Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT › ENFORCEMENT AND IMPLEMENTATION › Appendix E - Academic Standards for Career Education and Work

Current through Register Vol. 54, No. 28, July 13, 2024
XXXVII. TABLE OF CONTENTS
Introduction...XXXVIII.
THE ACADEMIC STANDARDS
Career Awareness and
						Preparation...13.1.
A. Abilities and Aptitudes
B. Personal Interests
C. Nontraditional Workplace Roles
D. Local Career Preparation Opportunities
E. Career Selection Influences
F. Preparation for Careers
G. Career Plan Components
H. Relationship Between Education and Career
Career Acquisition (Getting a
						Job)...13.2.
A. Interviewing Skills
B. Resources
C. Career Acquisition Documents
D. Career Planning Portfolios
E. Career Acquisition Process
Career Retention and
						Advancement...13.3.
A. Work Habits
B. Cooperation and Teamwork
C. Group Interaction
D. Budgeting
E. Time Management
F. Workplace Changes
G. Lifelong Learning
Entrepreneurship...13.4.
A. Risks and Rewards
B. Character Traits
C. Business Plan
Glossary...XXXIX.
XXXVII. INTRODUCTION
The Academic Standards for Career Education and Work
						reflect the increasing complexity and sophistication that students experience
						as they progress through school. Career Education and Work Standards describe
						what students should know and be able to do at four grade levels (3, 5, 8 and
						11) in four areas:
* 13.1 Career Awareness and Preparation
* 13.2 Career Acquisition (Getting a Job)
* 13.3 Career Retention and Advancement
* 13.4 Entrepreneurship
Pennsylvania's economic future depends on having a
						well-educated and skilled workforce. No student should leave secondary
						education without a solid foundation in Career Education and Work. It is the
						rapidly changing workplace and the demand for continuous learning and
						innovation on the part of the workers that drive the need to establish academic
						standards in Career Education and Work.
Through a comprehensive approach, Career Education and
						Work Standards complement all disciplines and other academic standards. If
						Pennsylvania's students are to succeed in the workplace, there are certain
						skills that they need to obtain prior to graduation from high school. These
						skills have been identified in the Career Education and Work Standards, but it
						is up to individual school districts to decide how they are to be taught.
						Districts can implement integration strategies within existing disciplines or
						can implement stand-alone courses to specifically address these
						standards.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
13.1. Career Awareness and
								Preparation
13.1.3. GRADE 3
13.1.5. GRADE 5
13.1.8.
								GRADE 8
13.1.11. GRADE 11
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his maximum
								potential and to acquire the knowledge and skills needed to:
A. Recognize that individuals have unique
								interests.
A. Describe the impact of individual interests and abilities
								on career choices.
A. Relate careers to individual interests, abilities
								and aptitudes.
A. Relate careers to individual interests, abilities and
								aptitudes.
B. Identify current personal interests.
B.
								Describe the impact of personal interest and abilities on career choices.
B. Relate careers to personal interests, abilities and aptitudes.
B. Analyze career options based on personal interests, abilities,
								aptitudes, achievements and goals.
C. Recognize that the roles of individuals at home,
								in the workplace and in the community are constantly changing.
C.
								Relate the impact of change to both traditional and nontraditional careers.
C. Explain how both traditional and nontraditional careers offer or
								hinder career opportunities.
C. Analyze how the changing roles of
								individuals in the workplace relate to new opportunities within career choices.
D. Identify the range of jobs available in the
								community.
D. Describe the range of career training programs in the
								community such as, but not limited to: * Two-and-four year colleges * Career
								and technical education programs at centers (formerly AVTS) and high schools *
								CareerLinks * Community/recreation centers * Faith-based organizations * Local
								industry training centers * Military * Registered apprenticeship * Vocational
								rehabilitation centers * Web-based training
D. Explain the relationship
								of career training programs to employment opportunities.
D. Evaluate
								school-based opportunities for career awareness/preparation, such as, but not
								limited to: * Career days * Career portfolio * Community service * Cooperative
								education * Graduation/senior project * Internship * Job shadowing * Part-time
								employment * Registered apprenticeship * School-based enterprise
E. Describe the work done by school personnel and
								other individuals in the community.
E. Describe the factors that
								influence career choices, such as, but not limited to: * Geographic location *
								Job description * Salaries/benefits * Work schedule * Working
								conditions
E. Analyze the economic factors that impact employment
								opportunities, such as, but not limited to: * Competition * Geographic location
								* Global influences * Job growth * Job openings * Labor supply * Potential
								advancement * Potential earnings * Salaries/benefits * Unemployment
E.
