CTE Internship

Overview

• CTE Internship is designed to operate for an 18-week period (1 Semester) or 9-week period (Summer) with a minimum of 120 hours per credit.

• A maximum of 2 credits can be earned per school year.  

• Does not have to directly tie to the course/cluster/pathway but must support their career goals

• Can be paid or unpaid

CTE Internship Standard Expectations

High school juniors or seniors who are at least 16 years old and have participated in multiple CTE courses are eligible for CTE Internship. CTE Internship is designed to operate for an 18-week period (1 Semester) or 9-week period (Summer) with a minimum of 120 work hours per credit. A maximum of 2 credits can be earned per school year. Students can choose to participate in paid or unpaid internships. 

Forms: 

• Required - JCPS Career and Technical Education Work-Based Learning Commitment Form 

• Internship Sample Syllabus

Internship Standards

Weight

1.00: Identify the components of an internship experience: before, during, and after 10%

2.00: Understand knowledge and skills of the internship experience and career pathway through completion of a project. 15%

3.00: Understand evidence of knowledge and skills application through completion of a portfolio capturing the internship experience. 15%

4.00: Apply career-related knowledge and skills through a real workplace environment related to career interests, abilities, and goals. 60%

5.00: Understand career pathway knowledge and skills by capturing through a research paper and presenting the internship experience. (SUPPLEMENTAL)

Grading

Component 1 - Portfolio - 15% 

Contents may include: 

• Description of jobsite and the type of work-based learning being performed

• Documentation of related program area mastery, example: skills checklist

• Participation logs (Official hours worked or attendance record)

• Journal entries

• Photographs or other visual media that document the work experience

• Presentation of Project

• Portfolio Progress report (see p. 72)

• Résumé

• Written acknowledgment to those who helped the student complete the work-based learning. (Send a thank-you note to the participating employer.)

• Additional items that document progress preferred by student

Component 2 - Project - 15%

The project must be student generated and relate to the internship experience. A project proposal must be submitted to and approved by the CDC and parent/guardian. The project proposal must outline tasks to be completed and show evidence of knowledge gained in completion of the portfolio and work experience.

Component 3 - Work Experience - 70%

The student will complete the application process for the desired experience. The teacher will determine a grade based on feedback from the employer in the areas of Quality of Work, Ability to Learn, Character Traits, Dependability, Attendance and Punctuality, Response to Supervision, and Company Fit. 

Proof of Learning

• Performance Based Measure includes Project, Portfolio, and Work Experience

• Use Rubrics for Portfolio and Work Experience (pp. 13-23, NC Work-Based Learning Manual) 

• Portfolio must include the Progress Report (p. 72, DPI Work-Based Learning Guide)

• PBM Final Score Calculation Sheet (p. 24, NCWBL Manual)

• Proficiency is 70 points and above.

• No exam grade should be assigned in PowerSchool.

Guidelines:

• JCPS Internship Training Plan - a list of competencies that a student is expected to learn while in the workplace including strategies to achieve those goals.

• Project Proposal Form - each intern must complete a project related to their work experience. This document is completed by the student and business sponsor.

• Timesheets

  • Students must log 120 work hours by the end of the semester. 

  • Timesheets must be verified (company paystub or time log signed by supervisor)

  • Timesheets must be submitted to the teacher once per month, at a minimum.

• Internship Visits

  • At least one worksite visit will be conducted by the teacher each nine weeks. 

• Internship Evaluations

  • Business Sponsors must complete a Work Experience Evaluation each nine weeks.

• Intern Reflections

  • Suggestions for written reflections:

    • Define the purpose of the business/organization – what they do, structure, who are their customers, etc.  

    • What is your job description – what will you be doing, who will you work with, where do you fit in, etc.? 

    • How have your classroom experiences prepared you for the internship?  What do you wish you had learned prior to the internship?  What other courses do you wish you had taken to prepare for your internship?

    • Describe how the internship met/did not meet your expectations/objectives? 

