HOSPITALITY AND TOURISM CLUSTERS & PATHWAYS

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American Samoa 1

Success in the World of Hospitality and Tourism

GUIDE

AMERICAN SAMOA DEPARTMENT OF EDUCATION RAFT October 2000 Revised August 2010

HOSPITALITY AND TOURISM

CLUSTERS & PATHWAYS

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HOSPITALITY AND TOURISM CAREER PATHWAY GUIDE

What is a Career Pathway?.……… 3

Career Plan Overview and Description………... 3

Examples of Career Areas ……… 4

Hospitality and Tourism Career Pathway ……… ……… …6

Components of the Hospitality/Tourism Career Pathway and

Content……… 9

Vision and Mission and Goals of the Hospitality/Tourism Career Pathway…10

Core Academic Courses and Competencies ……… 11

Foundation Skills/Core Competencies ……….17

Integrated Curriculum Development ……… 18

Standards Tests & Certification ………

19 Work-based Learning Options ……….……… 28

Guidance & Counseling ……… 31

Career Pathway Advisory Committee Involvement ………

32 Business & Industry Involvement……… 32

Articulation and Tech Prep ……… 32

Community College Connections ……….. …… 33

Characteristics of Successful Students ……… 35

Employment Outlook ……… …… 35

Summary ……… …… 35

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American Samoa-Hospitality and Tourism 3

What is a Career Pathway?

Career Pathways are used to cluster a number of careers and occupations that occur within a broadly defined area which helps to focus the curriculum and career-related learning experiences of the Career Contents within each pathway.

Examples in this pathway include:

Restaurant Food and Beverage Services Lodging

Travel and Tourism

Recreation, Amusements and Attractions

Pathways adopted by the Department of Education in American Samoa are: Science, Technology, Engineering and Mathematics (STEM)

Agriculture, Food & Natural Resources Hospitality and Tourism

Business, Management & Technology Health Science

Human Services

Arts, Audio/Video Technology and Communication Education and Training

Transportation, Distribution & Logistics

What is the Career and Technology Education (CTE) Plan

It is a plan to motivate students to participate in activities that will lead to graduation with a

high school diploma; an industry recognized credential and/or prepared to enter post-secondary education in a related degree program.

It is a career-oriented system of programs with the direct involvement of local employers to provide students with a major step towards the skills employers need.

It prepares students academically and vocationally for either entrance to college or careers in a selected field or both.

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It is a partnership among the high school, community college, local employers, and the American Samoa Department of Education.

The Plan ….

Involves a close working partnership between the high school and local businesses. Focuses on the concept that all students select a Career Pathway upon which to focus

their studies while in high school

All students are enrolled in classes with integrated curriculum from 1st through 12th Elementary teachers have resources and lessons to begin career awareness and career

development through the career guidance and counseling programs.

Orients students towards graduation and receiving a fully credited diploma. Develops workplace skills used and needed by local employers.

Includes a mentor program, with each student matched to a volunteer from the local community who is committed to spending two to four hours a month with the student. Places students in summer jobs with local employers following the 11th grade, provided

that summer school is not required to meet graduation requirements Includes workplace learning during the last half of the 12th grade.

Provides additional motivational activities with local community and business involvement.

Examples of Content within Career Pathways

Within each of the career pathways there may be two (2) or more career content areas that relate the student’s learning to the knowledge and skills required to become successful in that field and to prepare them to continue their education in community college, college or university, or at the work-site. These areas are often organized into Career Pathways and the following are examples of possible content within a pathway:

 Agriculture, Food & Natural Resources o Pathways and Career Contents

 Food Products and Processing Systems  Plant Systems

 Animal Systems

 Power, Structural & Technical Systems  Natural Resources Systems

 Environmental Service Systems  Agribusiness Systems

 Architecture & Construction

o Pathways and Career Contents  Design/Pre-Construction  Construction

 Maintenance/Operations

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 Business Management & Administration o Pathways and Career Contents

 General Management

 Business Information Management  Human Resources Management

 Operations Management  Administrative Support  Education and Training

o Pathways and Career Contents

 Administration and Administrative Support  Professional Support Services

 Teaching & Training  Finance

o Pathways and Career Contents  Banking and Related Services  Business Financial Management  Financial and Investment Planning  Insurance Services

 Government & Public Administration o Pathways and Career Contents

 Governance  National Security

 Foreign Service Planning

 Revenue & Taxation Regulation  Public Mgm/Adm.

