Career Readiness
Teacher Toolkit=

Table of Contents
Overview………………………………………………………………………………………………………………2
Lesson 1: Career Exploration and Planning……………………………………………………………..3
Activity 1: Tap into your WIFI………………………………………………………..………………….5
Activity 2: Real people, real pathways……………..………………………………………………..6
Activity 3: LinkedIn for students…………………………………………………………………….….8
Lesson 2: How to Build a Stand-Out Resume……………….…………………………………………12
Activity 1: Understanding your audience jigsaw……………………………………………….14
Activity 2: Developing your content glow and grow….……………………………….………16
Activity 3: Build your resume……………………………………………………………………..……18
Lesson 3: How to prepare students for interviews…………………………………………………..22
Activity 1: Let’s get prepared for interviews jigsaw…….……………………………..………24
Activity 2: Who do you think you are? Elevator pitch……………….…….………………..…26
Activity 3: Answer today, ace your interview tomorrow fishbowl………………..………28
About IBMSkillsBuild……………………………………………………………………………………………32
Appendix……………………………………………………………………………………………………………..33

1

Toolkit Overview
This toolkit will help you bring career readiness learning to life with students. It
includes three complete lesson plans on career exploration and planning, resume
writing, and interviewing, as well as shorter activities you can layer onto existing lessonplans.
Each lesson in this toolkit includes everything you'll need: instructions, student-facing
handouts, PowerPoint decks, learning objectives, and standards alignment. You cangrab and go or build your own lessons using the resources and activities here according
to your needs. Everything is designed for in-person and virtual learning.
Lesson 1: Career exploration and planning lesson
This 60-minute lesson plan has everything you need to teacher your students how toapproach career planning and successfully navigate the ever-changing world of work.
It includes three activities.
Lesson 2: How to build a stand-out resume
This 60-minute lesson plan has everything you need to teach your students
resumewriting skills so they can write resumes that grab employers’ attention and,most importantly, lead to interviews. It includes 3 activities.
Lesson 3: How to prepare students for interviews
This 60-minute lesson plan has everything you need to teach your students
interviewing skills so they’re ready to land that summer internship or nail their first job
interview. It includes 3 activities.
Individual activities perfect for existing lesson plans
Not looking for a whole lesson? Pick and choose from several teacher-approved
activities according to your classroom needs. Each is designed for in-person or virtual
learning and can be found within each lesson plan.

2

Lesson 1: Career Exploration and Planning
Grades:
Topic:
Length of lesson:

9-12
Career readiness60 minutes or 1-2 class periods for a full-length lesson, including
one of the three activities.

Required learning materials/resources:
•
•
•
•
•
•

Career exploration and planning PowerPoint
Real people, real pathways activity handout (included in Appendix)
LinkedIn for students activity handout (included in Appendix)
Self-assessment handout (included in Appendix)
Tech tool recommendations
Stopwatch/timer Learning objectives:

Students will be able to:● Reflect on their unique strengths, skills, and career aspirations.
● Explore examples of career paths by reading or viewing profiles of various
professionals.
● Conduct an informational interview.
● Become familiar with career exploration tools online.
● Draft a profile on LinkedIn that they can continue to refine and tailor.
Common Core Standards:
CCSS.ELA-Literacy.CCRA.W.2
CCSS.ELA-Literacy.CCRA.W.4
CCSS.ELA-Literacy.CCRA.W.6
CCSS.ELA-Literacy.CCRA.W.7
CCSS.ELA-Literacy.CCRA.W.8
CCSS.ELA-Literacy.CCRA.W.9
CCSS.ELA-Literacy.CCRA.SL.1
CCSS.ELA-Literacy.CCRA.SL.2
CCSS.ELA-Literacy.CCRA.SL.3
Overview
This 60-minute lesson plan has everything you need to teach your students how toapproach career planning, and successfully navigate the ever-changing world of work.
3

It includes materials, learning objectives and standards, activities and instructions, andstudent handouts. We also recommend tech tools that you can use to make thelearning experience fun and interactive for your students.
Introduction
When students enter the classroom or sign into class online, project the slide that
displays the quotes and question. You can also use a collaborative tool like Padlet andpost the question there.
Ask: “Do any of these quotes resonate with you? Which one(s) and why? What do you
think they have to do with your future career? Take five minutes to write down what
you would say.”
Body of lesson
Invite students to share out. If you use Padlet, give students the opportunity to readeach other’s responses before they share. If you’re teaching in person, you can cold
call or ask for volunteers. Online, you can ask students to type in the chat box. As
students are sharing, note patterns that come up in their responses.
Once several students share, emphasize the importance of making decisions for
fundamental, not instrumental, reasons.
Doing something for instrumental reasons means you think your action is a means toan end, that it’s going to take you somewhere specific. But what if it doesn’t work out?
Doing something for fundamental reasons means you think your action is inherently
valuable, regardless of what it may or may not lead to. Fundamental reasoning is moresustainable. It encourages you to align your actions with your values and allows you tohave flexibility when it comes to setting career goals.
“You must live with a certain amount of ambiguity about not knowing what’s going tohappen next, but it keeps you alert to unexpected opportunities and serendipity.”
Framing: Why do we need to learn this?

4

In an ever-changing and increasingly complex world of work, building a career is about
continually discovering how you can apply your strengths, passions, and hard work in
the world, to do something that matters.
Supporting video clips:●●

Daniel Gutiérrez on following your passion (1:51)
Finding the right job for you (2:45)

Activity 1: Tap into your WIFI (30-45 minutes)
Resources●●

Tap into your WIFI worksheet from Amba Brown
Self-assessment handout (included in Appendix)

In this activity, students will complete Amba Brown’s WIFI worksheet. This worksheet
is designed to help students identify professional areas they may want to explore,
rooted in their interests, dreams, and ambitions. The acronym “WIFI” stands for thefollowing:
W Watch Your Interests
First, students reflect on their primary interests, activities they enjoy, and traits that
may inform their career direction.
Investigate Your Options
Then, students consider the next major step in their life plan, whether traveling theworld, pursing further education, or jumping into a new career straightaway.
F Follow Your Dreams
Next, the student imagines the next five years and considers setting ambitious goals.
I “I’m interested in ____ & I’ll see where it leads me.”
Rather than committing to a single career path, students are asked to explore theirinterests and remain open-minded about future pathways by setting a broad direction
based on their interests.
1. Ask students to consider the questions on the worksheet and jot down theirinitial thoughts. Students don’t need to answer every question fully right now,
but encourage them to write down the ideas that immediately come to mind—nomatter how wild or far-fetched they might seem:
5

What interests you? List 5 ways you enjoy spending your time.
● What are your skills? List 5 things you're good at.
● How would your friends describe you? List 5 ways they'd explain what
you're like.
● If there was no chance you’d fail, what would you do? Anything at all!
●

2. Bring the class back together, and invite students to share their thoughts, withthe aim of establishing a supportive network. Understanding their classmates’
aspirations will allow students to help each other as they continue exploring
career options.
For example, one student might find a resource that isn’t useful to them, but ifthey recognize that it would be particularly helpful to another student, they canpass it along.
Optional extensions:
Direct students to Amba Brown’s longer Finding Your Path worksheet, whichdives deeper into “investigating your options”.
● Encourage students to take more time to expand on and refine their initial ideas,
and set some SMART goals.
●

Activity 2: Real people, real pathways (30-45 minutes)
Resources
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•
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Real people, real pathways activity handout for students (included in appendix)
I am a scientist profiles (22 profiles)
Video: A day in the life of Elian, Bicycle Plumber
Video: A day in the life of Shirley, Platform DriverVideo: A day in the life of Sophie, Entrepreneur
Video: A day in the life of Angie, school teacher of technology
Self-assessment handout (included in Appendix)

