Project: Job Direction and Workplace Readiness

Teacher: Deborah Ronnebaum
School: Capital City School
Location: Topeka, Kansas USA
Start Date: 03/29/2010
End Date: 05/14/2010
Project Plan
Unique Requests of
Participating Mentors:

We need mentors willing to guide high school students with a mixture of abilities as they explore how their interests can serve as a path to educational and career goals. The project focus will be to prepare students in skills to find a job, get a job and keep it. While students complete their projects, mentors should be comfortable with and possess patience in working with students who have limited knowledge of keyboarding, the Internet, and using on-line correspondence functions (web-based message system). Mentors should be willing to encourage the students to stay focused on the project outcome (completing their portfolio with works of excellence pieces of their own student work) by incorporating reflective/critical thinking-type questions and providing feedback to the students’ about their communication skills. Students will benefit from knowing how the mentor applies workplace competencies and skills into the 'real world' of their careers. (HINT: we really want these students to recognize the importance of staying in school and attaining the necessary skills to achieve their goals).

Description:

The student and mentor will work together to create create job applications, cover letters, resumes, and interview techniques. Daily senerio's will be given to the students and mentors for sharing workplaces responses. Students maintaining good classroom behavior and attendance will have an opportunity to visit the Topeka Workforce Center and/or shadow in a career area of interest. The final project will be an individualized portfolio consisting of a completed job application, cover letter, resume, interview evaluation, and thank you letter to the Interviewer.

Benchmarks:

The district goals (aligned with state benchmarks) that are met with this project are: technology (technology basics, application and integration of technology, use of creativity tools, and technology in life and society); reading (literal, inferential, and evaluative comprehension skills; technical reading. Use of written communication to convey intended thought and be able to verbalize and understand.

Duration:

5

Grade Level:

9

Content Area:

Business and Technology

Student Outcomes:

Students will retain copies of all lessons and rough drafts relating to this project in class portfolios. The portfolios will be monitored and checked for progress each week. The portfolio will be turned in as part of the course requirements at the end of the project. Parents will receive information on the students progress.

Evaluation of
Student Outcomes:

Students will discuss with their mentors the value they believe the project was to their future plans and their commitment to follow their plan to completion. A final grade will be given on the brochure and portfolio.

Teacher Role:

Explain guidelines of the assignment; assist students with technology (message/email) usage, classroom senerios and writing skills. Each student will receive a copy of the "Career Directions" book to be added to their portfolio. Access to the Career Directions books will be made available to the mentors as the project progresses. Classroom teacher will coordinate job shadowing/field trips, introduce schedule presentation of the Career Direction with the Kansas Army National Guard for resume/interview sessions; send a Project Update message to mentors and each Monday; answer any questions from mentors. The Classroom Teacher will communicate with the mentors weekly and individually as deemed necessary. The teacher will support and encourage the students to communicate with the mentors and also encourage the communication from the mentor to assist with this supportive process.The Teacher will also have the support of the district telementor coordinator.

Mentor Role:

Mentors will be expected to communicate with the students and encourage the students to communicate with them. The dailey workplace readiness senerio's will be given to the mentors for them to comment back with their student on appropriate tips. Mentors will be asked to share tips on completing applications, cover letters, resumes, tips on interviewing and thank you letters to the interviewer. Students will need support with communication and writing skills. Mentors will make suggestions and are asked to communicate with the classroom teacher when assignments are not clear and/or concerning individual student situations.