    • What do you feel is your main contribution to your internship site?

    • What major problems or frustrations have you experienced or observed in your work?  How did you handle it?

    • How have your duties changed since you first started?  

    • How has this experience affected or changed your career/college plans? 

    • What have you learned about yourself and what you want in a career? 

    • What other responsibilities do you wish they would have given you? What other things do you wish you would have learned that they weren’t able to expose you to? 

Honors Expectations

In addition to the CTE Internship Standard Expectations listed above, students will choose 1 from each column to complete during their first enrollment in the course. If students choose to take the course a second time, they will choose a different activity from each column.

Xello Lesson

Job-Seeking Skills

Career Planning

Workplace Skills & Attitudes

Career Interview

Personal Growth Plan  & Career Coaching Session 

Job Interviews

Elevator Pitch

Important Labor Market Trends and Career Planning

Project Option

Students taking the honors course for a 2nd credit with the same employer may consider the option of completing the Conover Career Readiness Credential as the Project. Employers and student interns should agree to this option and complete the Project Proposal Form accordingly.

Career Interview

Learning Objectives:

1. To acquire career skills and investigate fields of interest related to the intern’s career and college goals

2. To link the internship experience to the skills and attributes needed to enter and succeed in the world of work and college.

Essential questions:

1. What skills and experiences are needed to be successful in work and college?

2. What do the jobs that the intern is investigating entail?

Lesson Plan:    

Interview a professional that works in a career related to your career goals.

You may use the following questions during your interview:

1. What is your job title?

2. What is your educational background? 

3. What is the minimum level of education, training, or certifications required to work in this career field?

4. How long have you been working in this career field? How long have you worked at this current location?

5. What are your job duties and responsibilities?

6. What does a typical workday look like? Do you have to work holidays, shifts, or weekends?

7. What skills are needed to be successful in your job? 

8. What are some similar or related careers to your job?

9. What is the most rewarding part of your career? 

10. What is the most challenging part of your career?

11. What type of personal characteristics has made you successful in your career?

12. Would you recommend this career to a young person today? 

13. What advice would you give me if I choose to go into this career? 

14. Other questions you would like to ask…….this is your interview.

Final Product: 

• Submit a written copy of the interview questions and answers. (Include the interviewees name, where they work, and their work position on the heading of the paper) 

OR 

• With the interviewees permission, submit a video of the interview.

Rubric: Career Interview

0-1 points

Interview

Interview goes above and beyond the usual questions. Information is complete

Used provided interview questions only. Information is limited

Interview is incomplete

Submission

All content is accurate and communicates a complete understanding of the career

Content shows some flaws and omissions and illustrates only partial knowledge of the career

Much of the content is inaccurate and communicates very little understanding of the career

Organization and Flow

Content is clearly organized, with a logical flow of connected ideas and effective transitions

Ideas are sound, but the content is not well organized and needs more effective transitions

Content is extremely disorganized. The transitions between ideas are unclear or

nonexistent

Complete a Resume

Learning Objectives:

1. To learn the purpose, use, and proper format of the resume

2. To create a personal resume

Essential questions:

1. What is the purpose of a resume?

2. When do you use a resume?

3. What is the proper formatting of a resume?

Lesson Plan:    

1. Students will use the Xello Resume feature or another platform approved by the CDC to complete a resume.

2. Student will solicit feedback on their resume from either someone who works in human resources, their business sponsor, and/or a professional in their career field of interest.

3. Student will provide a brief written reflection on the feedback they received and how they incorporated it into their revised resume.