In this activity, students will explore professional profiles and reflect on the profiled
individuals’ traits and accomplishments, and how those traits map to each person’s
current career. This activity is designed to help students unpack their preconceived

6notions about what a career path should look like and start thinking about their own
career journey.
1. Introduce your students to the profile collection. Feel free to use the resources

provided here, or others of your choosing.
2. Take 5 minutes to review one profile as an example for the class. Feel free to use

the questions listed below, which model common questions used in an
informational interview.
Common informational interview questions:
Tell us about your person. What’s their current work role?
What was the path they took to their current role?
What do they like most about their job?
● What is the most challenging aspect of their role?
● If you were interested in a job like this one, what qualifications andexperience would you need?
●●●

3. Invite students to choose a profile and spend a few minutes reviewing it

independently. Students don’t necessarily need to choose a person working in afield they aspire to now. There is interesting information and inspiration to begained everywhere. Direct them to the common informational interview
questions to focus their attention while reviewing their profile.
4. Once all the students have had time to review their chosen profile, put them into

small groups of three or four. In their groups, students can share what theylearned with their groupmates, using the questions above to guide them.
5. Following the group sharing, bring the class back together to discuss:

What did you find most interesting or surprising?
How has this changed the way you think about career pathways, ingeneral?
● How has this changed the way you think about your future career, inparticular?
●●

Optional extensions:7Introduce the online resource, CareerVillage, and encourage students
to post a question.
Supporting video clip (3:05): How Students can get started on
CareerVillage● Highlight the value of continuing to explore career paths by doing
informational interviews. Students can use the questions above as a
guide. Together, the class may build their own profile collection as agroup blog, with each student contributing at least one post.
●

Activity 3: LinkedIn for students (30 minutes)
Resources
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•
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How to use LinkedIn activity handout for students (included in Appendix)
8 things teenagers (and their parents) need to know about LinkedIn
LinkedIn privacy settings
Video: LinkedIn for students: Top five profile to-do's
Building a great LinkedIn profile tip sheet
LinkedIn profile checklist
Self-assessment handout (included in Appendix)

In this activity, students will learn about the social media and networking platform,
LinkedIn: why it’s important (even when you’re a student just starting to think about
your career) and how best to use it.
1. Summarize what LinkedIn is and how it’s valuable even for young people justbeginning their career journey. You may use this resource as a guide: 8 things
teenagers (and their parents) need to know about LinkedIn
Framing tip:
Explain to students that LinkedIn is the world's largest professional network on theinternet. They can use LinkedIn to find the right job or internship, connect andstrengthen professional relationships, and learn the skills you need to succeed in yourcareer. All they need is an internet-connected device.
A complete LinkedIn profile can help them connect with opportunities by showcasing
their unique professional story through experience, skills, and education.

8

You can also explain to students that building a great reputation, maintaining aportfolio, and participating in a community of professionals are important habits for
future career success. Whether you’re documenting volunteer service or tracking
awards and club activities at school, LinkedIn helps you develop a “showcase”
mindset. Once you have that mindset, you’re able to have a complete repository of all
your accomplishments.
2. Review LinkedIn’s privacy settings for teens.
3. Highlight some key tips for building an effective LinkedIn profile, like:

●
●
●
●

Pick a professional picture
Write a good headline (120 characters or less)
Showcase your education
List your experience (organizations, achievements, honors, etc) ● Get
recommendations from managers, mentors, teachers, etc.

You can show students this quick supporting video (1:21): LinkedIn forstudents: Top five profile todo's
4. Invite students to start building their own LinkedIn profile independently. If

students already have a LinkedIn, you can frame this activity as a profile audit tomake sure it’s set up in the most effective way possible.
Additional resources:●●

Building a great LinkedIn profile tip sheet
LinkedIn profile checklist

5. As students work, check in with individuals to answer questions, provide

clarification, or offer suggestions.
6. Optional: Have students share their profiles with a partner to gather inspirationand ideas for improvement.
7. Encourage students to seek out feedback on their LinkedIn profile from othertrusted adults in their lives and remind them that their profile should evolve as
they gain more experience.

9Lesson Closing
No matter what activity you did (or if you do all three), give students the opportunity toreflect and set a goal for their next steps. These self-assessments will also help you
figure out what you need to do next to help them meet the learning objectives andmake meaningful progress in exploring and planning their career. Here are somesuggestions:●

You can use a tool like Mentimeter or Poll Everywhere to do a pulse check. Ask
students on a scale of 15 (1 not confident, 5 ready to explore a future careernow), how prepared they feel to start exploring and planning for their future
career. This information is also helpful for you, as you can use their responses tothink about how much more practice they need and whether or not you want to
dig deeper into this skill.

●

Create a Google Form that gives students a place to reflect and set a goal. Hereare some questions you might include:○ How prepared do you feel to explore and plan your career future?
○ What’s your next best step?
○ What do you need more help with?

You can also share additional reflection questions that students can return tothroughout their career journey, such as:
●
●
●

●

●

●
10

What are your strengths? How can you tell the difference between a weakness
and something that just needs a little more effort?
Do you know what you’re good at? If so, how could you do more of it? If not, how
could you find out?
Have you thought about what industries or organizations are looking for people
with your strengths and ambitions? What do you know about them? What could
you do to learn more?
The most valuable people bring out the best in others. Who in your life is lifting
you up? Who could you reach out to for support? How can you be a support toothers?
How are you building your professional reputation, both intentionally andunintentionally? What would a potential employer see if they Googled you? Are
you making thoughtful use of platforms like LinkedIn to promote yourself andconnect with people doing work you’re interested in?
What’s next for you?

Utilize IBMSkillsBuild’s free courses as a follow up to this lesson.
Develop Your Brand Using Social Media o How will
you tell your story? o Create your "workplacebrand" o Create your workplace tagline o Where
will you plant your workplace brand? o How will
you make your workplace brand grow?
• Focus Your Direction with Workplace Research o
Identify a job role that employers want o Turn yourskills into job roles o Identify things you value in aworkplaceo Find real opportunities now and research what it's like to work there• Professional Skills o These courses will help you get a handle on the key skills
you need to transition successfully from school to work. Take the coursesthat will help you the most, or take all five courses and the quizzes and you
can earn a credential: Working in a Digital World: Professional Skills.
•

Courses:§ Present with Purpose§ Collaborate Effectively§ Interpersonal Skills§ Deliver Quality Work with Agility§ Solving Problems with Critical and Creative Thinking*Note: You'll need to register for a free account on IBMSkillsBuild to access thiscontent.

11

Lesson 2: How to Build a Stand-Out Resume
Grades:
Topic:
Length of lesson:

9-12
Resume60 minutes or 1-2 class periods for a full-length lesson, including
one of the three activities (25-30 minutes per activity).