 Health Science

o Pathways and Career Contents  Therapeutic Services  Diagnostic Services  Health Informatics

 Support Services

 Biotechnology Research/Development  Hospitality & Tourism

 Restaurants and Food/Beverage Services  Lodging

 Travel & Tourism

 Recreation, Amusements & Attractions  Human Services

 Early Childhood Development & Services  Counseling & Mental Health Services  Family & Community Services  Personal Care Services

 Consumer Services  Information Technology

o Pathways and Career Contents  Network Systems

 Inf. Support & Services

Web & Digital Communication  Programming/Software Dev.

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 Law, Public Safety, Corrections & Security o Pathways and Career Contents

 Correction Services

 Emergency/Fire Mgmt. Services  Security & Protective Services

 Law Enforcement Service  Legal Services

 Manufacturing

o Pathways and Career Contents  Production

 Manufacturing Prod. Process Dev.  Maintenance, Installation & Repair

 Quality Assurance

 Logistics & Inventory Control

 Health, Safety/Environmental Assurance  Marketing, Sales and Service

o Pathways and Career Contents  Marketing Management  Professional Sales  Merchandising

 Mkt. Communications  Marketing Research  Science, Technology, Engineering and Mathematics (STEM)

 Engineering and Technology Science and Math  Transportation, Distribution & Logistics

o Pathways and Career Contents  Transportation Operations

 Logistics Planning/Mgmt. Services  Warehousing/Dist. Ctr. Operations  Facility/Mobile Equipt. Maintenance

 Transportation Systems/ Infrastructure Plng., Mgmt.  Health, Safety/ Env. Mgmt.  Sales/Service

Within each content area required courses and electives are identified that must be completed prior to graduation from high school with specific skills that must be demonstrated for certification in that area or pathway. Career related learning experiences occur within each pathway that connects the student’s learning to the real world. By the senior year in high school, work experiences in the community related to the student’s career choice may take as much as one-half of the school day depending upon the student’s individual career goal plans. Preparation for entry into the next level of education or directly into the workplace is met within the framework of the career pathway and individualized for each student depending upon his or her aspirations and goals.

Hospitality & Tourism Career

Pathway

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High school completion with some additional training

Retail Shop Assistants

Assistant Tour Guides

Laundry attendants/valets Waiters Stewards Bus drivers Bell men Custodian

Front desk representative Tour guide

Room attendant

Two years additional training/Community College

Tour operation management trainee Hotel restaurant manager trainee Food Services Manager

Chef

Recreation/Leisure Manager Airline Attendant

Ticket agent

Four or more years of college required

Tour Operator

Travel Agency Owner/Manager Public Relations Supervisor

CLUSTER AND CODES BY PATHWAY

Career Pathway Code

Lodging 39-6011.00 Baggage Porters and Bellhops

Lodging 39-6012.00 Concierges

Lodging 37-1011.00 First-Line Supervisors/Managers of Housekeeping and

Janitorial Workers

Lodging 43-4081.00 Hotel, Motel, and Resort Desk Clerks

Lodging 37-2011.00 Janitors/Cleaners, Except Maids/Housekeeping

Lodging 11-9081.00 Lodging Managers

Lodging 37-2012.00 Maids and Housekeeping Cleaners

Lodging 43-2011.00 Switchboard Operators, Including Answering Service

Lodging 39-3031.00 Ushers, Lobby Attendants, and Ticket Takers

Recreation, Amusements and Attractions 39-3091.00 Amusement and Recreation Attendants Recreation, Amusements and Attractions 39-2011.00 Animal Trainers

Recreation, Amusements and Attractions 27-2021.00 Athletes and Sports Competitors

Recreation, Amusements and Attractions 39-3012.00 Gaming and Sports Book Writers and Runners Recreation, Amusements and Attractions 43-3041.00 Gaming Cage Workers

Recreation, Amusements and Attractions 41-2012.00 Gaming Change Persons and Booth Cashiers Recreation, Amusements and Attractions 39-3011.00 Gaming Dealers

Recreation, Amusements and Attractions 11-9071.00 Gaming Managers Recreation, Amusements and Attractions 39-1011.00 Gaming Supervisors

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Career Pathway Code

Recreation, Amusements and Attractions 25-4013.00 Museum Technicians and Conservators Recreation, Amusements and Attractions 39-9032.00 Recreation Workers

Recreation, Amusements and Attractions 25-3021.00 Self-Enrichment Education Teachers Recreation, Amusements and Attractions 27-1027.00 Set and Exhibit Designers

Recreation, Amusements and Attractions 39-1012.00 Slot Key Persons

Recreation, Amusements and Attractions 27-2023.00 Umpires, Referees, and Other Sports Officials Restaurants and Food/Beverage Services 51-3011.00 Bakers

Restaurants and Food/Beverage Services 35-3022.01 Baristas Restaurants and Food/Beverage Services 35-3011.00 Bartenders

Restaurants and Food/Beverage Services 35-1011.00 Chefs and Head Cooks

Restaurants and Food/Beverage Services 35-3021.00 Combined Food Preparation and Serving Workers, Including Fast Food

Restaurants and Food/Beverage Services 35-2011.00 Cooks, Fast Food

Restaurants and Food/Beverage Services 35-2012.00 Cooks, Institution and Cafeteria Restaurants and Food/Beverage Services 35-2013.00 Cooks, Private Household Restaurants and Food/Beverage Services 35-2014.00 Cooks, Restaurant Restaurants and Food/Beverage Services 35-2015.00 Cooks, Short Order

Restaurants and Food/Beverage Services 35-3022.00 Counter Attendants, Cafeteria, Food Concession, and Coffee Shop

Restaurants and Food/Beverage Services 35-9011.00 Dining Room and Cafeteria Attendants and Bartender Helpers

Restaurants and Food/Beverage Services 35-9021.00 Dishwashers

Restaurants and Food/Beverage Services 35-1012.00 First-Line Supervisors/Managers of Food Preparation and Serving Workers

Restaurants and Food/Beverage Services 35-9099.00 Food Preparation /Serving Related Workers, All Other Restaurants and Food/Beverage Services 35-2021.00 Food Preparation Workers

Restaurants and Food/Beverage Services 35-3041.00 Food Servers, Nonrestaurant Restaurants and Food/Beverage Services 11-9051.00 Food Service Managers

Restaurants and Food/Beverage Services 35-9031.00 Hosts and Hostesses, Restaurant, Lounge, and Coffee Shop

Restaurants and Food/Beverage Services 51-9012.00 Separating, Filtering, Clarifying, Precipitating, and Still Machine Setters, Operators, and Tenders

Restaurants and Food/Beverage Services 35-3031.00 Waiters and Waitresses

Travel and Tourism 27-3091.00 Interpreters and Translators

Travel and Tourism 13-1121.00 Meeting and Convention Planners

Travel and Tourism 43-4181.00 Reservation and Transportation Ticket Agents and

Travel Clerks

Travel and Tourism 39-6021.00 Tour Guides and Escorts

Travel and Tourism 39-6032.00 Transportation Attendants, Except Flight Attendants

and Baggage Porters

Travel and Tourism 41-3041.00 Travel Agents

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GOING GREEN…….

Green occupations will likely change as a result of the green economy. Green economy activities and technologies are increasing the demand for occupations, shaping the work and worker requirements needed for occupational performance, or generating new and emerging occupations. It is important to note that some areas cross over to related clusters.

COMPONENTS OF THE TOURISM & HOSPITALITY CAREER

PATHWAY

The Tourism & Hospitality Career Pathway System is a competency-based vocational program in which tasks with occupational similarity are grouped into a core, and where the student, after mastering the core tasks, moves into progressively more specific and/or advanced areas of instruction. A career pathway consists of two or more vocational education programs and

interrelated learning experiences that prepare the individual to enter into employment in a number of occupations which have sufficient commonalties.

The clustering of vocational-technical education programs into career pathways provide the needed degree of flexibility and transferability required in a changing work environment. The needs of business, industry, students and education will best be served by programs that provide meaningful experiences at the secondary level and that provide the foundation for a broad range of employment or further education and training opportunities.

Educating students in American Samoa has primarily taken place through a traditional program delivery approach. However, education in American Samoa is experiencing rapid change. The emerging occupations and the technological advances dictate the need for change from this traditional program delivery approach to one that is more flexible and adaptable to the needs of business, industry, and students. Therefore, any school reform effort must encourage quality, excellence and accountability.

The Career Pathway program provides a broad foundation of applied and transferable basic skills plus occupationally specific technical skills required to function in an increasingly complex and highly technological society and workplace.

The new program direction will require modification in the role of the Tourism and Hospitality content to include

 A balanced program that develops broad, transferable skills as well as job-specific skills,  A flexible delivery system that is in a competency-based format with measurable outcomes,  A career guidance system that provides an individualized training plan for students that is

based upon an analysis of individual strengths and interests,

 A comprehensive certification system centered around job titles that is developed in order to ensure that minimum program standards are met, and

 Equipment, facilities and supplies used in the Tourism & Hospitality program that are representative of the current technology and application of the communities.

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The following are the individual components that comprise a Career and Technology Plan. The Guide describes each component in detail as implementation of the pathway system components and structure. The components are:

I. Vision, Mission and Goals of the Career Pathway System II. Core Academic Courses & Competencies

III. Integrated Core Curriculum Development IV. Standards, Tests and Certification

V. Work-Based Learning Options VI. Guidance and Counseling

VII. Career Pathway Advisory Committee VIII. Business and Industry Involvement IX. Tech Prep

X.

Community College Connections

I. VISION, MISSION AND GOALS

Career and Education Educational Systems thrive when the educators have a clear vision and focus on helping students reach their goals. The vision and goals should be developed with input from all educators, students, parents, and business partners.

***The following is a sample of a vision and mission statement that will be replaced in this guide by one developed by the Tourism & Hospitality Committee

The Tourism & Hospitality Career Program’s Vision is…

‘STUDENTS READY FOR LIFE’

The Mission is to…

prepare all students academically, technologically, culturally, and socially to attain their full potential as contributing members of society through a cooperative and collaborative effort by students, educators, employers, families, and the community at large.

The Tourism & Hospitality Career Program’s Goals

The Tourism & Hospitality Pathway System is designed to:

provide skills, knowledge and attitudes that will enable the students to enter the labor force in the Tourism & Hospitality

to prepare students to choose, based on their career interests, any of a wide range of career paths that exist in the Tourism & Hospitality Industry.

Graduates of the program should be ready to assume entry level positions at a resort or hotel or attend higher education to pursue more specialized studies to a tourism and hospitality field.

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The Program Goals are:

Connect learning with earning—students who understand the relationship between learning and career skills are more likely to make a successful transition from school to career.

Develop a common vision for all partners—both educators and business partners work together to provide the workforce needed for the future.

Demand high expectations for all students—standards and the criteria to meet those standards are established for all students.

The Student Goals are:

Make well-informed career choices.

Understand and apply a career planning process

Complete a logical sequence of core academic and appropriate vocational courses Perform relevant work-based learning experiences.

Apply leadership and workplace readiness skills.

Exit the Career Pathways System prepared for further education and employment

II. CORE ACADEMIC COURSES AND COMPETENCIES

A logical sequence of relevant courses, both academic and vocational, is needed for the Hospitality & Tourism Career Pathway System. High schools, community college and other higher education course offerings are being considered as the Career Pathways and content continue to develop.

Academic courses recommended in the Hospitality & Tourism Services Career Pathway and content meet high schools and/or community college entrance requirements.

In the Tourism & Hospitality Pathway System, students must be able to read and comprehend materials from a variety of sources such as journals, magazines and academic tests. Students should be able to present their ideas in clear and concise language. They should also be able to

communicate clearly in English and support their viewpoints orally.

Math skills include adding, subtracting, multiplying, dividing, fractions, percentages, measurements and calculation of interest. Students should be able to utilize computers and be proficient in the use of word processing.

Students should have an understanding of human behaviors and cultures. Special studies in the areas of Psychology, History, Geography, Sociology and Anthropology will be helpful. Students

preparing for careers in Tourism and Hospitality would benefit from taking additional foreign language classes to be able to communicate with tourists coming to American Samoa.

In developing a logical sequence of relevant academic and vocational courses for the system content, all courses contained in the high schools, community college and other higher education course offerings should be considered. The ASCC credits that are related to the Pathways are listed in the last section of this document. The American Samoa High Schools graduation requirements are:

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English 4 credits

Math 3 credits

Science 3 credits

Vocational Education 1 credits

Social Studies 4 credits

Health and Physical Education 1 credit

Samoan Studies 1 credit

Elective Courses

The following listing of courses may serve as a guide for the Pathways Committee in deciding which courses to offer within the system.