Rubric: Complete a Resume

Needs Attention

0-1 points

Resume Format

Resume is formatted correctly, has eye appeal, and proper use of margins, spacing, and fonts

Resume has some formatting issues that affect eye appeal and flow

Resume is poorly formatted with inappropriate use of fonts, spacing, and headings

Resume Content

All essential components are present and contain detailed information. Evidence of revisions based on professional feedback

(Heading, Education, Experience, Skills)

1-2 components are missing

Some sections need more detail

Has made some revisions

Resume is incomplete with 3 or more components missing and/or lacking details

Organization and Flow

Content is clearly organized with a logical flow of sections

Items listed within the sections are in reverse chronological order

Content is not well organized and/or some items are not in reverse chronological order 

Content is extremely disorganized. 

Spelling and Grammar

No spelling or grammar errors

1-2 spelling/ grammar errors

3 or more spelling/grammar errors

Create an Elevator Pitch

Learning Objectives:

1. To create an Elevator Pitch 

2. To enhance public speaking skills

Essential questions:

1. What is the purpose of an elevator pitch?

2. When should you use an elevator pitch?

Lesson Plan:    

What is an elevator pitch?

An Elevator Pitch is a speech with the persuasive goal of selling yourself (or your product, business, etc.) to a potential employer or investor. It's all about telling them who you are, what your strengths/background/skills are, and the type of career/position you're looking for.  

The name comes from the idea that if you happened to be in an elevator with a person who could change the course of your career for the better, you'd have limited time to speak with them before those elevator doors open and they're gone. Usually, elevator pitches range from 30 seconds to about 1 1/2 minutes. 

How to Create an Elevator Pitch

Read this Indeed.com Article on how to create an Elevator Pitch. Included are examples of Elevator Pitches. 

Your Assignment 

• Create and deliver an elevator pitch

• Practice, practice, practice!

• Video yourself giving the elevator pitch

• Submit it to your CDC via email by the due date

Rubric: Elevator Pitch

s Attention

0-1 points

Introduction

Memorable introduction. Includes name, school, grade, and a pleasantry phrase

Mediocre introduction that lacks enthusiasm and/or is missing important elements

Poorly delivered or missing introduction

Summary

Succinct summary of your background. Includes the most relevant information such as education, experience and/or any key specialties. Organized in a way that flows

Summary is too long, relevant information is missing, and/or is organized in a way that lacks flow

Summary is missing or incomplete

The Finish

Includes a brief explanation of what the student wants (job, internship, etc.) or their goals. Clearly defines what the student wants to happen next. Includes a Thank You phrase

Present but poorly presented and missing critical components

Ending is missing or incomplete

Length

Pitch length is appropriate. (Typically 7-10 sentences, or under 90 seconds)

Pitch length could be improved. Is either too short

(5-6 sentences /20-30 seconds), or too long (11-13 sentences/over 90 seconds)

Pitch is less than 5 sentences and extremely short (less than 20 seconds)

Delivery

Positive, enthusiastic, smiling, good volume and tone, no grammar errors

Monotone, lacks enthusiasm, 1-2 grammar errors

Poor delivery, 3 or more grammatical errors

Personal Growth Plan and Career Coaching Session:

Learning Objectives:

1. To prepare an Individualized Development Plan.

2. To attend a personalized Career Coaching Session to discuss/reflect.

Essential Question:

1. What is an Individualized Development Plan?

2. How can you create and benefit from an Individualized Development Plan?

3. What is career coaching?

4. How can you benefit from personalized career coaching?

Lesson Plan:

Personal Growth Plan: How to Create, What to expect?

1. What is an Individualized Development Plan? An individual development plan helps employees improve their job performance and achieve their career goals. When most effective, employees and their managers collaborate on action plans that benefit both the individual and the

2. What are the components of an individual development plan? An individual development plan should include sections listing: 

   1. Professional goals and aspirations: List career goals, target and actual completion dates. When employees and managers articulate goals, they can more easily assess feasibility and what’s needed to achieve them. For employees seeking advancement, plans chart actionable steps that can help improve leadership and other skills. For employees not seeking promotion, goals can be structured around their development within their current role or by ways they’d like to contribute to the company. Plans are a useful tool for managers because they can determine if individuals have fulfilled steps, understand development over time, and assess candidates with more objectivity.