								Justify the selection of a career.
F. Explore how people prepare for careers.
F. Investigate people's rationale for making career choices.
F. Analyze the relationship of school subjects, extracurricular
								activities and community experiences to career preparation.
F. Analyze
								the relationship between career choices and career preparation opportunities,
								such as, but not limited to: * Associate degree * Baccalaureate degree *
								Certificate/licensure * Entrepreneurship * Immediate part/full time employment
								* Industry training * Military training * Professional degree * Registered
								apprenticeship * Tech Prep * Vocational rehabilitation centers
G. Explain why education and training plans are
								important to careers.
G. Identify the components of a career plan, such
								as, but not limited to: * Beginnings of career portfolio * Career goals *
								Individual interests and abilities * Training/education requirements and
								costs
G. Create an individualized career plan including, such as, but
								not limited to: * Assessment and continued development of career portfolio *
								Career goals * Cluster/pathway opportunities * Individual interests and
								abilities * Training/education requirements and financing
G. Assess the
								implementation of the individualized career plan through the ongoing
								development of the career portfolio.
H. Explain how workers in their careers use what is
								learned in the classroom.
H. Connect personal interests and abilities
								and academic strengths to personal career options.
H. Choose personal
								electives and extra curricular activities based upon personal career interests,
								abilities and academic strengths.
H. Review personal high school plan
								against current personal career goals and select postsecondary opportunities
								based upon personal career interests.
13.2. Career Acquisition (Getting
								a Job)
13.2.3. GRADE 3
13.2.5.
								GRADE 5
13.2.8. GRADE 8
13.2.11.
								GRADE 11
Pennsylvania's public schools shall
								teach, challenge and support every student to realize his maximum potential and
								to acquire the knowledge and skills needed to:
A. Identify appropriate speaking and listening
								techniques used in conversation.
A. Apply appropriate speaking and
								listening techniques used in conversation.
A. Identify effective
								speaking and listening skills used in a job interview.
A. Apply
								effective speaking and listening skills used in a job interview.
B. Discuss resources available in researching job
								opportunities, such as, but not limited to: * Internet * Magazines * Newspapers
B. Identify and review resources available in researching job
								opportunities, such as, but not limited to: * Internet * Magazines * Newspapers
B. Evaluate resources available in researching job opportunities, such
								as, but not limited to: * CareerLinks * Internet (i.e. O*NET) * Networking *
								Newspapers * Professional associations * Resource books (that is
Occupational Outlook Handbook, PA Career Guide
)
B.
								Apply research skills in searching for a job. * CareerLinks * Internet (i.e.
								O*NET) * Networking * Newspapers * Professional associations * Resource books
								(that is
Occupational Outlook Handbook, PA Career Guide
)
C. Compose a personal letter.
C. Compose
								and compare a business and a personal letter.
C. Prepare a draft of
								career acquisition documents, such as, but not limited to: * Job application *
								Letter of appreciation following an interview * Letter of introduction *
								Request for letter of recommendation * Resume
C. Develop and assemble,
								for career portfolio placement, career acquisition documents, such as, but not
								limited to: * Job application * Letter of appreciation following an interview *
								Letter of introduction * Postsecondary education/ training applications *
								Request for letter of recommendation * Resume
D. Identify the importance of developing a plan for
								the future.
D. Identify individualized career portfolio components,
								such as, but not limited to: * Achievements * Awards/recognitions * Career
								exploration results * Career plans * Community service involvement/projects *
								Interests/hobbies * Personal career goals * Selected school work * Self
								inventories
D. Develop an individualized career portfolio including
								components, such as, but not limited to: * Achievements * Awards/recognitions *
								Career exploration results * Career plans * Community service
								involvement/projects * Interests/hobbies * Personal career goals * Selected
								school work * Self inventories
D. Analyze, revise and apply an
								individualized career portfolio to chosen career path.
E. Discuss the importance of the essential
								workplace skills, such as, but not limited to: * Dependability * Health/safety
								* Team building * Technology
E. Apply to daily activities, the
								essential workplace skills, such as, but not limited to: * Commitment *
								Communication * Dependability * Health/safety * Personal initiative *
								Scheduling/time management * Team building * Technical literacy * Technology
E. Explain, in the career acquisition process, the importance of the
								essential workplace skills/knowledge, such as, but not limited to: * Commitment
								* Communication * Dependability * Health/safety * Laws and regulations (that is
								Americans With Disabilities Act, child labor laws, Fair Labor Standards Act,
								OSHA, Material Safety Data Sheets) * Personal initiative * Self-advocacy *
								Scheduling/time management * Team building * Technical literacy * Technology
E. Demonstrate, in the career acquisition process, the application of
								essential workplace skills/knowledge, such as, but not limited to: * Commitment
								* Communication * Dependability * Health/safety * Laws and regulations (that is
								Americans With Disabilities Act, child labor laws, Fair Labor Standards Act,
								OSHA, Material Safety Data Sheets) * Personal initiative * Self-advocacy *
								Scheduling/time management * Team building * Technical literacy * Technology
13.3. Career Retention and
								Advancement
13.3.3. GRADE 3
13.3.5. GRADE 5
13.3.8.
								GRADE 8
13.3.11. GRADE 11
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his maximum
								potential and to acquire the knowledge and skills needed to:
A. Identify attitudes and work habits that
								contribute to success at home and school.
A. Explain how student
								attitudes and work habits transfer from the home and school to the workplace.
A. Determine attitudes and work habits that support career retention
								and advancement.
A. Evaluate personal attitudes and work habits that
								support career retention and advancement.
B. Identify how to cooperate at both home and
								school.
B. Explain the importance of working cooperatively with others
								at both home and school to complete a task.
B. Analyze the role of each
								participant's contribution in a team setting.
B. Evaluate team member
								roles to describe and illustrate active listening techniques: * Clarifying *
								Encouraging * Reflecting * Restating * Summarizing
C. Explain effective group interaction terms, such
								as, but not limited to: * Compliment * Cooperate * Encourage *
								Participate
C. Identify effective group interaction strategies, such
								as, but not limited to: * Building consensus * Communicating effectively *
								Establishing ground rules * Listening to others
C. Explain and
								demonstrate conflict resolution skills: * Constructive criticism * Group
								dynamics * Managing/leadership * Mediation * Negotiation * Problem
								solving
C. Evaluate conflict resolution skills as they relate to the
								workplace: * Constructive criticism * Group dynamics * Managing/leadership *
								Mediation * Negotiation * Problem solving
D. Explain how money is used.
D. Explain
								budgeting.
D. Analyze budgets and pay statements, such as, but not
								limited to: * Charitable contributions * Expenses * Gross pay * Net pay * Other
								income * Savings * Taxes
D. Develop a personal budget based on career
								choice, such as, but not limited to: * Charitable contributions *
								Fixed/variable expenses * Gross pay * Net pay * Other income * Savings *
								Taxes
E. Discuss how time is used at both home and
								school.
E. Develop a personal schedule based on activities and
								responsibilities at both home and school.
E. Identify and apply time
								management strategies as they relate to both personal and work situations.
E. Evaluate time management strategies and their application to both
								personal and work situations.
F. Identify the changes in family and friend's
								roles at home, at school and in the community.
F. Describe the impact
								of role changes at home, school, and at work, and how the role changes impact
								career advancement and retention.
F. Identify characteristics of the
								changing workplace including Americans With Disabilities Act accommodations,
								and explain their impact on jobs and employment.
F. Evaluate strategies
								for career retention and advancement in response to the changing global
								workplace.
G. Define and describe the importance of lifelong
								learning.
G. Describe how personal interests and abilities impact
								lifelong learning.
G. Identify formal and informal lifelong learning
								opportunities that support career retention and advancement.
G.
								Evaluate the impact of lifelong learning on career retention and advancement.
13.4. Entrepreneurship
13.4.3. GRADE 3
13.4.5. GRADE 5
13.4.8.
								GRADE 8
13.4.11. GRADE 11
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his maximum
								potential and to acquire the knowledge and skills needed to:
A. Define entrepreneurship.
A. Identify the
								risks and rewards of entrepreneurship.
A. Compare and contrast
								entrepreneurship to traditional employment, such as, but not limited to: *
								Benefits * Job security * Operating costs * Wages
A. Analyze
								entrepreneurship as it relates to personal career goals and corporate
								opportunities.
B. Describe the character traits of successful
								entrepreneurs, such as, but not limited to: * Adaptability * Creative thinking
								* Ethical behavior * Leadership * Positive attitude * Risk-taking
B.
								Discuss the entrepreneurial character traits of historical or contemporary
								entrepreneurs.
B. Evaluate how entrepreneurial character traits
								influence career opportunities.
B. Analyze entrepreneurship as it
								relates to personal character traits.
C. Describe age-appropriate entrepreneurial
								opportunities, such as, but not limited to: * Bake sale * Crafts * Lemonade
								stand * Pet care
C. Discuss the steps entrepreneurs take to bring their
								goods or services to market, such as, but not limited to: * Marketing *
								Production * Research and development * Selection of goods and
								services
C. Identify and describe the basic components of a business
								plan, such as, but not limited to: * Business idea * Competitive analysis *
								Daily operations * Finances/budget * Marketing * Productive resources (human,
								capital, natural) * Sales forecasting
C. Develop a business plan for an
								entrepreneurial concept of personal interest and identify available resources,
								such as, but not limited to: * Community based organizations (that is chambers
								of commerce, trade/technical associations, Industrial Resource Centers) *
								Financial institutions * School-based career centers * Small Business
								Administration services (that is SCORE, Small Business Development Centers,
								Entrepreneurial Development Centers) * Venture capital
Academic Standards for Career Education and Work
XXXIX. GLOSSARY
Americans With Disabilities Act
(
								Pub. L. No.
								101-336):
The Americans With
								Disabilities Act is a Federal civil rights law that prohibits discrimination
								and for ensuring equal opportunity for persons with disabilities in employment,
								state and local government services, public accommodations, commercial
								facilities, transportation and requiring the establishment of TDD/telephone
								relay services.
Aptitudes:
Capacity to
								learn and understand.
Associate degree:
A postsecondary degree
								typically earned within a 2-year time frame.
Baccalaureate degree:
A postsecondary
								degree, also known as a bachelor's degree, typically earned within a 4-year
								time frame from a college or university.
Benefits:
Something of value that an
								employee receives in addition to a wage or salary. Examples include health and
								life insurance, vacation leave, retirement plans, and the like.
Budget:
A financial plan that summarizes
								anticipated income and expenditures over a period of time.
Business plan:
A prepared document
								detailing the past, present and future of an organization.
Career and technical centers:
Schools that
								educate secondary students and adults through academic instruction, job
								preparation and acquisition of occupational skills leading to credentials or
								employment, or both, in specific industries. The centers also provide
								opportunities for transition to postsecondary education and continuing
								education.
Career cluster:
A grouping of related
								occupations, which share similar skill sets.
Career days:
Special events that allow
								students to meet with employers, career development specialists,
								community-based organization representatives and postsecondary educators.
								Events are designed to encourage students to gain information about careers and
								job opportunities.
Career plan:
A document developed by the
								student that identifies a series of educational studies and experiences to
								prepare them for postsecondary education or work, or both, in a selected career
								cluster or area.
Career portfolio:
An ongoing,
								individualized collection of materials (electronic or hard copy) that documents
								a student's educational performance, career exploration and employment
								experiences over time. While there is no standard format that a career
								portfolio must take, it typically includes a range of work, containing
								assignments by the teacher/counselor and selections by the student. It serves
								as a guide for the student to transition to postsecondary education or the
								workplace, or both.
Career retention and advancement:
Career
								retention is the process of keeping a job. Career advancement is the process of
								performing the necessary requirements to progress in a career.
CareerLinks:
A cooperative system that
								provides one-stop delivery of career services to job seekers, employers and
								other interested individuals.
Certificate/licensure:
A document, issued
								by associations, employers, educational institutions, government, and the like,
								confirming that one has fulfilled the requirements and is able to perform to a
								specified level of proficiency within a career field.
Child labor laws:
Legislation governing the
								employment of children under the age of 18.
Competitive analysis:
A tool that allows a
								business to identify its competitors and evaluate their respective strengths
								and weaknesses.
Cooperative education:
A structured method
								of instruction whereby students alternate or coordinate their high school
								studies with a job in a field related to their academic or career
								objectives.
Entrepreneurs:
Individuals who engage in
								the process of organizing, managing and assuming the risk of a business or
								enterprise.
Entrepreneurship:
The process of
								organizing, managing and assuming the risks of a business or enterprise.
Fair Labor Standards Act:
A Federal law
								that defines overtime and wage requirements (
								26 U.S.C.A. §§
															201 -
								219 ).
Fixed/variable expenses:
Fixed expenses are
								regular in their timing and amount, and include things such as rent, mortgage,
								car payment and insurance. Variable expenses are irregular in their timing and
								amount, and include such things as food, clothing, home and car maintenance,
								entertainment and gifts.