SAMPLE: Core Academic Courses and Competencies For The Tourism and

Hospitality Pathway *

9th Grade 10th Grade

English I English II

Algebra I Geometry

General Science Biology

World Geography World History

Samoan Studies I Basic PE

Health/PE Samoan Studies II

Guidance/Counseling

11th Grade 12th Grade

English III English IV

Algebra II *Japanese II

Chemistry *Cultural Research

Hotel Operations I Hotel Operations II Tour Operations Management Tour Guide Principles

Samoan History *Computer Applications

*Japanese I Elective

*Computer Literacy

Required courses in italics

*Recommended Electives

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American Samoa 13

HOSPITALITY AND TOURISM PATHWAY: RESTAURANT FOOD AND BEVERAGE SERVICES This plan of study can serve as a guide, along with other

career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Hospitality and Tourism – Restaurant Food and Beverage Services Pathway SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. Management Level

■ Caterer

■ Catering and Banquets Manager ■ Executive Chef

■ Food and Beverage Manager ■ General Manager ■ Kitchen Manager ■ Maître d’ ■ Restaurant Owner ■ Services Manager Skill Level ■ Baker ■ Bartender ■ Brewer

■ Pastry and Specialty Chefs ■ Restaurant Server ■ Wine Steward

Entry Level

■ Banquet Server

■ Banquet Set-Up Employee ■ Bus Person ■ Cocktail Server ■ Counter Server ■ Host ■ Kitchen Steward ■ Line Cook ■ Restaurant Server ■ Room Service Attendant

Acad em ic/Car ee r A dvisem en t P rovide d Gr ad e Le vel English/

Language Arts Math Science Social Studies/ Sciences

Career and Technology Education (CTE) Majors

*Italicized majors additional course information

Other Elective and Required Courses

HIGH SCHOOL / TECHNOLOGY CENTER

S E C O N D A R Y 9 ↓ 10 ↓ 11 ↓ 12 English/LA I English/LA II English/LA III English/LA IV Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Statistics Biology I Chemistry Physics (Upper division lab sciences) Samoan History American History U.S. Government Economics Geography World History

*Sous Chef *Lead Cook *Dietary Aide *Culinary Asst. Entry Level

*Restaurant Food & Beverage Serv. Mngt. Asst. *Restaurant Server *Prep Cook *Garde Manger *Food Serv. Attendant *Culinary Arts Asst. *Culinary Arts Mngt. Asst. *Banquet Caterer *Baker Asst. *Culinary Coord. *Service Careers Food Serv. Asst. (T&I) *Food Serv. Workforce Transition (T&I) *Quick Service Restaurant Mngt. Asst. *Front of the House Asst. Manager

NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy

Additional courses to support career goal:

Family & Consumer Sciences Hospitality Careers Orientation Chemistry of Food COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y 13 -English Comp I

-English Comp II -College Algebra -Statistics

-Nutrition -Food Science

-Political Science

-Economics -Overview of Restaurants and Food/Beverage Services -Food/Beverage Management

TECHNOLOGY CENTER

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

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-Speech/Oral

Communications -Accounting -Biological Science -Physical Science

-Sociology

-Psychology -Food Service Production and Operations

-Food Safety and Sanitation for the Food Service Industry

15 Continue courses in your area of specialization NOTE: Use the postsecondary

institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, etc.

16 Complete Restaurant Food and Beverage Services Major (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __

Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning

_________________________________________ ____________________________________________ __________________________________________

(Learner Signature) (Parent/Guardian Signature) (School Official Signature)

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HOSPITALITY AND TOURISM PATHWAY: LODGING This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License

___Associate Degree ___Bachelor Degree ___ Professional Degree

Hospitality and Tourism – Lodging Pathway SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. Management Level

■ Chief Engineer ■ Director of Operations ■ Director of Sales and Marketing ■ Executive Housekeeper ■ Food and Beverage Director ■ Food and Beverage Manager ■ Front Office Manager ■ General Manager ■ Lodging Manager ■ Owner ■ Reservations Manager ■ Revenue Manager ■ Rooms Executive ■ Services Manager

Skill Level

■ Bell Captain ■ Concierge

■ Front Desk Supervisor ■ Laundry Supervisor ■ Maintenance Worker ■ Night Auditor

Entry Level

■ Front Desk Employee ■ Laundry Attendant ■ PBX Operator ■ Valet Attendant

(Many of the occupations listed on the Restaurants and Food/Beverage Services Pathway may also be obtained through this pathway.) Acad em ic/Car ee r A dvisem en t P rovide d Gr ad e Le vel English/

Language Arts Math Science Social Studies/ Sciences

S E C O N D A R Y 9 ↓ 10 ↓ 11 ↓ 12 English/LA I English/LA II English/LA III English/LA IV Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Statistics Biology I Chemistry Physics (Upper division lab sciences) Samoan History American History U.S. Government Economics Geography World History *Front Desk