Overview
This 60-minute lesson plan has everything you need to teach your students
resumewriting skills so they can write resumes that grab employers’ attention and,most importantly, lead to interviews.
It includes materials, learning objectives and standards, activities and instructions, andstudent handouts. We also recommend tech tools that you can use to make thelearning experience fun and interactive for your students.
Required learning materials/resources:
●
●
●
●
●
●
●
●

Resume writing student facing PowerPoint
Understanding your audience jigsaw handouts (included in Appendix)
Developing your resume content glow and grow handout (included in Appendix)
Build your resume handouts (included in Appendix)
Self-assessment handout
Jigsaw instructions
Tech tool recommendations
Stopwatch/timer

Learning Objectives:
Students will learn about the importance of tailoring their resume to theiraudience.
● Students will draft a resume for a fictional student in response to a sample job
posting.
● Students will write accomplishment statements they can use on their resumes.
●

12Students will learn about three common resume formats, and how to choose
which format is best for them.
● Students will draft a complete resume they can continue to refine and tailor.
● Students will gain confidence and feel more comfortable about drafting andtailoring resumes for future job applications.
●

Common Core Standards:
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRA.R.4
CCSS.ELA-Literacy.CCRA.W.2
CCSS.ELA-Literacy.CCRA.W.4
Introduction
When students enter the classroom or sign into class online, project the slide that asks
the following questions. You can also use a collaborative tool like Padlet and post thequestion there:
What is a resume anyway? How are they used and why do they matter?
Invite students to share out. If you use Padlet, give students the opportunity to readeach other’s responses before they share. If you’re teaching in person, you can cold
call or ask for volunteers. Online, you can ask students to type in the chat box. As
students are sharing, note patterns that come up in their responses.
Once several students share, emphasize that a resume is a document that helps
potential employers understand who you are when applying for a job:
“You might think that your resume’s goal is to win you a great job. That’s true in the longrun. But in the hiring process, a resume’s greatest impact comes when you first apply forthe job. That’s when a company decides whether you’ll be one of a very few applicants
who are invited to a job interview.”
Body of Lesson
It’s important to format your resume in a way that allows recruiters and hiring
managers to easily scan and identify your qualifications as they pertain to a specific job
opportunity. They’re looking for one thing: how precisely your resume matches therequirements of the job they want to fill.
13

Recruiters spend an average of about six seconds reviewing a resume before making adecision to: a) continue reading, b) maybe save for later, or c) abandon and move on.
And in some companies, the “person” measuring how well you match up isn’t a humanat all! It’s a computer program on the lookout for key words and phrases.
Your resume needs to make a great first impression and fast. How can you write aresume that will help you get in the door? How do you get started?
Optional: You may want to show this video clip (5:54).
Activity 1: Understanding your audience jigsaw (30-45 minutes)
Resources
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Activity handout for students
Sample job description handout
Anonymous personal profile handout
Resume template handout
Self-assessment handout
Jigsaw instructions

In this activity, students will work together in groups of three to explore a scenario.
They will practice preparing a resume for a fictional student using three resources: ajob description, a personal profile of a potential applicant, and a resume template.
The activity is designed as a jigsaw, which is interactive and holds students
accountable for contributing to the work equally. At the end of the activity, the classwill work together to develop a rough draft of a resume for the sample applicant.
This is essentially a card-sorting activity. It can be run in an in-person class with paper
cards (cut in advance) or cut during class by the students (with scissors provided). It
can also be run as a digital activity using an online collaboration tool like Miro.
1. Share with students that the most important things they need to do to prepare a

successful resume is to understand what the employer is looking for and then torecognize how they can meet the employer’s needs.
2. Split students into groups of three.

143. Give each student a scenario (samples provided). The scenarios will include:● A basic job description● A profile of a potential applicant which includes both relevant andirrelevant details, all written as independent statements● A resume template including all the typical sections with descriptions
4. Explain the jigsaw instructions. Each student is responsible for reading andthinking about one of the documents (job description, personal profile, andresume template). Note: If you are teaching online, put each group in a different
breakout room so they can work together. Students can use a Google Doc tocollaborate.
5. Students work independently for five minutes to familiarize themselves with theinformation on their documents.
6. When five minutes are up, each person summarizes what they read and what it

made them think about with the rest of the group.

7. The group works together to determine what information should be included on

the applicant’s resume, what information should be excluded, and how it might
be organized according to the template. The group can select appropriate
statements and move them around into the various sections of the template.
8. Bring the class back together to share their ideas. Why did they make thechoices they did? Document their conclusions by building a draft resume for theapplicant in real time.

Optional extension (15 minutes):
Ask the class: what if this same applicant applied to a different position? Display
a second job description, different from the first in important ways, but still a fit
to the applicant’s goals and experience.
● Work together to edit the initial draft. What stays, what goes, how might the
information be reorganized? Compare and contrast the two versions toemphasize the importance of understanding your audience and tailoring yourresume to fit the opportunity.
●

15

Activity 2: Developing your content glow and grow (30-45 minutes)
Resources●●●

Activity handout for students (included in Appendix)
Video: “Get hired” clip
Self-assessment handout (included in Appendix)

In this activity, students will learn about “accomplishment statements”, including a
helpful formula for writing them. They’ll learn why these types of statements areimportant and useful when you’re building your resume because they show potential
employers what you did and the impact of your actions.
Students will review examples of accomplishment statements, practice drafting theirown, then pair up to give feedback on each other’s statements.
Framing tip:
Explain to students: the best way to show an employer what you can do for them is totell them what you’ve already accomplished. That’s why it’s so important to not only
tell potential hiring managers what you've done in your past roles, but also the impactof your actions. Make every word count!
Optional: You may want to show this video clip (3:04).
1. Explain what Accomplishment Statements are and how they can be used in a

resume to demonstrate your qualifications:“Accomplishment statements let employers know about your uniqueachievements. Beyond a simple list of duties or responsibilities, accomplishment
statements show how your work created an impact.”
2. Share this formula to develop strong bullet points: What + So What?
● What = The task you accomplished or were responsible for● So What? = The result or impact of your actions, or the rationale behind

what you did

16Explain that students should use specific examples and quantify results when
they can to show the scope of their work.
3. Review a few examples that reflect the importance of transferable skills:

Peer Math Tutor: “Helped fellow high school students understand and apply key
math concepts and prepare for their exams. Succeeded in helping my tutees
raise their math grades by an average of 20%.”
Assistant Childcare Supervisor: “Established a safe, enjoyable, and enrichingenvironment for children aged 5-12 by designing, preparing, and leading avariety of indoor and outdoor activities, while following appropriate safety
protocols.”
Blood Center Volunteer: “Designed a PowerPoint presentation and a poster
summarizing how and why to participate in the local blood drive, to raiseawareness about the importance of blood donation in our community.
4. Invite students to think about one or two of their relevant experiences, thendraft some accomplishment Statements that demonstrate their qualifications
powerfully and succinctly. Encourage them to use the ability verbs on the activity
handout.
5. Pair students together to share their draft Accomplishment Statements. Ask

students to give feedback (a glow and a grow), keeping in mind the What + So
What? Formula.
Optional extension (15 minutes):

17●

Give students 10 minutes to review sample job postings that sound interesting
to them, even if they’re not ready to apply for jobs yet. Point them to specificsources or provide a sample of entry-level job postings from various industries.
Ask them to read the job postings carefully, paying particular attention to how
the employer describes their ideal candidate. They can look in the qualifications,duties, and summary sections for clues.

●

Ask students to then reflect on which of their strengths, skills and experiences
overlap with employers’ wish lists? They might draw from their paid andvolunteer work, as well as school and personal life:

“Which of your attributes set you apart from other candidates? Which attributes
are worth your effort to develop further? Set some SMART goals for yourself.”
Activity 3: Build your resume (30 minutes)
Resources
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●
●
●
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Activity handout for students (included in Appendix)
Resume template handout (included in Appendix)
Resume formats article (included in Appendix)
Resume Genius resource (included in Appendix)
Self-assessment handout (included in Appendix)

This activity gives students an opportunity to build their resume based on the threemost common resume formats: chronological, functional, and combination. Each of thethree formats is summarized in this article (you’ll also find samples of each resume
format in that article).
The chronological resume format is what the majority of people use to create
their own resume. Chronological resumes begin with your contact details andresume introduction, but then immediately move into your most recent work
experience. Because hiring managers care a lot about your work experience (ifyou have any), featuring this information near the top helps them evaluate yourapplication quickly.
The functional resume format focuses on your relevant job skills. Unlike achronological resume, the functional format ignores when and where youlearned your skills. Instead of focusing on your work history, functional resumes
are used to list your strongest resume skills at the top.
A combination resume is a blend of the chronological and functional resume
formats. Combination resumes:o Lead with a core skills section (like a functional resume) o End

with a detailed work experience section (like a chronologicalresume)1. Summarize how the three main resume formats compare and contrast and sharesome basic formatting tips. The flowchart infographic from this article is a simple
tool that can help students make an informed decision about format.
18

2. Invite students to start drafting a resume that demonstrates their strongest skills

and most relevant experiences. They could do this online using a tool like Resume
Genius, or with a guided template in google docs, or with a hardcopy template (as in
the first activity in this lesson plan).
Framing tip:Remind students to consider the “What + So What?” formula (outlined in the second
activity) as they work on drafting accomplishments for their resume:●●

What = The task you accomplished or were responsible for
So What? = The result or impact of your actions, or the rationale behind what
you did

3. As students work, check in with individuals to answer questions, provide

clarification, or offer suggestions. If appropriate, have students share their resumes
with each other to gather inspiration and ideas for improvement. Encourage
students to seek out feedback from other adults in their lives.
Lesson Closing
Resource●

Self-assessment handout (included in Appendix)

No matter which activity you did, give students the opportunity to reflect and set a goal
for their next steps. These self-assessments will also help you figure out what you
need to do next to help them meet the learning objectives and grow stronger inresume-writing skills. Here are some suggestions:19●

You can use a tool like Mentimeter or Poll Everywhere to do a pulse check. Ask
students on a scale of 15 (1 not confident, 5 ready to tailor their resume now),
how prepared they feel to draft and tailor their resumes for potential employers.
This information is also helpful for you, as you can use their responses to think
about how much more guidance they need and whether or not you want to dig
deeper into this skill.

●

Create a Google Form that gives students a place to reflect and set a goal. Hereare some questions you might include:

o
o
o
o
●

How prepared do you feel to draft and tailor resumes for potential
employers?
What aspect of the resume-writing process do you feel mostconfident about?
What part of your resume do you want to work on next?
What do you need more help with?

Encourage students to continually assess their resumes and adapt them as theirgoals change and as they gain experience. Remind them to consider format andcontent. Here are some questions they can ask themselves:o Will my resume stand out in a pile?
○ Have I considered the employer’s perspective?
○ Have I shown the employer I can do the job?
○ Do the headings I use and their order reflect what is most important to theposition?
○ Do my bullet points include details about the quality and impact of my pastwork—the “So what?”○ Can I say the same thing with fewer words?
○ Is it free of spelling and grammar errors?
○ Have I asked someone to proofread it and offer feedback?
○ Is my name and key contact information up-to-date and clearly visible on
every page?
○ Is the text (font and size) easy to read?
○ Is there enough white space?
○ Is my formatting consistent?

20

Utilize IBMSkillsBuild’s free courses as a follow up to this lesson.
•••

Create a Great Professional Resume o Determine the goals of yourresume o Ensure your resume makes a good impression o Create thedifferent sections of your resume o Fine-tune your resume
Improve Your Resume Writing with Generative AI o Identify the rules tofollow to write effective prompts to generate focused and accurate
results from an AI language modelo Follow the steps to effectively write and refine a series of prompts forgenerative AI for your resume
o Demonstrate the steps to effectively write and refine your resume
Professional Skills o These courses will help you get a handle on the key
skills you need to transition successfully from school to work. Take thecourses that will help you the most, or take all five courses and thequizzes and you can earn a credential: Working in a Digital World:Professional Skills.
Courses:§ Present with Purpose§ Collaborate Effectively§ Interpersonal Skills§ Deliver Quality Work with Agility§ Solving Problems with Critical and Creative Thinking*Note: You'll need to register for a free account on IBMSkillsBuild to access thiscontent.

21

Lesson 3: How to prepare students for interviews
Grades:
Topic:
Length of lesson:

9-12Interviews
60 minutes or 1-2 class periods for a full-length lesson, including
one of the three activities (25-30 minutes per activity).

Overview
If you’re here, it means you’re looking for ways to teach your high school students
professional skills. This 60minute lesson plan has everything you need to teach yourstudents interviewing skills so they’re ready to land that summer internship or nailtheir first job interview.
It includes materials, learning objectives and standards, activities and instructions, andstudent handouts. We also recommend tech tools that you can use to make thelearning experience fun and interactive for your students.
Required learning materials/resources:
●
●
●
●
●
●
●
●
●
●
●
●

How to prepare students for interviews PowerPoint
Understanding your audience jigsaw handouts (included in Appendix)
Who do you think you are? Elevator pitch handouts (included in Appendix)
How to ace your next interview fishbowl handouts (included in Appendix)
Video: How to answer, “tell me about yourself?”
Video: How to give an elevator pitch
Written elevator pitch examples (included in Appendix)
Jigsaw instructions
Fishbowl instructions
Self-assessment handout (included in Appendix)
Tech tool recommendations
Stopwatch/timer

Learning Objectives:
Students will prepare answers to commonly asked interview questions.
Students will practice answering commonly asked interview questions.
● Students will write and deliver an elevator pitch.
●
●

22

●

Students will gain confidence and feel more comfortable about preparing for
future interviews.

Common Core Standards:
CCSS.ELA-Literacy.SL.9-10.1
CCSS.ELA-Literacy.SL.9-10.1b
CCSS.ELA-Literacy.SL.9-10.1c
CCSS.ELA-Literacy.SL.9-10.1d
CCSS.ELA-Literacy.SL.9-10.3
Introduction
When students enter the classroom or sign into class online, project the slide that has
this scenario. You can also use a collaborative tool like Padlet and post the question
there.
Imagine that you are going to an interview. The hiring manager says, “Tell me about
yourself.” How do you answer? Take five minutes to write down what you would say.
1. Invite students to share out. If you use Padlet, give students the opportunity toread each other’s responses before they share. If you’re teaching in person, you
can cold call or ask for volunteers. Online, you can ask students to type in thechat box. As students are sharing, note patterns that come up in their responses.
2. Once several students share, ask the class if this question was hard to answer?

Why or why not? Ask them if they felt prepared to answer it. Show students thisvideo to dig deeper into the debrief if you find it useful and have time.
Framing: Why do we need to learn this?
It’s likely that many students will find this hard or feel put on the spot. It’s not always
easy to talk about ourselves. Where do we begin? What’s important to share? How do
we describe ourselves without sounding arrogant? Taking the time to sit down, think,and prepare a thoughtful response to questions like, “why are you a good fit for thisjob?” and “where do you see yourself in five years?” helps us become more self-aware.
Share with students that they’ll soon have the opportunity to interview for jobs and/or
schools. Share that you want to teach them how to prepare and give them the chance
to practice in class, so they feel ready and confident when the time comes.
23

Activity 1: Let’s get prepared for interviews jigsaw (30 minutes)
Resources• Activity handout for students (included in Appendix)● Sample job description handout (included in Appendix)● Sample company description handout (included in Appendix)● Common interview questions handout (included in Appendix)● Self-assessment handout (included in Appendix)
In this activity, students will work together in groups of three to explore a professional
scenario. They will practice preparing for an interview and have three resources towork with: a job description, a company description, and a list of common interviewing
questions.
The activity is designed as a jigsaw, which is interactive and holds students
accountable for contributing to the work equally. At the end of the activity, the classwill work together to develop a checklist for interview preparation (there is also asample checklist in the activity description and the slide deck).
1. Share with students that one of the most important things they need to do for a

successful interview is to prepare and that they are going to do an activity where
they practice preparation.
Framing tip:Remind your students of the importance of going into interviews prepared. Reassure
them that even though some of these practice exercises might feel awkward at first,
everyone is here to help each other out. And that this kind of practice will lead them togreater self-awareness. Remind them that these activities are all about helping their
future selves feel confident and ready for job interviews when the time comes.
2. Split students into groups of three.
3. Give each student a scenario. The scenarios will include:▪ A job description.
▪ A company description.
▪ Common interview questions.

24Common interview questions:●●●●

What is your greatest strength?
What would your teachers say about you?
Why should we hire you?
Where do you see yourself in five years?

4. Explain the jigsaw instructions. Each student is responsible for reading andthinking about one of the documents (job description, company description, andinterview questions). Note: If you are teaching online, put each group in adifferent breakout room so they can work together. Students can use a Google
Doc to collaborate.
5. Students work independently for five minutes to familiarize themselves with theinformation on their documents.
6. When five minutes are up, each person summarizes what they read and what it

made them think about with the rest of the group.
7. The group works together to come up with answers to the interview questions.
8. Bring the class back together, and pose the question: what do we need to do toprepare for interviews?
9. Work together to draft an interview preparation checklist. Here are some ideas

for what the checklist might look like once you’ve co-created it together
Interview preparation checklist:
●
●
●
●
●
●

25

Research the company.
Read the job description.
Prepare responses to common interview questions.
Practice your responses to these questions.
Plan your outfit.
Make sure you know how long it will take you to get to the company or, if you areinterviewing online, what information and tools you need to log in.

Activity 2: Who do you think you are? Elevator pitch (30 minutes)
Resources●●●●

Activity handout for students (included in Appendix)
Video: How to make an elevator pitch
10 elevator pitch written examples
Self-assessment handout (included in Appendix)

This activity is a great way to get students thinking, talking, writing, and speaking.
Students will learn what an elevator pitch is and write their own. There are a lot of
supplementary materials that you can use to show them examples, both video andwritten. There’s also a list of writing and delivery tips. Students will practice delivering
their pitch and use glows and grows to give and get feedback.
1. Circle back to the Do Now and ask students to have their responses close by.
2. Explain that an interview is a chance to make a strong first impression, but inorder to do that, you have to be prepared. One way to prepare is to write anelevator pitch—or a quick synopsis of your background and experience.
Framing tip:Remind your students of the importance of going into interviews prepared. Reassure
them that even though some of these practice exercises might feel awkward at first,
everyone is here to help each other out. And that this kind of practice will lead them togreater self-awareness. Remind them that these activities are all about helping their
future selves feel confident and ready for job interviews when the time comes.
3. Tell students that an elevator pitch needs to be short (30-60 seconds).
4. Share this list of elevator pitch writing tips with your students.

Elevator Pitch Writing Tips:●

26

Keep it brief. Don’t tell your whole life story. Give a short recap of who you
are and what you do.

Be persuasive and positive. Like a strong thesis statement, you want to get
the hiring manager’s attention. Focus on what you want to do–not what you
don’t.
● Mention your goals. Get to the point and say what you’re looking for.
● Know your audience. Research the industry and company and notice thelanguage they use when they talk about their work, and write your elevator
pitch using that language.
●

5. Share an example. You can share a video or written examples on the slides.
6. Students write their elevator pitch.
7. Students will pair up with another student and give their pitch.
8. Ask students to give each feedback (a glow and a grow) using the Elevator Pitch

Writing Tips as a guide. Students can also use this list of criteria for how todeliver a strong elevator pitch.
Elevator Pitch Delivery Tips:
●
●
●
●
●

Don’t speak too fast.
Avoid filler words “like,” “um.”Deliver your pitch with energy and enthusiasm.
Avoid a monotone delivery and use expression.
Make eye contact.

9. There are a lot of different ways you can extend this activity. You can ask

students to make a video of themselves and then watch their elevator pitch.
They can set a goal for areas they want to keep practicing and improving on. You
can give students opportunities to keep practicing their pitch with each otherand giving and getting feedback.
Optional Do Now Recap (5 minutes)
In a subsequent class, ask students to answer: Did you have a chance to practice yourelevator pitch outside of class? How did it go? What did you learn?

27

Activity 3: Answer today, ace your interview tomorrow fishbowl (30 minutes)
Resources●●●

Activity handout for students (included in Appendix)
Common interview questions handout (included in Appendix)
Self-assessment handout (included in Appendix)

This activity gives students an opportunity to practice answering interview questions
and observe their peers’ answering questions. It’s set-up as a fishbowl or inner/outercircle, so students participate and observe. Because an interview involves both verbal
and non-verbal communication, it’s helpful for students to speak and watch. By theend of the activity, students will have a better understanding of the best practices foranswering interview questions and more confidence.
1. Tell your students that one of the most effective ways to prepare for an interview

is to practice the questions that hiring managers commonly ask.
Framing tip:Remind your students of the importance of going into interviews prepared. Reassure
them that even though some of these practice exercises might feel awkward at first,
everyone is here to help each other out. And that this kind of practice will lead them togreater self-awareness. Remind them that these activities are all about helping their
future selves feel confident and ready for job interviews when the time comes.
2. Explain that in this activity, they will have a chance to practice answering

questions and observe their classmates answering questions using a fishbowl or
inner/outer circle.
3. Display the slide that has these questions. Here are additional questions tochoose from if you want to swap out or modify.
● What is your greatest strength?
● What would your teachers say about you?
● Why should we hire you?
● Where do you see yourself in five years?

28

4. Divide students into two groups. Determine which group will be in the inner

circle (answering questions) and the students who will be in the outer circle(observing) first.
5. Set a timer for seven minutes and invite students to read the questions and jot

down notes (7-10 minutes)
6. Lower the stakes for students. Explain that the purpose of this activity is to start

to figure out some of the more effective ways to answer questions at aninterview. In addition, we are often unaware of our body language and tone, so
it’s helpful to watch and notice what people do when they deliver a strong
answer.
7. Share with students that when they are in the inner circle, they will answer

questions, and when they are in the outer circle, they will observe theirclassmates.
8. Depending on class size, decide how much time you’ll spend. Plan to spend at

least 10-15 minutes in the circle before you swap.
9. If you’re teaching online, stay in the Zoom room, and ask students in the outercircle to mute themselves. They can take notes in the chat. If you are teaching inperson, set-up your classroom, so the chairs are arranged in two circles, one
outer and one inner.
10. Now is your chance to facilitate the process and observe. Ask questions and callon students. Keep track of time.
11. Once both groups have been in the inner and outer circle, bring everyone back

together for a debrief. Here are some questions to ask:
● When you were in the outer circle, what did you observe yourclassmates saying and/or doing when they gave a strong answer?
● When you were in the inner circle answering questions, how did it feel?
What questions were easier to answer than others?
12. Share with students that you will do this activity again so they can keep

practicing, and that the more they practice, the more confident and prepared
they will feel.

29

Lesson Closing
No matter what activity you did (or if you do all three), give students the opportunity toreflect and set a goal. These self-assessments will also help you figure out what you
need to do next to help them meet the learning objectives/grow stronger ininterviewing skills. Here are some suggestions:●

You can use a tool like Mentimeter or Poll Everywhere to do a pulse check. Ask
students on a scale of 1-5 (1 not confident, 5 ready for the interview now), howprepared they feel for interviews. This information is also helpful for you, as you
can use their responses to think about how much more practice they need andwhether or not you want to dig deeper into this skill.

●

Create a form that gives students a place to reflect and set a goal. Here are somequestions you might include:○ What do you feel your interviewing strengths are?
○ What do you want to work on before you are interviewed? ○What do you need more practice with?

30

Utilize IBMSkillsBuild’s free courses as a follow up to this lesson.
••

Ace Your Professional Interview
Professional Skills o These courses will help you get a handle on the key skills
you need to transition successfully from school to work. Take the courses thatwill help you the most, or take all five courses and the quizzes and you can earna credential: Working in a Digital World: Professional Skills.
Courses:§ Present with Purpose§ Collaborate Effectively§ Interpersonal Skills§ Deliver Quality Work with Agility§ Solving Problems with Critical and Creative Thinking*Note: You'll need to register for a free account on IBMSkillsBuild to access thiscontent.

