection Act (COPPA);
(C) research and describe laws governing different
professions within a selected program of study;
(D) analyze organizational policies and procedures
and ethical standards from the student's current place of employment;
and
(E) interpret and evaluate the rights and responsibilities
of employers and employees.
(6) The student applies concepts and skills related
to safety in the workplace. The student is expected to:
(A) research and describe different types of identity
theft to identify associated risks and prevention strategies;
(B) identify and evaluate consequences of breach of
personal and occupational safety practices in the workplace;
(C) model safe working practices at a training station;
(D) evaluate the impact of Occupational Safety and
Health Administration regulations in the workplace; and
(E) analyze how physical health and mental wellness
practices influence career longevity and satisfaction in a career
within a selected program of study.
(7) The student models the skills that support employment
retention and advancement. The student is expected to:
(A) create a personal growth plan that identifies relevant
certifications, postsecondary opportunities, and technical skills
required for various levels of employment based on a chosen career
within a selected program of study and describe how to obtain them;
(B) develop short- and long-term Specific, Measurable,
Attainable, Realistic, Time-Bound (SMART) goals based on personal
and professional growth plans;
(C) analyze the rewards and demands of career advancement;
(D) model appropriate self-advocacy in various workplace
scenarios;
(E) compare current employee performance evaluations
to previous evaluations to identify areas of growth and opportunities
for continued development; and
(F) evaluate and compare employment advancement considerations
such as salaries, benefits, and qualifications.
(8) The student analyzes postsecondary career opportunities
within a selected program of study. The student is expected to:
(A) research and compare declining and growth industries
across career clusters;
(B) identify and analyze future job growth within a
selected program of study based on societal needs;
(C) analyze the skills required to be successful in
emerging industries;
(D) identify continuing education opportunities to
determine education and training requirements for future careers within
a selected program of study;
(E) research and evaluate entrepreneurial opportunities
related to a selected program of study; and
(F) evaluate how personal priorities such as interests,
abilities, and family responsibilities may influence career choice.
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