SECTION 127.20. Career Preparation General (Two Credits), Adopted 2023

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.

(b) General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisite: at least one credit in a career and technical education course. Students shall be awarded two credits for successful completion of this course. This course may be related to or outside the student's program of study.

(1) A student may repeat this course one time for credit provided that the student is experiencing different aspects of an industry and demonstrating proficiency in additional and more advanced knowledge and skills.

(2) A student may not earn more than six credits for any combination of career preparation courses selected from Career Preparation General, Career Preparation for Programs of Study, and Extended Career Preparation.

(c) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) Career planning is a critical step and is essential to success. Applying to multiple career and technical education clusters, the career preparation courses provide students with a framework for current employment and future career opportunities to become productive and contributing members of society.

(3) Career Preparation General provides opportunities for students to participate in a work-based learning environment that incorporates continuous collaborative feedback between the employer, teacher, and student. This course combines classroom instruction with business and industry employment experiences that may be outside the student's current program of study. The goal is for students to obtain entry-level employment developing a variety of skills for obtaining and maintaining employment. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student demonstrates professional employability skills to gain an entry-level position. The student is expected to:

(A) identify different methods to gain employment such as employer websites, job search engines, business locations, networking, and local open forums for job opportunities;

(B) identify and demonstrate essential workplace skills such as eye contact, professional greetings, punctuality, appropriate dress, and effective communication to gain employment;

(C) develop a cover letter and create a resume, curriculum vitae (CV), or portfolio;

(D) demonstrate proper interview techniques in a variety of situations;

(E) create pre-employment documents, including thank you letters, and post-employment documents, including a resignation letter with customary notice provisions;

(F) complete appropriate employment documents, including application, offer letter, I-9 form, and W-4 form; and

(G) describe the benefits of having a job and being self-sufficient.

(2) The student develops essential skills necessary for success in the workplace. The student is expected to:

(A) identify and model appropriate hygiene, grooming, and attire for various workplaces;

(B) demonstrate professionalism by being dependable, working hard, respecting authority, solving problems, taking initiative, communicating effectively, listening actively, and resolving conflicts;

(C) model appropriate workplace etiquette in physical and digital environments;

(D) demonstrate accountability by working with other employees to support the organization, completing assigned tasks and taking responsibility for mistakes; and

(E) demonstrate time management, including prioritizing work to fulfill responsibilities and meeting deadlines.

(3) The student applies academic skills to the workplace. The student is expected to:

(A) apply appropriate industry-specific mathematical skills;

(B) develop and analyze a personal budget for a variety of economic situations such as part-time and full-time employment;

(C) interpret data from industry-specific tables, charts, and graphs to find solutions to problems;

(D) organize, write, and curate industry-specific documents and electronic communication using appropriate language;

(E) interpret and calculate information included in an earnings statement, including wages, Federal Insurance Contributions Act (FICA) deductions, taxes, and other benefits such as tips earned; and

(F) explain how debt affects financial stability.

(4) The student exemplifies appropriate interpersonal skills in the workplace. The student is expected to:

(A) explain how interpersonal skills affect human relations on the job;

(B) differentiate between characteristics of successful and non-successful working relationships;

(C) explain the importance of respecting the rights of others;

(D) explain how different personalities, experiences, and workstyles of employees can affect the workplace; and

(E) demonstrate professional verbal and nonverbal communication, including proper phone usage, body language, and interactions with customers and coworkers in person and online.

(5) The student applies ethical codes of conduct and legal responsibilities within school and the workplace. The student is expected to:

(A) research and explain workplace policies and procedures related to absence reporting, employee theft, sexual harassment, recognized holidays, workplace safety, acceptable use policy, jury duty, attendance and punctuality, drug-free workplace, and related consequences;

(B) demonstrate responsible behavior by following applicable workplace and school codes of conduct with integrity;

(C) discuss the importance of ethical behavior in the workplace such as treating others with respect, being honest, working to full potential, and developing a quality work product;

(D) summarize the importance of the Fair Labor Standards Act;

(E) describe the potential consequences of violating privacy laws related to Family Educational Rights and Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA), and Children's Online Privacy Protection Rule (COPPA);

(F) research and explain the origins and legislative intent of the Civil Rights Act of 1964, Title VII, and the Education Amendments of 1972, Title IX, and the rights and responsibilities established by these laws; and

(G) research and describe laws and regulations related to a student's employment or a chosen industry or career.

(6) The student applies concepts and skills related to safety in the workplace. The student is expected to:

(A) identify and demonstrate safe working practices in the workplace;

(B) identify and illustrate solutions related to unsafe work practices;

(C) explain the importance of Occupational Safety and Health Administration regulations in the workplace; and

(D) describe physical health and mental wellness practices that influence job performance.

(7) The student evaluates personal attitudes, work habits, and skills that support job retention and advancement. The student is expected to:

(A) identify and develop effective leadership skills through participation in activities such as career and technical student organizations;

(B) identify appropriate certifications in the current employment position or desired occupational area;

(C) compare rewards and demands associated with various levels of employment in a variety of careers;

(D) investigate and compare career options by completing interest surveys, career aptitude tests, and skill inventories;

(E) generate short- and long-term Specific, Measurable, Attainable, Realistic, Time-Bound (SMART) goals for personal and career growth;

(F) research and explain methods for developing a growth mindset;

(G) summarize how to appropriately self-advocate in the workplace; and

(H) explain the impact of an employee self-evaluations, management performance evaluations, and employee feedback responses on personal job growth.

(8) The student identifies skills and attributes necessary for professional success. The student is expected to:

(A) evaluate and compare career options, including salaries and benefits;

(B) describe how interests, abilities, personal priorities, and family responsibilities affect career choices;

(C) identify continuing education opportunities that enhance career advancement and promote lifelong learning;

(D) analyze the future employment outlook in an occupational area of interest;

(E) describe entrepreneurial opportunities in an occupational area of interest; and

(F) evaluate strategies for career retention and advancement in response to the changing global workforce.

Source Note: The provisions of this §127.20 adopted to be effective February 13, 2024, 49 TexReg 696