This lesson is designed to follow the Intermediate SAEs:The Next Step. The objective is to continue to move students through the research and development of their Foundational Career SAE. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the advanced level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

To help the students self analyze their strenghts and weaknesses I have them complete a "Me" poster.  The poster is folded intor 4 quadrants with a diamond in the middle.  The students fill in each quadrant answering why, what, how and what if.  This really gets them thinking about why they are the way they are.  They decorate their posters and then they identify three employability skills that they think they have fully developed and can demonstrate at work.  The students share their posters and then apply their self awareness to their career interest.  

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program.8: Business & Community Partnerships addresses business and community partner recruitment, partnership structure and the wide variety of activities partners should be engaged in to support the program of study and ensure programs are aligned with workforce needs.

Welcome to one of 12 Business, Marketing and Information Technology Quality Modules! The purpose of these modules is to illustrate quality examples of each of the 2018 ACTE Quality CTE Framework elements. Regardless if you are in a pre-service education program or an experienced educator, these modules will benefit your future and business & marketing program11. Work-based Learning addresses the delivery of a continuum of work-based learning involving sustained, meaningful interactions with industry or community professionals that foster in-depth, firsthand engagement with the tasks required in a given career field. Experiences may be delivered in workplaces, in the community, at educational institutions and/or virtually, as appropriate, and include a range of activities such as workplace tours, job shadowing, school-based enterprises, internships and apprenticeships.

ACP Programs typically have students gather artifacts throughout high school to represent their learning and growth.  Many times these artifacts are gathered in a portfolio format.  This particular reflection on student learning is completed by having students complete an oral reflection about a particular artifact of their choice. The rubric is provided for the presentation with the intent that the student is able to link their experiences in and outside of the classroom to soft skills they will need in their future as a student and employee.  This type of reflection can reinforce current soft skills emphasized in your district and help student make the connection between school and career.

The students create an E-Portfolio using Google Sites.  The students create a resume and cover letter that they include in their E-portfolio.  In addition, the students have to upload six artifacts from a list provided on the rubric.  The E- portfolio is something they can add to throughout high school, edit, and keep as they move toward achieving their career goal.  The students share their E-portfolio with the class once they complete the project.  The students learn how important it is to be able to demonstrate their skills to their future employers.  

This is a resource to help schools and teachers that want to connect students with local businesses. The general timeline for this would include the following.Making connections with local businessesInviting those businesses to come in to speak with students, or better yet getting students to those businesses.Giving opportunities for students to job shadow, pursue school-to-work opportunities, or a Youth Apprenticeship opportunity.

The activity shows students how to write an effective email to ask for an informational interview across a variety of real-world situations. Each time, students learn to use a single email to introduce themselves, build trust and show authenticity.Learning outcome: A well-written “cold call” email for an informational interview can open a new door and lead to career opportunities in all kinds of ways.----Special note: you have a sample pack activity that accompanies Danny Rubin's book, Wait, How Do I Write This Email?, a collection of 100+ templates for networking, the job search and LinkedIn.Each book features 40+ additional classroom activities on more in-demand topics, including:Email etiquetteNetworkingInternship/job search emailsResumeLinkedInPhone etiquetteSee the 100+ activities from the Rubin Education online curriculum (covers employability, business promotion and leadership)If you'd like to explore the additional material and learn about pricing, please fill out this short contact form and a Rubin Education learning specialist will follow up with you. 

Site provides resources, tools, goal planning, and personal assessments to assist with education and career planning, and to assist with personal, finance, and professional goal planning

This article discusses many options that students have to gain work experience and learn on the job.

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.

A Leadership Curriculum with a Community Service Framework can help achieve and strengthen SEL and leadership skills necessary in today's world. Whether your group meets virtually, in-person, or a blend of the two, this program is set to go!

How do you find the time and resources to integrate leadership training and community service into the curriculum? With Lead4Change it’s easy!

We understand the choices you have as you try to give your students the best educational leadership experience; which is why all of our materials are aligned to current education standards. The lessons have been used and approved by over 11,000 educators and road-tested by 1.8 Million students since 2012. The lessons in the program have been carefully aligned to the WI State Standards for CCTS. The alignment allows teachers to plan strategically to incorporate the Lead4Change lessons seamlessly into their classroom and expand to meet classroom needs.

We know you don’t want to leave your students' future up to chance. By using the FREE Lead4Change program, you are creating transformation in your students and real change in your community. Your students will remember you, and this experience, for a lifetime!
• Certificates of completion for all students
• Graduation Honor Cords for seniors
• School Certification after 2 years
• Based on leadership principles from the book, 'Taking People with You,' by David Novak
• Full teacher and student lesson plans are accessible on the website
• After completing the lessons and a project, students share their leadership story by entering the Lead4Change Challenge and become eligible for charity and school grants up to $10,000.

This free program integrates into core classes but also fits well for advisory time, CTE classes, association/clubs, and more.

Full teacher and student lesson plans are accessible on the website: Lead4Change.org. This is a free program perfect for advisory time, clubs/associations, CTE classes, and any subject area!

Students will research various metal alloys used to make automobile products that they use in their everyday life and report their findings on a poster board and collaborate on a discussion board.

In this project, students will explore various careers associated with metalworking through research from the Occupational Outlook Handbook and real local job listings. They will then create a tailored resume for a job listing of their choice, showcasing the needed skills and relevant education/training and work history. The goal is to help students understand the different career paths in metalworking and the needed skills and education they will need to develop  to increase their employability in the industry as well as learn how to create a professional resume document. 

Make the Lead4Change Student Leadership Program the best new idea for your school this year!  Leadership + Service = Measurable Change.  FREE lessons and amazing outcomes. Students lead, lives are changed.  Get started today with ready-to-use lessons, resources and more at Lead4Change.orgTry Lesson One now!  To access the rest, register at www.lead4change.org/join.    In the meantime, check out the 1-minute video  What is Lead4Change?

A parent permission slip that is used for a student manager role in a coffeeshop style school based enterprise. 

Students at Oshkosh West High School put their culinary skills to the test by launching a pop-up Italian restaurant on Thursday as part of a Senior Transitions class.The student-led pop-up restaurant titled, Okie Gnocchi, aims to teach students a range of valuable skills in a real workplace setting in hopes of setting students up for success after high school.The entire process included applying and interviewing for their roles, learning to master cooking, and refining their customer service abilities.  

Students will solve a personal problem using the A3 model after discussing the decision making and problem solving process.

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.