COOPERATIVE MARKETING EDUCATION GRADE 12 CVE 610 - 615sharepoint.pthsd.k12.nj.us › ci › Approved...

Parsippany-Troy Hills School District

CVE610 - 615 COOPERATIVE MARKETING AND EDUCATION TECH GRADE 12 A Course Outline for Business Education

APPROVED BY THE BOARD OF EDUCATION

January 24, 2013 Developed: April 1985 Revised: November 2011 December 2012

CV 610-615 Cooperative Marketing and Education Tech Grade 12

Table of Contents STATEMENT OF PURPOSE ............................................................................................................................................................................................ 3

THE LIVING CURRICULUM ............................................................................................................................................................................................ 4

AFFIRMATIVE ACTION .................................................................................................................................................................................................. 4

RATIONALE FOR REVISION ........................................................................................................................................................................................... 5

COURSE OVERVIEW ..................................................................................................................................................................................................... 5

GRADING PROCEDURES ................................................................................................................................................................................................. 6

PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS ............................................................................................................................................................ 7

COURSE PROFICIENCIES ................................................................................................................................................................................................. 7

II. The Role of Marketing in Our Economic System................................................................................................................................................ 12

III. Personal Finance.............................................................................................................................................................................................. 14

IV. Entrepreneurship ............................................................................................................................................................................................. 23

V. Cooperative Work Experience – 540 Hours ....................................................................................................................................................... 24

BIBLIOGRAPHY........................................................................................................................................................................................................... 25

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT .............................................................................................................................................. 26

APPENDIX B INTERIM ASSESSMENT ................................................................................................................................................................... 29

APPENDIX C SELF-ASSESSMENT ....................................................................................................................................................................... 32 APPENDIX D NEW JERSEY STUDENT LEARNING STANDARDS .............................................................................................................................. 35 APPENDIX E CURRICULUM MODIFICATIONS AND ADAPTATIONS


STATEMENT OF PURPOSE Cooperative Marketing Education is a curriculum designed for students to identify workplace issues that are of major concern for employees, government agencies and private employers. Students will learn the importance of being prepared to adapt and learn new skills to meet the changing needs of the business world. This program is designed to ensure that students are able to make a smooth transition from the classroom into a meaningful career in the business community. School-based learning will be directly linked with work-based experience. This program is comprised of classroom instruction in the areas of career skills, marketing, sales, personal finance, ethical decision-making, entrepreneurship, human relations, safety, and on-the-job training along with actual work experience.

Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses.


THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS

For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


RATIONALE This revision of the previous Cooperative Marketing course includes a greater emphasis on personal finance, business ethics and entrepreneurship. We incorporate an increased use of technology by using the Internet as a source for career exploration and to research good investment practices to gain an understanding of financial markets. Personal finance simulations will also be utilized in various units of the curriculum.

This course has been revised to reflect the New Jersey Student Learning Standards.

COURSE OVERVIEW Students completing this program will develop career goals, occupational competency, a personal initiative plan, and responsibility, as well as a sense of confidence. Students will learn to demonstrate acceptable workplace behavior that will enhance their ability to effectively interact with others and learn how an individual job relates to the overall operation of the employing organization. The personal finance activities will help the students make economic decisions that will affect them throughout their lives.

The cooperative program combines a required minimum of 540 hours of a paid, on-the-job, supervised, work experience with a related theory class which meets daily in school.

,


GRADING PROCEDURES

Classroom Grade = 60% Work Experience Grade = 40%

Tests, projects, reports (oral and written) Student Learner Progress Report completed by Assignments, quizzes employer (See Appendix C). Class Participation: (asking and answering pertinent questions) • Answers questions that demonstrate thought and

knowledge of information presented • Contributes to lessons in a way that provides

important outside resource information needed to stimulate and enhance class discussion

Teacher evaluation of student on-the-job performance and student completion of all appropriate forms.

Final Grade

Full Year Course • Each marking period shall count as 20% of the final grade

Quarterly Exams • Quarterly exams shall count as 4% in marking periods 1 and 3 • Quarterly exams shall count as 6% in marking periods 2 and 4


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

Course: CVE610-615 Title: COOPERATIVE EDUCATION AND MARKETING TECH GRADE 12

In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course.