*Lodging Management Worker *Hospitality Steward

*Housekeeper *Lodging Mngt. Asst. *Service Careers Housekeeping Asst. (T&I) *Housekeeping Workforce Transition (T&I)

*Restaurant & Lodging Asst. *Lodging Manager

Family & Consumer Sciences Hospitality Careers Orientation General Business COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y

13 -English Comp I _{-English Comp II} -College _Algebra -Statistics

-Political Science

-Economics -Introduction to Lodging Operations

-Customer Service and Guest Relations

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

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-Speech/Oral

-Sociology

-Psychology -Front Office Management -Room and Housekeeping Management

15 Continue courses in your area of specialization NOTE: Use the postsecondary _{institution’s degree plan to help}

customize the learner’s plan with regard to degrees, licenses, certification, etc.

16 Complete Lodging Major (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner:

___Career and Technology Education student organization ___ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning

Owner

Revenue Manger Service Manger

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HOSPITALITY AND TOURISM PATHWAY: TRAVEL AND TOURISM This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___

Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Hospitality and Tourism – Travel and Tourism Pathway SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Convention Services Manager

■ Destination Manager ■ Director of Communication ■ Director of Convention and Visitors Bureau

■ Director of Marketing and Advertising

■ Director of Meetings ■ Director of Membership Development

■ Director of Tourism Development ■ Director of Visitor Services ■ Director of Volunteer Services ■ Eco-System Tourism Coordinator ■ Events Manager/Planner ■ Interpreter

■ Meeting Planner/Director ■ Motor Coach Operator ■ Tour and Travel Consolidator ■ Tour and Travel Coordinator/ Guide

■ Tourism Marketing Specialist ■ Transportation Specialist ■ Travel Agent Acad em ic/Car ee r A dvisem en t P rovide d Gr ad e Le vel English/

Language Arts Math Science

Social Studies/

Sciences

S E C O N D A R Y 9 ↓ 10 ↓ 11 ↓ 12 English/LA I English/LA II English/LA III English/LA IV Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Statistics Biology I Chemistry Physics (Upper division lab sciences) Samoan History American History U.S. Government Economics Geography World History *Tourism Assistant

*Destination Meetings and Event Management Assistant

Family & Consumer Sciences Hospitality Careers Orientation General Business; Marketing Touring Samoa COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y 13 -English Comp I

-English Comp II -College Algebra -Statistics -Nutrition -Food Science -Political Science -Economics -Introduction to Tourism

-Travel Management TECHNOLOGY CENTER NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit. 14

-Speech/Oral

-Sociology -Psychology

-Tourism Safety and Security -Tourism Products and Services -Marketing the Travel Industry

15 Continue courses in your area of specialization _{NOTE: Use the postsecondary} institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, etc. 16 Complete Travel and Tourism Major (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning

_________________________________________ ____________________________________________ __________________________________________

(Learner Signature) (Parent/Guardian Signature) (School Official Signature)

Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____

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HOSPITALITY AND TOURISM PATHWAY: RECREATION, AMUSEMENTS AND ATTRACTIONS This plan of study can serve as a guide, along with

other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___

Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Hospitality and Tourism – Recreation, Amusements and Attractions Pathway SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Club Personnel

■ Family Centers Manager Equipment Operator Maintenance Personnel ■ Facilities Manager ■ Fairs/Festivals Event Planner Supervisor Manager Promotional Developer ■ Gaming and Casino Manager Supervisor Dealer

Maintenance Personnel Security and Safety Personnel ■ Historical/Cultural/ Architectural/ ■ Ecological Guide Ranger ■ Museums/Zoos/ Aquariums Personnel

■ Parks and Gardens Ranger ■ Resort Trainer and Instructor ■ Sports Promoter

■ Theme Parks/Amusement Parks

Personnel ■ Ticket Vendor Acad em ic/Car ee r A dvisem en t P rovide d Gr ad e Le vel English/

Language Arts Math Science Social Studies/ Sciences

HIGH SCHOOL / TECHNOLOGY CENTER

S E C O N D A R Y 9 ↓ 10 ↓ 11 ↓ 12 English/LA I English/LA II English/LA III English/LA IV Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Statistics Biology I Chemistry Physics (Upper division lab sciences) Samoan History American History U.S. Government Economics Geography World History

*Recreation Amusements & Attractions Management Assistant

Computer Technology or Foreign Language Fine Arts or Speech

Financial Literacy

Family & Consumer Sciences Hospitality Careers Orientation General Business; Marketing Touring Samoa COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y

