Grade 8 CTE TEKS Standards

explain protocol for use of references.

complete sample job applications; and

write appropriate business correspondence such as a letter of intent and a thank you letter;

develop a resumé;

The student creates professional documents required for employment. The student is expected to:

participate in a mock interview.

describe appropriate appearance for an interview; and

identify the steps for an effective job search;

The student explores job-seeking skills. The student is expected to:

analyze the effects of changing employment trends, societal needs, and economic conditions on career planning.

cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and

analyze national, state, regional, and local labor market information;

The student explores labor market information. The student is expected to:

examine the effects of poor credit scores as they relate to personal finance and career opportunities.

discuss the impact of identity theft on credit; and

list the qualifications and procedures to obtain and improve credit scores;

compare and contrast forms of credit, including credit cards and debit cards;

reconcile bank statements, including fees and services;

practice different methods of withdrawing and depositing funds;

open and maintain different types of simulated bank accounts;

compare and contrast different types of banking services;

The student understands personal financial management and recognizes the value of personal fiscal responsibility. The student is expected to:

demonstrate characteristics required for personal and professional success, including work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population.

recognize the value of community service and volunteerism; and

employ effective leadership, teamwork, and conflict management;

identify professional associations affiliated with a specified program of study;

explore the steps required to participate in a variety of career and educational opportunities, including, but not limited to, entry-level employment, military service, apprenticeships, community and technical colleges, and universities;

develop a personal six- or eight-year achievement plan that incorporates rigorous academic and relevant enrichment courses;

explore the importance of curricular, extracurricular, career preparation, and extended learning experiences;

articulate the importance of strong academic skills to meet personal academic and career goals;

The student explores the professional skills needed for college and career success. The student is expected to:

develop a personal program of study for at least one career.

identify the academic and technical skills needed; and

compare levels of education for careers of personal interest;

The student explores programs of study. The student is expected to:

describe the technical-skill requirements for careers of personal interest.

research the certification or educational requirements for careers of personal interest; and

research the academic requirements for careers of personal interest;

explore careers of personal interest;

investigate career opportunities within the pathways;

The student explores pathways of interest within one or more career clusters. The student is expected to:

identify the pathways within one or more career clusters.

identify the various career opportunities within one or more career clusters; and

The student explores one or more career clusters of interest. The student is expected to:

Career Portals

analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration.

complete actual or virtual labs to simulate the technical skills required in various occupations; and

The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to:

complete activities using project- and time-management techniques.

explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; and

recognize the importance of a healthy lifestyle, including the ability to manage stress;

model characteristics of effective leadership, teamwork, and conflict management;

evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites;

demonstrate effective verbal, nonverbal, written, and electronic communication skills;

The student develops skills for professional success. The student is expected to:

reconcile bank statements, including fees and services.

simulate different methods of withdrawals and deposits; and

simulate opening and maintaining different types of bank accounts;

compare the advantages and disadvantages of different types of banking services;

The student demonstrates an understanding of personal financial management. The student is expected to:

evaluate at least three career interests based on budget and salary expectations.

use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area; and

prepare a personal budget reflecting the student's desired lifestyle;

The student recognizes the impact of career choice on personal lifestyle. The student is expected to:

identify skills that can be transferable among a variety of careers.

effectively use information and communication technology tools; and

use effective time-management and goal-setting strategies;

use a problem-solving model and critical-thinking skills to make informed decisions;

use interpersonal skills to facilitate effective teamwork;

implement effective study skills for academic success;

The student evaluates skills for personal success. The student is expected to:

identify how performance on assessments such as the SAT®, ACT®, ASVAB®, and ACCUPLACER® impact personal academic and career goals.

demonstrate decision-making skills related to school and community issues, programs of study, and career planning; and

discuss the impact of effective college and career planning;

develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education;

explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit;

determine academic requirements for transition from one learning level to the next;

The student analyzes college and career opportunities. The student is expected to:

identify entrepreneurial opportunities within a field of personal interest.

determine the impact of technology on careers of personal interest; and

develop and analyze tables, charts, and graphs related to career interests;

make oral presentations that fulfill specific purposes using appropriate technology;

create a personal career portfolio;