Based upon classroom discussion, exercises, homework assignments, projects and the reading of selected material, students will be able to:

1. identify the responsibilities to school and employer while a member of the cooperative education program. 2. demonstrate the basic knowledge and skills necessary to successfully apply for a job, while making intelligent career choices based on interests

and abilities. 3. convey a positive attitude toward employment through awareness of employee-employer responsibilities, the ability to deal with co-workers and

superiors and the development of personality characteristics necessary for productivity and success. 4. explain the importance of ethics in the workplace. 5. identify potential safety hazards on the job and explain how to respond to workplace emergencies. 6. identify ethical principles and ways to apply them in a work setting. 7. discuss the importance of a drug- and alcohol-free environment in the workplace and study the effects of the work environment on the health and

well-being of employees. 8. identify and interpret the labor laws and how they relate to student employment. 9. identify potential occupations for a future career plan 10 understand and demonstrate the role marketing plays in our economy. 11. explain market segmentation and identify the target markets of your current employer. 12. demonstrate a basic understanding of the private enterprise system. 13. understand and demonstrate advertising and promotional techniques. 14. understand the psychology of selling, and properly perform a sales presentation. 15. describe the US tax system and the services it finances. 16. identify, understand and complete tax forms. 17. identify the steps in preparing a budget. 18. identify and compare savings strategies, including “pay yourself first”. 19. identify and explain procedures for checking and savings accounts. 20. identify and compare various savings strategies, including “pay yourself first”.


21. describe the various forms of credit and evaluate the true costs associated with credit cards. 22. explain why it is important to establish a positive credit history and the factors that affect a credit score. 23. identify costs and benefits of various types of loans (car, college & home). 24. identify common types of risks and basic risk management methods. 25. identify and explain the various elements that make up an automobile insurance policy. 26. explain the purpose and importance of health, life and disability insurance. 27. identify and evaluate investment alternatives. 28. identify and compare retirement plan alternatives (Social Security,401 (K), 403 (b), IRA, and pension). 29. demonstrate a basic understanding of entrepreneurship. 30. keep accurate records needed for state reports covering hours and wages. 31. be employed for a minimum total of 540 hours during the school year. The student must work a minimum of 125 hours each in marking periods

one, two and three; the remainder to be accumulated during the fourth marking period or during the previous summer. 32. successfully complete a supervised internship in a cooperative education job.


I. Succeeding in the World of Work

Essential Question(s): What personal characteristics enhance employee success on the job? What are my job responsibilities? How can an employee create a safe work environment?

Enduring Understanding(s) Students must acquire knowledge, attitudes and skills to make a successful transition from school to the world of work. They need social skills, punctuality, attendance, communication skill and awareness of safety.

PROFICIENCIES/OBJECTIVES STANDARDS

SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

Student will be able to: Students will: 1. identify the responsibilities to

school and employer while a member of the cooperative education program.

9.1.12.F.1 review and sign the Cooperative Education Guidelines and Agreement .

review grading system and understand the roles student, employer and teacher play in the work program.

Quiz on guidelines and grading system

Student on-the-job training agreement

Training agreement is designed by the NJ Department of Education

2. demonstrate the basic knowledge and skills necessary to successfully apply for a job while making intelligent career choices based on interest and abilities.

8.1.12.A.4 8.1.12.A.4 8.1.12.F.1 9.3.12.C.3 9.3.12.C.8 9.3.12.C.21 9.3.12.C.23 RST.11-12.7

complete a professionally- designed inventory package to evaluate personal interests and abilities.

using basic computer tools,

complete a sample job application, resume and cover letter and then conduct a job interview.

research job opportunities on

various websites.

Students’ self-scored inventory, matching it to career clusters

Peer and teacher evaluation of a formal job interview, using a teacher-made rubric

Written piece on employment opportunities and salaries being offered

Career clusters are developed by the U.S. Department of education

Teacher will provide sample job interview questions

Teacher will provide list of websites, e.g., www.Monster.com

Textbook Units 1, 2 & 3

http://www.monster.com/




TEACHER NOTES

Student will be able to: Students will: 3. convey a positive attitude toward

employment through awareness of employee-employer resposibilities, and the ability to deal with co- workers and superiors. Develop personality characteristics necessary for productivity and success.

9.1.12.FC.1 9.1.12.F.2

RST.11-12.1

review and complete student job evaluation form.

compare student self

assessment with employer evaluation.