   2. Strengths and talents: Use the student’s CTE Internship Evaluation, if available, or a list of core competencies to identify specific knowledge, skills and talents. Positive feedback is important and stressing strengths helps employees build confidence and readiness for new challenges.

   3. Development opportunities: List each development opportunity with a corresponding goal. For example, if the development opportunity is “communication skills,” the goal might be a satisfactory grade for a course on active listening or public speaking.

   4. Action plans: Action plans should be specific and achievable. Some common actions include:

      1. Learn from a mentor

      2. Earn professional credentials

      3. Cross-train for another position

      4. Take on more challenging tasks in your current role

      5. Conduct an informational interview with

      6. Volunteer with community groups

3. Personal Growth Plan Template

Employee Name:

Position and Title:

Date:

List professional goals and aspirations:

List strengths and talents:

List development opportunities:

Action plan (Specific steps or tasks to achieve goals)

Employee Signature: ___________________ Date: _______

Supervisor Signature: ___________________Date: _______

Career Coaching Session: How to Prepare, What to Expect

1. Identify your goals or career area of focus. Before meeting with your Career Development Coordinator, organize your thoughts and write down any college and/or career goals. 

2. Be open minded. If you are uncertain about your college and/or career goals, be open minded and prepared to explore your strengths, interests, and best work options.

3. Speak up. It is important to maintain an open and honest relationship with your Career Development Coordinator. Please share any personal challenges that could have a direct impact on your college and/or career goals (GPA, finances, etc.). The sooner you share this information, the easier it will be to develop a realistic action plan for your future.

4. Realize that working with your Career Development Coordinator may require more than just one session. There’s no clear timetable to college/career planning. It truly depends upon the student. While your Career Development Coordinator is a key partner in this process, you must assume responsibility for your future. 

5. Be prepared to share and discuss your Individual Development Plan.

6. Review this article from Forbes highlighting 10 Things You Should Know About Career Coaching

Important Labor Market Trends and Career Planning

Learning Objectives: 

1. To research current labor market trends.

2. To explore Adobe Spark and create a custom labor market trends and career planning graphic.

Essential Questions:

1. What occupations are projected to have the most growth?

Lesson Plan:

1. Visit the U.S. Bureau of Labor Statistics (BLS) website and review the ‘Education Level and Projected Openings for 2019-29.”

2. Choose the top three careers that interest you and research trends and projections for that career. 

   1. You can utilize other resources and statistics found on the BLS website to learn more.

3. You can also glean information from NCCareers.org and/or Xello.

4. Respond to the following questions using the BLS website as your source:

Career

Why is this career interesting to me?

Job Outlook

Median annual wage

How to become one

What they do

Work Environment

5. Now choose your top career choice and create an Adobe Spark graphic.

6. Visit https://spark.adobe.com and login using your student email and password.

7. Explore Spark and choose a graphic style to create your career planning collage. You must include at least 5 of the 6 topics from the chart above.

Rubric: Labor Market Trends and Career Planning Spark GraphicNeeds Attention

0-1 points

Content

All content is included-you must include at least 5 of the 6 topics from the chart above

Some content is missing-less than 5 topics are presented

Graphic is incomplete and/or still in draft form

Submission

All content is accurate and communicates a complete understanding of the career and labor market demand.

Content shows some flaws and omissions and illustrates only partial knowledge of the career and labor market demand.

Much of the content is inaccurate and communicates very little understanding of the career and labor market demand

Organization and Flow

Content is clearly organized, with a logical flow of connected ideas and effective transitions.

Ideas are sound, but the content is not well organized and needs more effective transitions. 

Content is extremely disorganized. The transitions between ideas are unclear or

nonexistent.

Internship Promotional Video

Learning Objectives:

1. To create a promotional video highlighting your internship site and experience.

2. To learn the purpose of a Public Service Announcement.

Essential Questions:

1. What valuable lessons have you learned through your internship?

2. Why should others consider a similar internship?
   
   

Lesson Plan:

Definition of a PSA

• A PSA raises awareness of and attempts to change the public’s attitude or behavior towards an issue

Examples of PSAs:

• National Career Readiness Certificate: https://www.youtube.com/watch?v=2CzT9D0XhEc

• Autism: https://www.youtube.com/watch?v=8vsWMdb_YMo

• STEM and Work-Based Learning: https://www.youtube.com/watch?v=j7WH4BdXeOU

Assignment:

• Students will create a Public Service Announcement (PSA) video that serves two purposes:

  • Promotes the CTE Internship experience

  • Promotes the student’s career area of interest

• Target Audience: High School Students

• Length: No more than 5 minutes

• Content:

  • Student’s name, school, grade

  • Internship worksite name and description of your internship role

  • Favorite aspect of the internship

  • Personal benefits of the internship

  • Why should other students participate in CTE Internship?

  • How has the internship experience helped you with your career goals?

  • What are your career goals?

  • Promote your career interest area. 

  • Incorporate at least one of the following: 

    • a short interview with someone at the internship site

    • a short demonstration of a skill you performed at your internship  

    • a short behind the scenes tour of a space at your internship worksite

    • 3 statistics related to labor market trends for your career interest area

• Create a Storyboard:

• Students should create a storyboard of the PSA that is submitted to the CDC for prior approval.

• A storyboard template should be used. See page 2 of this link for a sample template.

• Complete the JCPS Publication Release Form in order for this PSA to be used to promote Career and Technical Education

Rubric: Internship Promotional VideoNeeds Attention

0-1 points

Storyboard

Student submitted complete storyboard for prior approval by the CDC. CDC feedback is apparent in the final PSA

Student submitted storyboard for prior approval. CDC feedback was not incorporated into the final PSA

No storyboard or an incomplete storyboard was submitted for prior approval

Introduction

Memorable introduction. Includes name, school, grade, internship worksite, and a pleasantry phrase

Mediocre introduction that lacks enthusiasm and/or is missing important elements

Poorly delivered or missing introduction

Summary

Succinct summary of your internship and career interest area. Includes all required information. Organized in a way that flows

Summary is too long or two short, relevant information is missing, and/or is organized in a way that lacks flow

Summary is missing or incomplete

The Finish

Includes a brief explanation of why you would encourage others to seek out an internship experience

Present but poorly presented and missing critical components

Ending is missing or incomplete

Length

Promotional video length is appropriate, no more than 5 minutes

Promotional video length could be improved. Is either too short (under 1 minute) or too long (over 5 minutes)

Promotional video is extremely short (less than 20 seconds)

Delivery

Positive, enthusiastic, smiling, good volume and tone, no grammar errors

Monotone, lacks enthusiasm, 1-2 grammar errors

Poor delivery, 3 or more grammatical errors

Roles & Responsibilities

Student Intern

• High School Junior or Senior, at least 16 years of age

• May enroll in CTE internship for one or both semesters of their junior and senior year

• Keep an accurate record of hours earned towards credit

CDC/CTE Teacher

• Arrange, help the student arrange, or approve an appropriate business sponsor

• Manage course enrollment

• Monitor the internship

• Work with student and business sponsor to ensure requirements and objectives are fulfilled

• Ensure that an intern who is taking an internship course for the 2nd time is learning a new skill set and not a continuation of the prior experience

• Complete at least 2 visits to the job site during the internship to observe the student in his/her role

• Evaluate the student’s documentation and provide grade to be recorded on student transcript

Business Sponsor

• Assume responsibility for the student intern’s learning experience

• Complete periodic evaluations of the intern

• Verify and sign the student time sheet

• Provide general safety instructions to student prior to beginning internship

Forms

• JCPS Career and Technical Education Internship Commitment Form (includes COVID-19 Recognition of Risk Addendum)

• JCPS Work Experience Evaluation