Daily Learning Contract
- Topic: Career Assessment
- Objective: Students will analyze and discuss the initial results of career assessments and explore and describe the CTE career clusters using evidence from Career Assessment.
- TEKS: d(1)(A), d(1)(B)
- Demonstration of Learning: Completed My Career Journey reflection submitted once as Minor 1 through file upload, exact labeled text entry, or teacher-collected paper.
Teacher presentation: PowerPoint file (IISD sign-in) · Make a Google Slides copy (IISD sign-in)
Why this lesson comes here
Days 2-3 collected three inputs: core personality, work values, and Building Blocks. Today students retrieve those inputs, summarize what they currently notice, reflect on surprises, and apply the evidence to one career curiosity. This is the H&L/FYF synthesis job already assigned for the week, not a substitute for or compressed version of Jenna Hainlen's full focused-note-taking lesson.
This is Minor 1, not a Major. Students submit the reflection once. They do not also submit a cluster-ranking exit ticket or a duplicate notebook page.
Before students arrive
- Verify the mapped Canvas Assignment is named
MINOR 1: My Career Journey Reflection, unpublished, 100 points, points grading, Minor group, omit=false, and has the advisory-rubric marker. - Prepare one response route per student:
- file upload of the completed two-page reflection;
- exact labeled text entry using items 1-8;
- teacher-collected paper labeled with student name/date.
- Default print count: one standard reflection per student using paper; otherwise 0. Keep sentence-stem and bilingual-support versions ready by need, not as three packets for everyone.
- Open H&L profiles, FYF p. 22, the Student Guide, the Day 4 deck, and the 12-point student rubric.
- Use a secure teacher folder or the Canvas submission itself for later mid-year/capstone retrieval. Students do not resubmit the same artifact later.
Complete model
Model one difficult item before students begin:
Career: Veterinary Technician
Evidence: My Helper core type fits because I like supporting living things. Relationships is one of my work values. Caring for my dog is a Building Block that has taught me patience. I am curious about this career, but I still need to learn the required education and daily work before deciding whether it fits.
Non-model: "Health Science because it fits me." Explain that Health Science is a cluster, not a career, and fits me does not name evidence.
Fifty-minute flow
1. Profile warm-up -- 5 minutes
Students open the Climber Profile and privately answer: what does the profile know now that it did not know on Day 2?
2. Gather the evidence -- 8 minutes
Students locate:
- core personality result and one meaningful phrase;
- top work values;
- three Building Blocks and skills;
- available cluster recommendations;
- the original Day 2 prediction.
The student points to each source and the teacher checks access, not binder/neatness. Do not copy the results into another holding sheet before the reflection.
Minute 13 look-for: every student has the profile, FYF pages, and private notes open or has missing items visibly marked pending.
3. Model the evidence connection and rubric -- 5 minutes
Project the complete model. Show how type + value + Building Block support one career curiosity and how the final sentence names what is still unknown. Review the 12-point rubric in student language: complete evidence, accurate self-awareness, and a supported career connection.
4. Complete My Career Journey -- 22 minutes
Students complete all eight sections. For Career Community, students may name a role, initials, or a trusted person. They do not have to disclose full names or personal relationships publicly.
Run three monitoring laps:
- Items 1-5 match an open source rather than memory.
- Item 6 names a career, not a cluster, and uses two evidence-based sentences.
- Item 8 includes three support roles/people; fictional roles are allowed when privacy is needed.
If one third of the class stalls on item 6, pause once and annotate the complete model. Do not repeat the explanation desk by desk.
5. Self-check and revise -- 6 minutes
Students use the rubric and make one visible revision. Speech-to-text, dictation to an adult, bilingual support, or oral rehearsal may support the writing; the final evidence still follows one approved private submission route.
6. Submit once and clean up -- 4 minutes
- File route: upload the completed reflection as one file.
- Text route: use labels 1-8 and include every response.
- Paper route: hand the labeled paper to the teacher.
Students do not submit the Day 2/3 pages or a second exit ticket. Teacher confirms the submission/collection and stores it for later retrieval.
Pivot, trim, recovery
- Missing one H&L result: mark that field
pending, complete every independent section, and protect Friday catch-up. Score only after the result is added. - Platform outage: use saved notebook/FYF evidence and paper/text. Do not invent a cluster recommendation.
- Absent: complete the reflection during Friday's protected catch-up or the next clean period; do not replace it with a different packet.
- Protected trim: reduce the warm-up and whole-group rubric talk. Protect 22 minutes of drafting, one revision, and the exact submission check.
Source notes
- H&L Climber Profile outputs from Days 2-3.
- Find Your Future p. 22,
Building a Career Community. - The full Jenna Hainlen focused-note-taking sequence remains held for a later dedicated point of need; it is not claimed as the source of this H&L/FYF reflection.