Job evaluation completed by cooperative education employer

Students self-assessment using prepared rubric

Added information will be gathered through co-op teacher’s on-the-job visitation

Co-op employer evaluation form is attached as Appendix C.

4. explain the importance of ethics in the workplace.

8.1.12.E.2 9.1.4.F.1 9.1.12.F.2 9.1.12.F.5 9.1.12.F.6

list examples of ethical behavior in school and the workplace.

Identification and discussion of student lists

Textbook Unit 5

5. identify ethical principles and ways to apply them in a work setting.

8.1.12.E.2 9.3.12.B.15 RST.11-12.2c

using current events, students will identify ethical & unethical practices in the workplace.

Review student articles and class discussion

Ethical case problems and current event will be incorporated throughout the curriculum



SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES Student will be able to: Students will: 6. identify potential safety hazards on

the job and explain how to respond to workplace emergencies.

9.3.12.C.11 9.4.12.N.52 9.4.N.(4).14 RST.11-12.3

research common types of workplace injuries.

review emergency procedures

with their employer.

Diagram of student workplace with designated fire extinguishers and exits

Class discussion on business policies

Have students list various company emergency procedures & discuss reasons for procedures



SUGGESTED ACTIVITY

EVALUATION/ ASSESSMENT

TEACHER NOTES

Student will be able to: Student will: 6. discuss the importance of a drug and

alcohol-free environment in the workplace, and study the effects of the work environment on the health and well-being of the employee.

9.1.12.C.19 RST.11-12.1

discuss specific aspects of the students’ work drug and alcohol policies. Students will write about those features that could have the most significant impact on them.

research company sponsored

wellness programs.

in small groups, list aspects of wellness that will contribute to career success.

identify the causes of stress and

how to manage stress.

Written response to current event articles relating to substance abuse on the jo.

Graphic organizer on company health policies

Pointers for good health

Class-developed list of stressors and ways to find relief

Present a sample work place conduct policy

Guest speaker – Student Assistance Coordinator

7. identify and interpret labor laws and how they relate to student employment.

9.3.12.C.13 RST.11-12.2

research current child labor laws.

identify antidiscrimination laws and explain their role in protecting workers.

discuss current events related to

harassment on the job, seeking solutions.

Paragraph on the purpose of these laws and how they relate to the individual student on-the- job

Case studies

List of effective strategies in situations of sexual harassment

Guest speaker – Human Resources Supervisor

8. identify potential occupations for a future career plan.

8.1.12.F.1 9.4.12.N.68

research and complete a power point presentation on career area.

Student presentation, visual and oral


II. The Role of Marketing in Our Economic System

Essential Question(s): In what ways is marketing helpful to both the consumer and business? How does marketing affect the way a business advertises and sells its products?

Enduring Understanding(s): Marketing is a key component to the success of any product or service. Knowing the consumer and their decision- making process is an integral part of marketing a product.



TEACHER NOTES

Student will be able to: Student will: 9. understand and demonstrate the

role marketing plays in our economy.

9.4.12.N.81 9.4.12.N.84

identify products and explain the role marketing plays in the growth of that product

select a product and explain each phase of marketing mix.

Oral presentations PowerPoint presentation identifying phases of marketing mix

Marketing Essentials textbook Chapter 2

10. explain market segmentation and identify the target markets of your current employer.

9.4.12.N.82 RST.11-12.4

list the target markets of their current employer and explain how this business reaches these groups.

Student presentations and responses to student and teacher questions

Have students explain company image

11. demonstrate a basic understanding of the private enterprise system.

9.4.12.N.5 RST.11-12.4

form into groups to review case problem, answer prescribed questions, then prepare a presentation to be delivered to the class.

summarize and discuss current events related to topic.

identify current economic trends.

Teacher-made rubric used to assess presentation

Test on economic system

Teacher-made rubric used to assess current events

Bright Ideas – Sticking with It

Textbook: Marketing Essentials, Chapters 3 & 4




TEACHER NOTES

Student will be able to: Student will: 12. understand and demonstrate

advertising and promotional techniques.

8.2.12.F.1 9.2.12.E.3 9.2.12.E.5 9.4.12.N.(1).1 9.4.12.N.76 9.2.12.E.5 RST.11-12.7

develop a print advertisement for the student’s cooperative education work-station.

identify and evaluate various forms of advertising media.

compare the ways different businesses promote their products. Specific emphasis on target markets and advertising costs.