The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to:

research educational options and requirements using appropriate technology.

explore how career choices impact the balance between personal and professional responsibilities; and

determine academic requirements in career fields related to personal interest areas;

research current and emerging fields related to personal interest areas;

summarize the career opportunities in a cluster of personal interest;

explore the career clusters as defined by the U.S. Department of Education;

complete, discuss, and analyze the results of personality, career interest, and aptitude assessments;

The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

Exploring Careers

Subchapter A. Middle School

The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to:

analyze and discuss the initial results of the assessments;

explore and describe the CTE career clusters;

identify various career opportunities within one or more career clusters; and

research and evaluate emerging occupations related to career interest areas.

The student investigates educational and training requirements for career and education pathways in one or more of the career clusters. The student is expected to:

research and describe applicable academic, technical, certification, and training requirements for one or more of the careers in an identified career cluster; and

use available resources to research and evaluate educational and training options for one or more of the careers in an identified career cluster.

The student analyzes educational and career opportunities. The student is expected to:

describe academic requirements for transitioning from middle school to high school and from high school to career or postsecondary education;

explore and list opportunities for earning college credit in high school such as Advanced Placement examinations, International Baccalaureate examinations, dual credit courses, and local and statewide articulated credit courses;

investigate and describe various methods available to pay for college and other postsecondary training, including financial aid, scholarships, college savings, employee benefits, and other sources of income;

discuss the impact of effective college and career planning;

identify how performance on assessments such as the PSAT/NMSQT®, SAT®, ACT®, ASVAB®, and Texas Success Initiative (TSI®) impact personal academic and career goals;

investigate and describe the importance of co-curricular, extracurricular, career preparation, and extended learning experiences in developing college applications or resumes;

investigate and report on the steps required to participate or enroll in a variety of career and educational opportunities, including entry-level employment, military service, apprenticeships, community and technical colleges, and universities, as applicable to the career;

identify professional associations affiliated with a particular career pathway; and

define entrepreneurship and identify entrepreneurial opportunities within a field of personal interest.

The student develops skills for personal success. The student is expected to:

demonstrate effective time-management and goal-setting strategies;

identify skills that can be transferable among a variety of careers;

give oral professional presentations on a topic related to career and college exploration using appropriate technology;

apply core academic skills to meet personal, academic, and career goals;

explain the value of community service and volunteerism; and

define and identify examples in the workplace of characteristics required for personal and professional success such as work ethic, integrity, dedication, and perseverance.

The student investigates labor market information and recognizes the impact of college and career choices on personal lifestyle. The student is expected to:

analyze labor market trends related to a career of interest;

classify evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information;

analyze the effects of changing employment trends, societal needs, and economic conditions on career choices;

prepare a personal budget reflecting the student's desired lifestyle; and

use resources to compare salaries of at least three careers in the student's interest area.

The student investigates job-seeking skills. The student is expected to:

identify the steps of an effective job search;

describe appropriate appearance for an interview; and

participate in a mock interview.

The student creates professional documents required for employment. The student is expected to:

write a resume;

write appropriate business correspondence such as a cover letter and a thank you letter;

complete sample job applications; and

explain protocol for selecting and using references.

The student creates an individual career and academic plan. The student is expected to:

select a career pathway in a desired field, such as military service, entrepreneurship, or industry;

document high school courses and postsecondary educational requirements for that career pathway; and

write a plan for starting one's career after the completion of high school and any post-secondary education.

deliver digital products in a variety of appropriate media.