13 -English Comp I _{-English Comp II} -College _Algebra -Statistics

-Political Science

-Economics -Development and Management of Attractions and Events -Issues of Safety and Security

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit. 14

-Speech/Oral

-Sociology -Psychology

-Merchandising the Recreation Industry

-Overview of Gaming

15 Continue courses in your area of specialization NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, certification, etc. 16 Complete Recreation, Amusements and Attractions Major (4-year degree program)

Opportunities for experience/training for high school or postsecondary learner:

___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning

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American Samoa 17

Personal Qualifications

To be successful and happy in a tourism and hospitality career, the student must have an interest, desire, and personable attitudes necessary to work in the field. He or she must have good personal management and interpersonal skills. Good reading comprehension, basic math, writing and oral communication skills are prerequisite to success in a career in the tourism and hospitality industry. The academic courses also support industries need for skills and competencies. The Core of all American Samoa’s High School Career Contents is comprised of Foundation Skills and

Competencies taken from SCANS (Secretary‘s Commission on Achieving Necessary Skills) which identified the necessary skills all workers need to possess regardless of their career choice. These skills and competencies are:

FOUNDATION SKILLS

Basic Skills – reading, writing, performing arithmetic and mathematical operations, listening and speaking

Thinking Skills – thinking creatively, making decisions, solving problems, visualizing, knowing how to learn, reasoning; and

Personal Qualities – displaying responsibility, self-esteem, sociability, self-management, integrity and honesty.

In addition to the Foundation Skills listed above, the SCANS Core Competencies will be

incorporated into the content courses guides. There are five SCANS competencies that comprise the core competencies all students within the American Samoa Instructional Pathways must acquire during their progress through the high schools’ Career Pathway curriculum. They are as follows:

CORE COMPETENCIES

Planning Skills - Allocating financial, temporal, spatial, and human resources; preparing a budget, schedule, space layout, and staffing plan.

Information Skills - Acquiring, evaluating, organizing, and communicating information. Technology Skills - Using, choosing, and maintaining equipment.

Interpersonal Skills - Working with others, negotiating, teaching, working with diversity. System Skills - Understanding, monitoring, improving, and designing systems of all kinds.

This most complex and important of the competencies is the most difficult to define. Most basically, workers need to work with processes that operate over time. The process can be farming, health care, constructing or installing. One can understand systems built by others or by nature. Systems will be biological, physical, social, or economic in nature. At a higher level, one can design or build a system and find a larger system to improve it as experience is gained and reflected upon.

The Hospitality & Tourism Pathway and the content must integrate these core competencies within the curriculum. Each student will experience these skills within the two-year Career Content curriculum. All students completing the system will be required to meet the Core Foundation Skill Standards and the Core Competencies. Those students wishing to be certified must also pass the Certification tests for entry level employment.

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III. INTEGRATED CORE CURRICULUM DEVELOPMENT

Workforce or skill standards, academic standards, and general employability standards provide the basis for a truly integrated curriculum framework. Therefore, it is recommended that foundation skills be integrated into projects designed to link work and education in a meaningful and

systematic approach. One of the goals of any curriculum reform process must be that students learn to apply academic skills to their occupational choice. By integrating academic and vocational education, as well as employability skills, in a curriculum framework, a more solid academic foundation can be made available to students..

The greater flexibility created from clustering vocational delivery system into career pathways, can provide opportunities for more relevant academic curriculum based on the interests of academic teachers, vocational teachers, and the business and industries represented in each pathway. In the process of developing the vocational course curriculum, committees of teachers both

academic and vocational will need to work cooperatively to identify a range of occupations in each vocational course.

They will also collaboratively identify the knowledge and skills that apply to the occupations in each course and meet with business and industry to verify or change the identified knowledge and skills.

They must then develop an effective course syllabus for each vocational course containing. but not limited to, the following components:

course title description

prerequisite courses

amount of credit for the course the performance objectives course outline

materials and equipment texts and references methods of instruction methods of evaluation student skills profile certification exams

The next step is to provide inservice training for the instructors on the new course guides and methods to implement these new requirements. This is critical in order to be able to successfully teach the knowledge and skills related to several occupational contexts. It may be necessary to restructure the environment, reschedule classes, and learn to teach in new ways that integrate academics and vocational skills in a setting that makes the subject meaningful.