Print advertisement, evaluated using a teacher-designed rubric

Student materials and discussion points

Completed advertising test

Marketing Essentials textbook –Unit 6

Case problem: “Redefining Nordstrom”

13. understand the psychology of selling and properly performing a sales presentation.

8.2.12.F.1 9.2.12.E.5 9.4.12.N.(1).6

develop a sales promotion campaign suitable for the introduction of a new product to a business. (team project)

Use a teacher-designed rubric to evaluate sales presentation.

Test on sales

Marketing Eseentials textbook Unit 5 - Selling


III. Personal Finance

Essential Question(s): When should I start planning financially and how is it best to do so?

Enduring Understanding(s): Financial choices have costs, benefits, and consequences.


SUGGESTED ACTIVITY


TEACHER

NOTES

Student will be able to: Student will: 14. describe the U.S. tax system

and the services it finances. 8.1.12.A.3 9.2.12.F.7

brainstorm what taxes provide for society.

research the various types of

taxes a family in Parsippany, New Jersey may have to pay.

identify various social

security benefits and research the challenges facing the social security system.

Class discussion Questions and Answers

A chart that lists various services that each of these taxes pay for

Class discussion on problems facing Social Security

Chapter 23.1 (‘Taxes and Social Security”)


PROFICIENCIES/OBJECTIVES

STANDARDS

SUGGESTED ACTIVITY


TEACHER

NOTES

Student will be able to: Student will: 15. identify, understand, and

complete tax forms. 8.1.12.A.3 9.2.12.B.5 9.2.12.B.12 9.2.12.B.13 RST.11-12.3 RST.11-12.7

identify the parts of the student’s pay stub, including tax deductions (Social Security, Medicare, benefits).

use an on-line calculator to

create a table identifying actual take-home pay on different incomes.

complete a W4 form and

discuss how changes in deductions effect their take home pay.

fill in a 1040EZ form and

NJ State income tax form. (Sample W2 & 1099 Forms will be provided)

Quiz on parts of a pay stub and tax terminology

Table of take-home pay based on a range of incomes

Completed form

Completed tax forms

Federal Tax Forms (W4, W2, 1040EZ)

State Tax Forms

Bank 1099 Form




TEACHER NOTES

Student will be able to: Student will: 16. identify the steps in

preparing a budget. 8.1.12.A.1 8.1.12.A.3 8.2.12.F.1 9.2.12.B.7 RST.11-12.9

discuss the difference between fixed, variable and periodic expenses.

estimate personal

expenditures and compare to actual.

describe items that would be

in a budget for a family of 4 in Parsippany.

describe strategies that will

help you stay within a budget.

Student-recorded personal spending log for a month.

Budget using current earnings, fixed and non-fixed expenses

Review of an actual family budget

Class discussion of strategies used at home to manage spending

Chapter 20 (Managing Your Money) Chapter 20.1 (Budgeting)

Virtual Business – Personal Finance

17. identify and explain procedures for checking and savings accounts.

8.1.12.A.3 8.2.12.F.1 9.2.12.B.10 RST.11-12.3 RST.11-12.7

discuss the differences between the different types of accounts.

discuss debit cards and how

to use them.

compare different types of checking accounts available to students

practice making deposits,

writing checks, and balancing a checkbook.

Vocabulary quiz List of debit card procedures with advantages and disadvantages of using the card

Using online bank websites, comparison of the differences between various checking plans

Mock checks, check registers and deposit tickets

Workbook “How to Do Your Banking”

Guest speaker from a local bank.




ASSESSMENT TEACHER

NOTES Student will be able to: Student will: 18. identify and compare savings strategies, including “pay yourself first”.

8.1.12.A.3 9.2.12.B.3 RST.11-12.2 RST.11-12.9

give examples of how saving money can improve financial well-being. list various savings strategies and discuss advantages and disadvantages. use the “Rule of 72” to estimate the time or interest rate needed to double an amount of money. compare various types of banking institutions (banks, credit unions and online accounts.) discuss other types of services banks provide (certificates of deposit, money market accounts, safe deposit boxes, etc.).

Given rate of return, years, and frequency of compounding, use a financial online calculator to figure the end value of an investment List of the advantages and disadvantages of using each type of institution.

Chapter 20.2 “How to Do Your Banking”




ASSESSMENT TEACHER

NOTES Student will be able to: Student will: 19. identify the various forms of

credit and evaluate the true costs associated with a credit card.

8.1.12.A.3 8.1.12.F.1 9.2.12.C.1 9.2.12.C.2 9.2.12.C.3 RST.11-12.5 RST.11-12.5

discuss reasons why someone would borrow money.

evaluate various credit

situations while playing credit card game with guest speaker.

compare online credit card

promotions utilizing interest rate, annual fees, grace period, and length of promotion to see which credit card would be the most cost effective.

Student notes and class discussion

Student response to newspaper financial advice columnist

Observation of credit card game

Online credit calculators to compare costs; record results in an Excel spreadsheet

Chapter 21.2 (Checking Accounts & Credit)

Guest Speaker “Dover Business School” Consumer Credit

Video – “Taking Control of Your Credit”

Virtual Finance Simulation



SUGGESTED ACTIVITY


TEACHER NOTES

Student will be able to: Student will: 20. explain why it is important

to establish a positive credit history and the factors that affect a credit score.

8.1.12.A.3 8.2.12.F.1 9.2.12.C.5 9.2.12.C.6 RST.11-12.7 RST.11-12.9

discuss the 4’s of credit (Collateral, Capital, Capacity, and Character).

identify how a credit

score can impact the ability to get a job, a loan (at a competitive interest rate), buy a car, and rent an apartment.

using an online calculator,

identify the difference in monthly payments for buying a car when credit rates change.

describe the elements of a

credit score, and understand how a credit score can be increased or decreased.

discuss credit reporting

services and how to correct a credit report.

identify free sources of

obtaining a yearly credit score.

Definitions in notebook Do Now paragraphs

Excel spreadsheet

Responses to case studies of people with different credit histories

How-to list

Results of online research

http://www.bankrate .com/calculators/cre dit-cards/credit-card- payoff- calculator.aspx

Virtual Business- Personal Finance

http://www.bankrate.com/calculators/credit-cards/credit-card-payoff-calculator.aspx











TEACHER NOTES

The student will be able to: Students will: 21. identify costs and benefits of

various types of loans (car, home, college).

8.1.12.A.3 8.1.12.F.1 9.2.12.C.2 9.2.12.C.3 9.2.12.C.4 RST.11-12.7

participate in a computer lab to compare/contrast buying and leasing a car.

observe and take notes on

teacher instruction on car insurance and maintenance costs.

using virtual finance

simulation, compare purchasing costs.

Completion of guided worksheet and written choice

Spreadsheet

Tutorials observed by teacher

http://www.mort gagecalculator.or g

22. identify common types of risks and basic risk management methods

8.1.12.A.3 8.1.12.F.1 9.2.12.G.1 9.2.12.G.4

discuss the relationship between risk and insurance.

discuss the types of situations

that can or cannot be insured.

list the various types of insurances that are available, and discuss relative importance.

Teacher facilitation of class discussion

Quiz on various types of risks

Student pair lists of insurance priorities

Show video (“Choice, Chance & Control”).

Chapter 22 (Understanding Insurance)

http://www.mortgagecalculator.org/







TEACHER NOTES

The student will be able to: Students will: 23. identify and explain the various

elements that make up an automobile insurance policy.

8.1.12.A.3 9.2.12.G.1 9.2.12.G.2 RST.11-12.8

define terms related to auto insurance coverage, such as collision, property damage liability, personal injury, deductible, premium.

list factors that can increase or

reduce auto insurance premiums.

research the legal minimum

amounts of auto insurance coverage required in the state of New Jersey.

Quiz on auto insurance terms

Class discussion Exit Card

Student summaries of auto insurance requirements in NJ

http://www.carin surance.com

Guest Speaker – Insurance Salesperson

24. explain the purpose and importance of health, life and disability insurance.

8.1.12.A.3 9.2.12.G.2 9.2.12.G.4 RST.11-12.1

identify various types of health insurance options.

analyze the conditions under

which young adults need life, health and disability insurance.

discuss how needs change in

different phases of life.

Glossary of insurance terms

Do Now response

Timeline projecting insurance needs in youth, with changes in middle age and old age

Chapter 22 (Understanding Finance)

Virtual Business- Personal Finance

http://www.carinsurance.com/

http://www.carinsurance.com/




TEACHER NOTES

The student will be able to: Students will: 25. identify and evaluate investment

alternatives. 8.1.12.A.3 9.2.12.D.2-8 9.2.12.D.11 RST.11-12.7

define key terms: ▪Risk ▪Return ▪Diversification ▪CDs, stocks, bonds ▪Mutual Funds

compare the risks and returns

of various investments.

describe how to buy and sell investments.

describe the benefits of a diversified investment portfolio.

participate in stock market

simulation.