develop and reference technical documentation

apply desktop publishing to create products using word processing programs, editing products, or drawing programs; design elements such as text, graphics, headlines, color, white space; typography concepts, including font size and style; and graphic design concepts such as contrast, alignment, repetition, and proximity;

format digital information for appropriate and effective communication in a product by defining the purpose, identifying the intended audience, and using the principles of page design such as leading, kerning, automatic text flow into linked columns, widows, orphans, and text wrap;

use research skills and electronic communications;

acquire electronic information in a variety of formats;

use a variety of strategies to acquire information from electronic resources;

participate in an informative or persuasive group discussion;

evaluate formal and informal professional presentations by participating in question-and-answer sessions following presentations, applying critical-listening strategies, and evaluating the effectiveness of presentations, including self-evaluation

use appropriate techniques to manage communication apprehension and build self-confidence;

conduct formal and informal professional presentations using effective verbal and nonverbal strategies to inform, persuade, or motivate an audience;

develop formal and informal professional presentations using effective strategies to organize presentations, using information to support points in presentations, preparing scripts or notes, using visual or auditory aids to enhance presentations, and providing credit for information sources;

research formal and informal professional presentations by analyzing the audience, occasion, purpose, and primary and secondary sources; determining specific topics for presentations; and evaluating sources using media literacy strategies such as recognizing bias, misinformation, untruths, and source credibility;

communicate effectively in group contexts by assuming productive roles, solving problems, managing conflicts, and building consensus in groups;

identify the types, purposes, dynamics, processes, effectiveness, roles of members, and leadership styles of professional groups;

identify and use appropriate strategies for communicating with a variety of audiences;

demonstrate knowledge of the interview process, including effective communication as interviewee and interviewer, and federal employment laws regarding interviews;

use appropriate interpersonal communication strategies in professional contexts, including using different types of professional communication and communication management skills and observing professional etiquette;

demonstrate knowledge of various communication processes in professional contexts, including using effective communication skills; analyzing standards for appropriate use of informal, standard, and technical language; making appropriate and important communication decisions based on accurate and complete information; and recognizing and analyzing appropriate channels of communication in organizations;

identify and analyze ethical and social responsibilities of communicators;

demonstrate knowledge of the components of the listening process and specific kinds of listening such as critical, deliberative, and empathetic;

demonstrate knowledge of the communication process, including the characteristics of oral language, types and effects of nonverbal communication, effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance;

develop an understanding of the evolution of the arts, audio/video technology, and communications career field, including the history, foundation elements, principles, and communicative effects;

The student develops an understanding of professional communications through exploration of the Arts, Audio/Video Technology, and Communications Career Cluster. The student is expected to:

use technology to enhance productivity.

employ planning and time-management skills to relate to professional communications

The student applies technical skills for efficiency. The student is expected to:

understand and exhibit digital citizenship.

analyze the impact of communications on society;

discuss copyright laws in relation to fair use and duplication of materials;

exhibit ethical conduct;

The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to:

participate in student leadership and professional development activities

identify leadership characteristics;

The student identifies and develops leadership characteristics. The student is expected to

follow emergency procedures as needed.

implement personal and classroom safety rules and regulations

The student applies safety regulations. The student is expected to:

analyze the economic base in order to demonstrate an understanding of the economic factors influencing the industry as a whole.

analyze and summarize the history and evolution of the various related fields of study

describe the nature and types of businesses;

The student understands communications systems. The student is expected to:

use processes such as personal information management, file management, and file sharing.

use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects

The student uses technology applications and processes. The student is expected to:

employ interpersonal skills in groups to solve problems

employ critical-thinking skills independently and in groups;

The student understands and examines problem-solving methods. The student is expected to:

exhibit public relations skills.

listen to and speak with diverse individuals;

develop and interpret tables, charts, and figures;

apply active listening skills;

deliver formal and informal presentations;

interpret and communicate information, data, and observations

organize oral and written information;

adapt language for audience, purpose, situation, and intent;

The student applies professional communications strategies. The student is expected to:

research topics for the preparation of oral and written communications.

evaluate oral and written information

compose and edit copy for a variety of written documents;

identify assumptions, purpose, outcomes, solutions, and propaganda techniques;

use correct grammar, punctuation, and terminology to write and edit documents;

demonstrate use of content, technical concepts, and vocabulary;

The student applies English language arts in professional communications projects. The student is expected to

demonstrate skills in evaluating and comparing employment opportunities.

create a resume and cover letter/letter of interest to document information such as work experiences, licenses, certifications, and work samples

demonstrate skills related to seeking and applying for employment

demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability

explore opportunities in training, education, and certifications for employment

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: