Daily Learning Contract
- Topic: Career Opportunities
- Objective: Students will identify four real-estate careers and compare their work products, preparation, and Texas regulatory boundaries.
- TEKS: d(1)(C), d(2)(A)
- Demonstration of Learning: Four-role evidence record, two-role comparison, and one official-source question.
Lesson Overview
| Time | 50 minutes |
| TEKS | d(1)(C), d(2)(A) |
| Deliverable | Four-role evidence record, two-role comparison, and one official-source question |
| Materials | Fixed four-role guide, current MacArthur pathway card, calculator optional, Canvas student guide |
Before Class
Provide one Canvas-capable device or one two-page fixed guide per student, plus a pencil. Students use one route, not both. Work is independent; pairs of two may rehearse the comparison before each student submits. Project this model: A Sales Agent helps manage a transaction under a sponsoring broker. A property appraiser develops a value opinion under a separate credential boundary. The Real Estate Marketing pathway is an option to investigate, not a license guarantee. Prepare one labeled paper tray or the private Canvas collector. H&L may be opened for optional exploration, but it is not the source of record for licensing or pay.
50-Minute Flow
1. Warm-Up: Work Product, Not TV Image (5 min)
Students name one thing they think a real-estate worker produces. Collect answers, then separate property showing from contracts, market comparisons, appraisals, leases, budgets, records, and client communication.
2. Current Local Pathway Boundary (8 min)
Current Irving ISD public evidence names Real Estate Marketing at MacArthur in the School of Business and Entrepreneurship. It is a high-school pathway to investigate, not a promise of admission, license completion, transportation, schedule, placement, or employment.
3. Four Fixed Career Cards (22 min)
Students record work, common preparation, regulator/license boundary, compensation pattern, and one limitation for:
- Real Estate Sales Agent: TREC license; works on behalf of and under sponsorship of a licensed broker for active practice; compensation often includes commissions that vary and are divided.
- Real Estate Broker: additional education/experience/license requirements; may manage a real-estate business and sponsor agents.
- Property Appraiser/Assessor: develops property-value estimates; Texas appraiser credentials are handled through TALCB, an independent subdivision of TREC; do not treat a sales-agent license as an appraisal credential.
- Property Manager: duties vary. TREC says a license is required for specified paid leasing/showing or rent-control activities; do not claim every property-management job has the same license requirement.
4. Compare and Decide (10 min)
Students compare two roles on work product, authority, preparation, and income pattern. They choose one role to investigate next and name the official source that must answer their remaining question.
5. Exit Check (5 min)
Name one role, one work product, one correct regulator/license boundary, and one fact the career card does not prove.
Monitoring Key
At minute 13, students should match each role to a distinct work product. If one-third collapse the roles, reproject the model and sort one role by work product and regulator. By minute 28, all four role rows should be usable. By minute 40, comparisons should name two differences and an authorized source. Safe trim: accept one concise difference in each category, but protect the official-source question and correct license boundary. Collect one route and close devices.
Support and Fallback
The record uses short cells only for short facts and full-width lines for the comparison. Students may type, dictate, annotate, or use paper. Fixed cards are the complete no-login/absence route.