Student notes on teacher presentation to class

Predictions of relative strength of different investments

Class discussion Q & A

Student self-assessment of the stock portfolio at the end of the study

Evaluation of each student’s selection and management strategies in writing

Commerce Bank website: Fantasy Stock Market Game www.fantasystock market.com/ /commerce bank

Guest Speaker – Met Life

http://www.fantasystockmarket.com/




PROFICIENCIES/OBJECTIVES

STANDARDS


TEACHER NOTES

The student will be able to: Students will: 26. identify and compare retirement

plan alternatives (Social Security, 401Kk), 403(b), IRA, and Pension).

8.1.12.A.3 9.2.12.A.11 9.2.12.B.4 9.2.12.D.6-8 RST.11-12.1 RST.11-12.7

explain the relative importance of the following sources of income in retirement: Social Security, employer retirement plans, and personal investments.

describe the advantages

provided by employer- sponsored retirement plans, including 401(k) and related plans.

contrast the benefits of a

traditional IRA versus a Roth IRA.

Small group research and presentations to class

List of advantages: pair share, then whole class compilation

Compare/contrast activity


IV. Entrepreneurship

Essential Question(s): What characteristics do most entrepreneurs possess? What elements are most important for business success? Why is a business plan important and how is an effective business plan developed?

Enduring Understanding(s): Entrepreneurship provides the foundation upon which students may prepare to launch and own a business. A business plan has seven components and is essential to a business’s success.



TEACHER NOTES

Student will be able to: Student will: 27. demonstrate a basic under-

standing of entrepreneurship. 9.4.12.N.72 RST.11-12.10

review and discuss characteristics of entrepreneurship, then compile his/her thoughts in a short essay.

work in small groups to collaboratively solve assigned case study problem.

Compare Independent ownership vs. a franchise.

Evaluate the various risks associated with owning your own business.

develop a business plan

design a training plan for a new employee.

Essay assessed using teacher- made rubric

Case analysis assessed for accuracy and validity

Teacher-led discussion

Realistic Pros and Cons

One-page proposal to present to a venture capitalist

Develop a how-to manual for a new employee

Guest Speaker

Case problem: Outback Steakhouse

Textbook: Marketing Essentials

Television show “Undercover Boss”


V. Cooperative Work Experience – 540 Hours

Essential Question(s): Do I follow the rules and regulations of the cooperative education program and my work station? Enduring Understanding(s): Following the job requirements will improve my career exploration experience and provide me with opportunities for personal

and professional growth.



TEACHER NOTES

Student will be able to: Student will: 28. keep accurate records needed for

state reports covering hours and wages.

8.1.12.A.4 9.1.12.F.2

complete the New Jersey Cooperative Education Training Agreement and the Parsippany Co-op Application and Guidelines.

Teacher observation of student job site

Marking period employer evaluations

Student pay stubs

Working papers completed

Wage & Hour Sheets

Pay stubs submitted

29. be employed for a minimum total of 540 hours during the school year. Students must work a minimum of 125 hours each in marking periods one, two and three; the remainder to be accumulated during the fourth marking period or during the previous summer.

9.3.12.C.6 fill out weekly and hourly reports and job duty logs.

compile weekly reports for total yearly hours.

complete ALL other forms required for annual state Reports.

hold gainful employment during the school year.

Teacher’s inspection of student’s work folder

Teacher’s inspection of student’s work folder

Completed forms

Teacher observation and employer evaluations completed each marking period

30. successfully complete a supervised internship in a cooperative education job.

9.1.12.F.2 hold a gainful employment during the school year.

Teacher observation and employer evaluations completed each marking period


BIBLIOGRAPHY

TEXTBOOKS Kimbrell, Grady. Succeeding in the World of Work. Hightstown, New Jersey: Glencoe/McGraw Hill, 2008. Farese, Lois. Marketing Essentials. Hightstown, New Jersey: Glencoe/McGraw Hill, 2009.

SUPPLEMENTAL MATERIAL: Virtual Business – Personal Finance, Knowledge Matters, 2009. COPS, Interest Inventory. Edits, 2007. Wall Street Journal/Classroom Edition. How to Do Your Banking, 2011 DECA – An Association of Marketing students – Co-curricular youth organization

VIDEOS How Bad is Your Boss? Taking Control of Your Credit Why Smart People Do Stupid Things With Their Money Choice, Chance and Control Your Life Your Money Undercover Boss

WEBSITES www.Monster.com www.Bankrate.com www.mortgagecalculorgator. www.fantasystockmarket.com/commercebank - Fantasy Stock Market Game, Commerce Bank website Internal Revenue Service New Jersey Department of Education (data for Career Cluste



http://www.bankrate.com/

http://www.fantasystockmarket.com/commercebank


APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


COOPERATIVE EDUCATION JOB INTERVIEW

Using either a local newspaper or an on-line website, you will locate an entry level job opportunity for which you are qualified. Research the company, write a letter of application, and complete a job application that includes previous employment and references. Finally, prepare for a formal job interview. You are responsible for an appropriate appearance for an interview, business knowledge, and proper interviewing etiquette.

Teacher Note: This assessment takes places after completing a unit on how to apply for a job, the various types of job interview questions, and proper job interviewing procedures. The student will participate in a formal job interview. A copy of the job interview rubric is attached.


COOPERATIVE EDUCATION JOB INTERVIEW RUBRIC

CATEGORY Superior Adequate Needs Improvement Unacceptable

Appearance The student displays all the elements of appropriate dress, grooming and hygiene for a job interview.

Overall appearance is appropriate. One element is missing.

Students appearance was too casual for an interview. More than one element was missing.

The student’s appearance was inappropriate for the interview.

Introduction The student introduced him or herself and explained why he or she is interested in the job.

The student introduced him/herself, but needed a reminder to explain why he/she was there for the interview.

The student was reminded to perform an introduction, and was reminded to explain why he/she was there for the interview.

The student did not introduce him/herself and did not explain why he/she was there for the interview.

Preparation Evidence that student came fully prepared to answer questions during the job interview.

Evidence that student came somewhat prepared to answer the questions during the job interview.

Little evidence that student came prepared to answer questions during the job interview.

No evidence that student came prepared to answer questions for the job interview.

Enthusiasm & Focus

Student was enthusiastic about the job opportunity, focused and professional during the entire interview.

Student was somewhat enthusiastic, focused and professional during the entire interview.

Student has difficulty focusing and acting in a professional manner.

Student showed very little evidence of interest, focus or professionalism during the interview.

Posture & Eye contact

Student sat up straight, smiled , and made effective eye contact throughout the entire interview.

Proper posture and effective eye contact was maintained throughout at least 80% of the interview.

Proper posture and eye contact was sporadic throughout the interview.

The student had poor posture and did not maintain eye contact for the majority of the interview.

Effective follow-up questions

The student listened carefully to the interviewer and asked 3 relevant follow-up questions based on what the person said.

The student listened carefully to the person conducting the interview and asked 2 relevant follow-up questions based on what the person said.

The student asked one follow-up question based on what s/he thought the person said.

The student did not ask any follow-up questions based on what the interviewer said.

Closing The student thanked the interviewer while shaking hands and making eye contact

The student thanked the interviewer, shook hands but did not make eye contact

The student thanked the interviewer.

The student did not thank the interviewer.


APPENDIX B INTERIM ASSESSMENT


APPENDIX C SELF-ASSESSMENT


COOPERATIVE EDUCATION REFLECTION SHEET NAME MARKING PERIOD

1. What have you learned in class that has helped you on the job?

2. What new skills have you learned at work?

3. What things give you the greatest satisfaction at work?

4. What kind of things are you the most confident doing?

5. What do you need to improve to succeed at work?

6. What challenges at work would you like to focus on in class?


APPENDIX D NEW JERSEY STUDENT LEARNING STANDARDS


NEW JERSEY STUDENT LEARNING STANDARDS

2 - Comprehensive Health and Physical Education 3 - English Language Arts

4 - Mathematics

5 - Science

6 - Social Studies

8 - Technology

9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/cccs/2014/ss/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/


APPENDIX D CURRICULUM MODIFICATIONS & ADAPTATIONS

COOPERATIVE MARKETING EDUCATION GRADE 12 CVE 610 - 615sharepoint.pthsd.k12.nj.us › ci › Approved...

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