31

Power your future in tech
About theprogram

IBM SkillsBuild is a free education program focused onunderrepresented communities in tech, that helps adultlearners, and high school and university students and faculty,
develop valuable new skills and access career opportunities.
The program includes an online platform that is complemented
by customized practical learning experiences delivered incollaboration with a global network of partners.

IBM SkillsBuild Serves
High school students & teachers
Academia (students & faculty)

Priority populations include: underrepresented minorities, women,
economically disadvantaged, veterans, neurodivergent, refugees.

Our
Offering

Open version

Enhanced partner version may also include:++– Workshops– Expert conversations with IBM Coaches and Mentors– Project based learning+– Access to IBM experts and resources enable faculty
to successfully deliver training

1,000
courses

Adult learners– Access to IBM software (Cloud credits, SaaS)

20

languages

Skills(Technical& Workplace
Readiness)

Why IBM

Cybersecurity– Paid content covered by IBM e.g. Coursera, Udemy, etc.
– Specialized support by the partner through thelearning process/experience– Connecting to career opportunities

Data

Cloud

Workforce Readiness(Digital World, Job Applications,Interviewing)

Information
Technology

SoftwareEngineering

Artificial
Intelligence

FREE ACCESS

Personalized
learning paths

Content inlocal languages

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Learning paths aligned
to real job roles

Train in technology

Global partnerships
bring learning to life

Supported by
IBM global
volunteer network(e.g. cybersecurity analyst)(not only on IBM products)

Start today, learn more at skillsbuild.org
IBM is committed to skilling 30 million people by 2030

Ways of Working(Agile, Design Thinking)Appendix

Self-Assessment (5 minutes)
You can use this handout to reﬂect on the ac=vity/ies and set goals for yourself.
On a scale of 1-5, how prepared do you feel to start exploring and planning for your future career?
(Circle one: 1 = not conﬁdent, 5 = ready to plan right now)

1

2

3

4

5

What do you think is your next best step?

What do you need more help with?

Addi@onal reﬂec@on ques@ons:●

What are your strengths? How can you tell the diﬀerence between a weakness and something that just needs aliMle more eﬀort?

●

Do you know what you’re good at? If so, how could you do more of it? If not, how could you ﬁnd out?

35

●Have you thought about what industries or organiza=ons are looking for people with your strengths andambi=ons? What do you know about them? What could you do to learn more?

●

The most valuable people bring out the best in others. Who in your life is liVing you up? Who could you
reach out to for support? How can you be a support to others?

●

How are you building your professional reputa=on, both inten=onally and uninten=onally? What woulda poten=al employer see if they Googled you? Are you making thoughYul use of plaYorms like LinkedIn
to promote yourself and connect with people doing work you’re interested in?

●What’s next for you?

37

How to use LinkedIn (30 minutes)
In this ac=vity, you’ll learn more about the social media and networking plaYorm, LinkedIn: why it’s important(even when you’re a student just star=ng to think about your career) and how best to use it.
Why is LinkedIn important?
LinkedIn is the world's largest professional network on the internet. You can use LinkedIn to ﬁnd the right job orinternship, connect and strengthen professional rela=onships, and learn the skills you need to succeed in yourcareer. All you need is an internet-connected device.
A complete LinkedIn proﬁle can help you connect with opportuni=es by showcasing your unique professional
story through experience, skills, and educa=on.
On another note, building a great reputa=on, maintaining a porYolio, and par=cipa=ng in a community ofprofessionals are all important habits for future career success. Whether you’re documen=ng volunteer service
or tracking awards and club ac=vi=es at school, LinkedIn helps you develop a “showcase” mindset. Once you
have that mindset, you’re able to have a complete collec=on of all your accomplishments.
Ac@vity instruc@ons:
1. Review these key @ps for building an eﬀec@ve LinkedIn proﬁle:● Pick a professional picture● Write a good headline (120 characters or less)● Showcase your educa=on● List your experience (organiza=ons, achievements, honors, etc) ●managers, mentors, teachers, etc.

Get recommenda=ons from

2. Watch this quick video (1:21): LinkedIn for Students: Top Five Proﬁle To-Do's
3. Start building your own LinkedIn proﬁle. If you already have a LinkedIn, audit your proﬁle using the =ps andresources to make sure it’s set up in the most eﬀec=ve way possible. You can use these addi=onal resources toguide you:
● Building a great LinkedIn proﬁle =p sheet● LinkedIn proﬁle checklist

Real people, real pathways (30 minutes)
In this ac=vity, you’ll explore professional proﬁles and reﬂect on the person’s traits and accomplishments, andhow those traits map to their current career. This ac=vity is designed to help you unpack your preconceived
no=ons about what a career path should look like, and start thinking about your own career journey.
1. Choose one proﬁle from the provided professional proﬁles and spend a few minutes reviewing.

38Remember, you don’t necessarily need to choose a person working in a ﬁeld you aspire to now—there’s
interes=ng informa=on and inspira=on to be gained everywhere! Consider the following informa=onal interview
ques=ons as you’re looking at the proﬁle:●Tell us about your person. What’s their current work role?

●

What was the path they took to their current role?

●

What do they like most about their job?

●

What is the most challenging aspect of their role?

●

If you were interested in a job like this one, what qualiﬁca=ons and experience would you need?

2. Get with your small group and share what you learned with your groupmates, using the ques=ons above to
guide you. Consider the following ques=ons and jot down notes:●

What did you ﬁnd most interes=ng or surprising?

●How has this changed the way you think about career pathways, in general?

●

How has this changed the way you think about your future career, in par=cular?

Build your resume (30 minutes)
In this ac=vity, you’ll work on actually building your resume based on the three most common resume formats:chronological, func=onal, and combina=on.
The chronological resume format is what the majority of people use to create their own resume. Chronologicalresumes begin with your contact details and resume introduc:on, but then immediately move into your mostrecent work experience. Because hiring managers care a lot about your work experience (if you have any),
featuring this informa:on near the top helps them evaluate your applica:on quickly.

39

The func0onal resume format focuses on your relevant job skills. Unlike a chronological resume, the func:onal
format ignores when and where you learned your skills. Instead of focusing on your work history, func:onal
resumes are used to list your strongest resume skills at the top.
A combina0on resume is a blend of the chronological and func:onal resume formats. Combina:on resumes:●

Lead with a core skills sec:on (like a func:onal resume)●

End with a detailed work experience sec:on (like a chronological resume)Start draVing a resume that demonstrates your strongest skills and most relevant experiences using the provided
template.
Consider the “What + So What?” formula as you work on draVing accomplishment statements for your resume:●

What = The task you accomplished or were responsible for●

So What? = The result or impact of your ac=ons, or the ra=onale behind what you did

Here are a few examples:
Peer Math Tutor: “Helped fellow high school students understand and apply key math concepts and prepare for
their exams. Succeeded in helping my tutees raise their math grades by an average of 20%.”
Assistant Childcare Supervisor: “Established a safe, enjoyable, and enriching environment for children aged 5-12 bydesigning, preparing, and leading a variety of indoor and outdoor ac:vi:es, while following appropriate safety
protocols.”
Blood Center Volunteer: “Designed a PowerPoint presenta:on and a poster summarizing how and why topar:cipate in the local blood drive, to raise awareness about the importance of blood dona:on in our community.

Developing your resume content (30 minutes)
The best way to show an employer what you can do for them is to tell them what you’ve already accomplished.
That’s why it’s so important to not only tell poten=al hiring managers what you've done in your past roles, butalso the impact of your ac=ons.
In this ac=vity, you’ll write accomplishment statements for your resume and review your statements with apartner.
What’s an accomplishment statement?
Your accomplishment statements should follow a formula: What + So What?
●

What = The task you accomplished or were responsible for●

So What? = The result or impact of your ac=ons, or the ra=onale behind what you did

40

You should use speciﬁc examples and quan=fy results when you can to show the scope of your work. Here are a
few examples:
Peer Math Tutor: “Helped fellow high school students understand and apply key math concepts, and prepare for
their exams. Succeeded in helping my tutees raise their math grades by an average of 20%.”
Assistant Childcare Supervisor: “Established a safe, enjoyable, and enriching environment for children aged 5-12 bydesigning, preparing, and leading a variety of indoor and outdoor ac:vi:es, while following appropriate safety
protocols.”
Blood Center Volunteer: “Designed a PowerPoint presenta:on and a poster summarizing how and why topar:cipate in the local blood drive, to raise awareness about the importance of blood dona:on in our community.

1. DraR your accomplishment statements using the prompts below.
●

Look over each ability (management, communica=on, etc.). For each ability, highlight or circle up to
three verbs that you could apply to something you’ve done in school or at work.

●

Write a short sentence using highlighted verbs to describe what you did and how it turned out.

For example:“I organized a successful phone campaign to sell ads in the school
newspaper”“I collaborated with a graphic ar=st to create a new phone app.”
Highlight up to three ability verbs...

Management

delegated developed directed evaluated improved increased organizedplanned produced reviewed scheduled coordinated… to describe things you’ve accomplished41

Highlight up to three ability verbs...
Communica@on

arranged collaborated corresponded developed directed draVed edited
persuaded promoted publicized recruited translated… to describe things you’ve accomplished

Highlight up to three ability verbs...

42

Research

clariﬁed collected cri=qued evaluated examined iden=ﬁed interpretedinterviewed organized reviewed summarized… to describe things you’ve accomplished

Highlight up to three ability verbs...
Technical

assembled built designed maintained operated programmed remodeled
repaired… to describe things you’ve accomplished43

Highlight up to three ability verbs...

Crea@veacted created customized designed directed established integrated
introduced originated performed planned… to describe things you’ve accomplished

Highlight up to three ability verbs...

44

Helping

assisted coached demonstrated educated familiarized guided mo=vatedreferred represented… to describe things you’ve accomplished

Highlight up to three ability verbs...
Organizing

approved arranged collected compiled implemented monitoredorganized prepared… to describe things you’ve accomplished

2. Get with a partner and share your draR Accomplishment Statements. Give feedback on your partner’s
accomplishment statements, keeping in mind the What + So What? formula. Get feedback on your own
statements.

45

Feedback notes:

Self-Assessment (5 minutes)
You can use this handout to reﬂect on the ac=vity/ies and set goals for yourself.
On a scale of 1-5, how prepared do you feel to draR and tailor your resume fora poten@al employer?
(Circle one: 1 = not conﬁdent, 5 = ready to write my resume right now)

1

2

3

What aspect of the resume-wri@ng process do you feel most conﬁdent about?

What part of your resume do you want to work on next?

What do you need more help with?

46

4

5

Other ques@ons to keep in mind as you work on your resume:●●

Will my resume stand out in a pile?
Have I considered the employer’s perspec=ve?

●

Have I shown the employer I can do the job?

●Do the headings I use and their order reﬂect what is most important to the posi=on?

●

Do my bullet points include details about the quality and impact of my past work—the “So what?”●

Can I say the same thing with fewer words?

●

Is it free of spelling and grammar errors?

●

Have I asked someone to proofread it and oﬀer feedback?

●Is my name and key contact informa=on up-to-date and clearly visible on every page?

●

Is the text (font and size) easy to read?

●Is there enough white space?

47

Your NameYour Cell Phone NumberYour Email Address[BE SURE TO DELETE ALL THE INSTRUCTIONS INSIDE SQUARE BRACKETS!][Op$onal Summary: adjust it as you apply for diﬀerent types of jobs]

Who you are, what you want to accomplish in your career, and how that is a match for the speciﬁc job you are applying for.

Educa@on[Enter your high school experience here, in reverse order]

High School name, class of [date], [GPA if B average or above]●[opDonal] What you did and a good outcome that relates to this job opportunity●[Add more bullet points as needed][Add previous high schools and outcomes if appropriate][If you are applying for a technical job or one that requires speciﬁc courses, add relevant classes you’ve taken, online courses, or othercerDﬁcaDons you’ve earned]

Experience[Enter past jobs, internships, work site visits, mentoring, and any career themed porColios or class projects here. If you haven’t done any of these yet,
delete this sec$on]

Your most recent experience, date range
Most advanced posi:on you held●

What you did in this posiDon, and a good outcome that relates to this job opportunity[Add previous experiences, posiDons, and outcomes if appropriate.]

Skills & Interests[List any skills you didn’t cover above that would be relevant to this posi$on. This is a great place to include volunteering, clubs, par$cipa$on in
aIerschool groups, or other experiences that may be relevant to employers]

48●

A skill that relates to this job opportunity●[Add more skills as appropriate)Ac@vi@es[Only include this sec$on if you’re just star$ng out and didn’t have much to write in the other sec$ons of your resume]●

Name of acDvity that relates to this job opportunity, acDvity agency●[Add more acDviDes as appropriate]Awards & Achievements[If you have received any awards or achievements for what you’ve done, list them here. Otherwise delete this sec$on]●

Name of Award that relates to this job opportunity, awarding agency, date●

[Add more awards as appropriate]49

Watson AI Engineer - High School InternshipRole and responsibili@es
Are you interested in becoming a part of the future of Ar=ﬁcial Intelligence in business and industry? Want tolearn, push boundaries, spark ideas? Then join us on the Watson AI team and we will encourage you to explore
new and innova=ve things and deliver work that will capture people's imagina=on.
Join us and be part of our high school internship program for future technology leaders. The Watson AI HighSchool Internship Program is for top-performing and talented rising high school seniors. The program aims todevelop, accelerate and inform your educa=on and career paths through one-to-one mentoring, training andhands-on experience.
You will work with Watson engineers in a wide range of posi=ons including, but not limited to development, IT
and visual design. The interns will use Watson services to implement selected AI projects. You'll par=cipate
alongside the Watson engineers and data scien=sts as they build Watson AI services and solve customer
problems. The high school internship posi=on is expected to start in January 2022.
Required technical and professional exper@se
We are looking for rising high school seniors from all backgrounds who meet the following criteria:●

Demonstrated history of achievement in academics and related extracurricular ac=vi=es.

●

Excellent communica=on and interpersonal skills. You can work well in a team environment and speak
publicly.

●

Passionate about technology, learning, providing solu=ons to challenging problems.

Preferred Technical and Professional Exper@se●

6 months to 1 year experience in Applying Problem Solving Techniques

About Business Unit
Digi=za=on is accelera=ng the ongoing evolu=on of business, and clouds—public, private, and hybrid—enable
companies to extend their exis=ng infrastructure and integrate across systems. IBM Cloud provides the security,control, and visibility that our clients have come to expect. We are working to provide the right tools andenvironment to combine all of our client’s data, no maMer where it resides, to respond to changing market
dynamics.
Being You @ IBM

50

IBM is commiMed to crea=ng a diverse environment and is proud to be an equal opportunity employer. All
qualiﬁed applicants will receive considera=on for employment without regard to race, color, religion, gender,
gender iden=ty or expression, sexual orienta=on, na=onal origin, gene=cs, disability, age, or veteran status. IBM
is also commiMed to compliance with all fair employment prac=ces regarding ci=zenship and immigra=on status.
This sample job descrip2on is based on a real internship descrip2on from IBM posted in 2019.