Global influences:
Political and cultural
								changes, which impact the world and its economy.
Gross pay:
The amount earned before
								deductions, such as taxes, insurance and retirement/pension plan.
Industrial resource centers:
Nonprofit
								corporations, which provide assistance to improve the competitive position of
								small-to-medium sized manufacturers.
Internship:
A work experience with an
								employer for a specified period of time to learn about a particular industry or
								occupation, which may or may not include financial compensation. The workplace
								activities may include special projects, a sample of tasks from different jobs
								or tasks from a single occupation.
Job shadowing:
Typically as part of career
								exploration activities in late middle and early high school, a student follows
								an employee for 1 or more days to learn about a particular occupation or
								industry. Job shadowing is intended to help students explore a range of career
								objectives and to possibly select a career pathway.
Labor supply:
The number of persons either
								working or unemployed and actively seeking work.
Marketing:
The process or technique of
								promoting, selling and distributing a product or service.
Material Safety Data Sheets:
Federally-mandated listings of all hazardous materials that will
								impact the health and safety of the workers and that are required to be posted
								in the workplace.
Mediation:
Third-party intervention between
								conflicting parties to promote reconciliation, settlement or compromise.
Net pay:
The amount remaining after
								deductions, such as taxes, insurance and retirement/pension plan.
Networking:
The act of exchanging
								information, contacts and services.
Nontraditional careers:
Fields of work for
								which individuals from one gender comprise less than 25% of the individuals
								employed in each occupation or field of work.
O*NET:
Occupational Information Network-is
								a free public access online web-based system provided by the United States
								Department of Labor, which includes comprehensive up-to-date occupational
								information including skills, knowledge, abilities and tasks for more than 950
								occupations.
Operating costs:
The funds necessary to
								operate a business, not including the cost of goods sold. This is also referred
								to as overhead.
OSHA:
The Occupational Safety and Health
								Administration-A National agency with representatives in each state who monitor
								health and safety issues in the workplace.
Professional associations:
Organizations of
								people having common interests.
Professional degree:
A title conferred on
								students by a college, university or professional school upon completion of a
								program of study.
Registered apprenticeship:
A formal program
								registered with the United States Department of Labor's Bureau of
								Apprenticeship and Training and with the Pennsylvania Apprenticeship Council.
								This program must follow strict guidelines as to the types of training and
								amount of training time an apprentice receives and leads directly into
								occupations requiring the training for entry.
Resume:
A summary of one's personal
								qualifications, education/training and employment experience.
Salaries/benefits:
Financial compensation
								paid regularly for services (See "benefits" for definition).
Sales forecasting:
Predicting the number of
								services or units likely to be sold over a specified period of time.
School-based career centers:
Specialized
								areas in schools equipped with resources and materials used to research
								postsecondary and occupational opportunities.
School-based enterprise:
The production of
								goods or services as part of a school program.
SCORE:
Service Corps of Retired
								Executives-A Small Business Administration Federally-sponsored program to
								assist small-to-medium sized companies.
Self inventories:
Evaluation of an
								individual's strengths, weaknesses and interests, as it relates to career
								planning.
Tech Prep:
The name given to programs that
								offer at least 4 years of sequential course work at the secondary and
								postsecondary levels to prepare students for technical careers. The curricula
								are designed to build student competency in academic subjects, as well as to
								provide broad technical preparation in a career area.
Technical literacy:
The ability of
								individuals to use existing and emerging technologies, equipment, language,
								materials and manuals to participate intelligently in performing tasks related
								to everyday life, school or job.
Time management strategies:
Scheduling
								techniques used to effectively and efficiently direct or control activities.
Traditional careers:
Fields of work for
								which individuals from one gender comprise more than 25% of the individuals
								employed in each occupation or field of work.
Unemployment:
Measurement of the number of
								people who are not working and who are actively seeking work.
Venture capital:
Public or private funds
								invested in a potentially profitable business enterprise despite risk of loss.
Vocational rehabilitation centers:
Educational facilities that provide life skills and occupational
								training services for individuals with special needs.
Wages:
Payments of money for labor or
								services according to contract and on an hourly, daily or piecework basis.
Web-based training:
Instruction that is
								available online.
Work habits:
Acquired behaviors that
								individuals regularly perform in completing tasks related to chores, school or
								job.
Working conditions:
The environment in
								which an individual is employed.