51

This proﬁle includes statements about a ﬁc22ous high school student named Leah Valdovinos.
Leah Valdovinos
Cheese Louise Burgers Server,
2018 - 2019●

Provided prompt and friendly customer service at a popular and busy restaurant●Managed cash and credit card transac=ons using a point of sale system ● Trusted to train new hires

Passionate problem-solver and aspiring programmer interested in using AI tools to solve real business problems
Bilingual in Spanish and English
Johnson City Blood Dona=on Center
Marke=ng and Promo=ons Volunteer, 2020 - Present●

Promote dona=on events and recruit new donors in my local community●

Raise awareness about the importance of blood dona=on on social media●

Designed a slide presenta=on and a poster that summarized how and why to par=cipate in the local
blood drive

Proud Democrat
Des=na=on Imagina=on
Tournament Par=cipant, 2015 - 2021●

Competed as part of a team for six years running at Des=na=on Imagina=on's state-level event, acelebra=on of crea=vity, collabora=on, and innova=on●

Won ﬁrst place in our category in 2018 and 2020, and received the Renaissance Award in
2020, a rare honor that recognizes outstanding skill in engineering and design

Relevant Coursework●

Advanced Computer Science●

Student Leadership● Digital Media
Ernest Moore High School
High School Diploma, expected June 2021
Bailey Middle School52

Graduated in 2017, with a GPA of 3.8
Earnest Moore Coding ClubClub Member, 2019 - Present●

Teach new club members advanced programming techniques●Compete as a team on community, state, and na=onal programming challenges●

Led our team to win third place in the 2019 TechTogether Hackathon

Eldest in a family of three, regularly responsible for caring for younger siblings
Coding skills: Java, Python, HTML, CSS
Life=me member of the The Brute Hornets Fan Club, and eight-=me Fan of the Month. Go Hornets!
Run at least 8 miles twice per week
Leah Valdovinos 123-456-7890
leah.valdoninos@mymail.com
linkedin.com/in/leahvaldovinos
Type 70+ words per minuteResponsible and ambi=ous student, seeking to apply my customer service experience and excellent =me
management skills to the internship at your company
Self-employed Tutor, 2019 - Present●

Provide tutoring in Computer Science and Spanish to fellow high school students●

Have grown my client base steadily over three years through targeted promo=on and wordof-mouthreferrals●

Monitor tutees' improvements through a tracking spreadsheet, succeeded in helping my tutees raise
their grades by an average of 20%

Addi=onal skills: Communica=on, Public speaking, Customer service, Leadership and planning Received theEarnest Moore Community Ci=zenship Award in 2020 for most volunteer hours served53Understand your audience (30 minutes)
In this ac=vity, you’ll work together in groups of three to build a resume for a ﬁc=onal student. You and yourgroupmates will have three resources to work with:●a job descrip=on,●

an anonymous personal proﬁle, and ● a resume template.

Each of you should be responsible for reading and thinking about one of these three resources. Hint: Take notes
here and / or open up a new Google Doc to collaborate.
Step 1: Decide who will review which resource.
Step 2: Split up and take 5 minutes to get familiar with the informa=on in your resource.
Step 3: Come back together and explain to the group what you read and what you think about what you read.
Think about the ques=ons: Which parts of the student’s proﬁle should go on their resume? Why?
Step 4: Take the remaining =me to ﬁll out the resume template with statements from the ﬁc=onal student’s
proﬁle.
Job descrip@on notes:

Fic@onal proﬁle notes:

54

Resume template notes:

55

Answer Today, Ace the Interview Tomorrow(30 minutes)
In this ﬁshbowl ac=vity, you’ll have the chance to prac=ce answering common interview ques=ons and observe
your classmates answering ques=ons, too. When you’re in the inner circle, you’ll answer ques=ons. When you’rein the outer circle, you’ll observe your classmates.
Step 1: Review the featured ques=ons, consider your responses, and jot down your notes.

56

During the ac@vity, think about the following ques=ons:●●

When you were in the outer circle, what did you observe your classmates saying and/or doing when
they gave a strong answer?
When you were in the inner circle answering ques=ons, how did it feel? What ques=ons were easier toanswer than others?

Write down your thoughts.

57

Step 3: To close the ac=vity, we’ll debrief as a class. Keep your notes above close at hand.

Common interview quesKons
Helpful hints to use when answering interview ques=ons:●

Use complete sentences and answer the en=re ques=on●

Responses should be professional, rather than casual or personal58

●

To answer ques=ons requiring a situa=on or example, (1) describe the speciﬁc situa=on you wereinvolved in, (2) explain your ac=ons, and (3) state the outcome/s.

●

Try to avoid yes or no responses, ﬁller words (uh, huh, okay, like), and nega=ve comments or
descrip=ons.

Write down your thoughts and prac@ce answering common interview ques@ons.
Tell me about yourself.

Why do you want to...
●work here?

●

go to school here?

●

get into this program?

What are your greatest strengths?

What are your weaknesses?

What was the last good book you read?

Tell me about a =me when...

59●

you overcame an obstacle.

●

resolved a conﬂict.

●

showed leadership.

Why do you think you are a good ﬁt for this posi=on/college/program?

Where do you see yourself in 5/10 years?

What has been your greatest achievement?

How would a previous supervisor or teacher describe you?

What are your professional goals? What are your educa=onal goals?

I see _______________ on your resume. Tell me more about that. What were your day to day responsibili=es?

60

I see you don’t have much professional work experience on your resume. What skills do you have that willtranslate well to the work environment?

Give me an example of a =me you had to think outside the box.

Give me an example of how you manage compe=ng priori=es.

What mo=vates you?

Who inspires you?

Give me an example of a =me you went above and beyond.

Why should I hire you? What makes you beMer than other candidates?

61

What is your availability?

Examples of Unusual Interview Ques@ons
Why would companies ask ques=ons like this? What are they looking for in your response?

“If you could throw a parade of any caliber through the oﬃce what type of parade would it be?” (Zappos)“If you were on an island and could only bring 3 things, what would you bring?” (Yahoo)“If you were a pizza deliveryman how would you beneﬁt from scissors?” (Apple)“Do you believe in Big Foot?” (Norwegian Cruise Lines)“What was the last giV you gave someone?” (Gallup)“You’re a new addi=on to the crayon box. What color would you be and why?” (Urban OuYiMers)“Are you more of a hunter or a gatherer?” (Dell)

Self-Assessment (5 minutes)
You can use this handout to reﬂect on the ac=vity/ies and set goals for yourself.

62

On a scale of 1-5, how prepared do you feel to go to an interview?
(Circle one: 1 = not conﬁdent, 5 = ready for the interview right now)

1

2

3

4

5

What do you feel your interviewing strengths are?

What do you want to work on before you are interviewed?

What do you need more prac@ce with?

Who Do You Think You Are? Elevator Pitch(30 minutes)
An interview is your chance to make a strong ﬁrst impression. But in order to do that, you have to be prepared.
One way to prepare is to write an elevator pitch—or a quick synopsis of your background and experience. In thisac=vity, you’ll write an elevator pitch and prac=ce delivering it with a partner.
Step 1: Have your answer to the ques=on “tell me about yourself” close by.

63

Step 2: Review this list of elevator pitch =ps:●

Keep it brief (30-60 seconds). Don’t tell your whole life story. Give a short recap of who you are and what
you do.

●Be persuasive and posi=ve. Like a strong thesis statement, you want to get the hiring manager’s
aMen=on. Focus on what you want to do–not what you don’t.

●

Men=on your goals. Get to the point and say what you’re looking for.

●

Know your audience. Research the industry and company and no=ce the language they use when theytalk about their work, and write your elevator pitch using that language.

Step 3: Watch this quick video (4mins) on how to write an elevator pitch and review some wriMen examples.
Step 4: Write your own elevator pitch.

Step 5: Get with a partner and prac=ce delivering your elevator pitch to a partner. Keep the following delivery=ps in mind:●●

Don’t speak too fast.
Avoid ﬁller words “like,” “um.”●Deliver your pitch with energy and enthusiasm.

●

Avoid a monotone delivery and use expression.

●

Make eye contact.

Take notes: What is your partner doing well? How might they improve?

64

Step 6: Give your partner feedback using the wri=ng and delivery =ps above as a guide. Take notes: What did you
do well? How might you improve?

65