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IV. STANDARDS, TESTS & CERTIFICATION

Career Pathway Framework and Certification Tests Overview

The Tourism and Hospitality Career Pathway chart is displayed on the next page of this document. As the chart displays, the overall design is a two-phase coordinated curriculum that requires a core consisting of a set of common Tourism and Hospitality skills that are generic to all Tourism and Hospitality occupations. The second phase groups job titles in a career format and outlines options for occupational-specific preparation. All students entering the Tourism and Hospitality Career Pathway must initially complete the Tourism and Hospitality Core Test before selecting one of the four categories to begin specialization (Front Desk Agent; Room Attendant; Banquet/Food and Beverage; Tour Guide and Tour Operations Management). The program requires students to first learn broad, transferable skills that would apply to all areas of the cluster. Building on this broad, general base of knowledge (the core), student could then determine their job-specific area of interest. Students may elect to cross train within the categories as their schedules permit.

There are six written, multiple-choice certification tests in the Tourism and Hospitality Career Pathway System and content. They are displayed in each of the four boxes on the chart. These six tests include:

(1) Tourism and Hospitality Core test (2) Front Desk Agent Certification Test

Prerequisite—must pass the Core test prior to taking this test (3) Room Attendant Certification Test

Prerequisite—must pass the Core test prior to taking this test (4) Banquet/Food and Beverage Certification Test

Prerequisite—must pass the Core test prior to taking this test (5) Tour Guide Certification Test

Prerequisite—must pass the Core test prior to taking this test (6) Tour Operations Management Certification Test

Prerequisite—must pass both the Core test and the Tour Guide test prior to taking this test The following certification information was written by Dr. Katherine Manley of

NOCTI, a nationally recognized leader in employment skills testing and certification in the United States. Dr. Manley worked with a group of employers and educators to develop certification tests for American Samoa.( Dec.2000)This is a first draft and will be developed further with pilot testing of the competencies. Additional standards will be added.

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TOURISM AND HOSPITALITY CAREER PATHWAY SYSTEM

Front Desk Agent

 Reservation Process  Guest Registration  Check Out and Settlement  Night Audit Skills Room Attendant  General Housekeeping  Room Attendance Skills  Laundry/Linen Skills  Carpet and Floor Care Skills Banquet/ Food and Beverage  Selling and Banquet Service  Dining Room and Beverage Services  Food Service Operations

Tourism and Hospitality Core

Organization and Structure of Tourism and Hospitality Management; Guest Services and Guest Cycle; Careers in the Hospitality Industry; and Telecommunication Services

Tour Guide

 Basic Tour Principles  Safety Practices  Map and Chart

Reading  Physical Skills  Local Flora and

Fauna Tour Operations Management  Tour Mgt. Overview  Customer

service & guest cycle  Reservations and Registration  Property Mgt.  Emergency Mgt  Marketing

American Samoa Core

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CURRICULUM STANDARDS BY CERTIFICATION TEST AREA

This section of the report provides teachers and students with the list of curriculum and student learning standards by job title. The standards represent specific knowledge and skills that must be mastered if the student is to be employable in that job title. The certification test aligned to these standards will be the measure that is used to evaluate both the student’s level of mastery and instructional quality of the school.

Certification tests to measure these standards are being developed by the National Occupational Competency Testing Institute (NOCTI) and will be available in 2001 for use in American Samoa schools.

Common Core Summary

Students are exposed to, and learn, the skills, concepts, attitudes, and understandings that are essential for work in the Tourism and Hospitality industry followed by a second core relating specifically to American Samoa. By acquiring these basic skills, the student is able to demonstrate knowledge of the organization and structure of Tourism and Hospitality management; guest services and the guest cycle; and telecommunication skills. After a student completes the core, he/she could be employable in various entry-level job areas or trainees. Next the student would progress to one of the four job specialty areas.

Certification Area: Tourism and Hospitality Core

A Organization and Structure of Tourism and Hospitality Management

1 Identify and describe various types of hotels

2 Describe various service levels found in different market segments 3 Identify various types of ownership and hotel affiliations

4 Describe how a hotel is organized and identify revenue centers vs. support centers 5 Identify various hotel divisions and departments

B. Guest Services and Guest Cycle

6 Explain quality customer service

7 Identify different stages in the guest cycle

8 Demonstrate proper greeting and use of guest names 9 Demonstrate proper listening skills

10 Demonstrate steps in fulfilling guest needs 11 Demonstrate proper handling of guest complaints 12 Give directions and fulfill other needs of the guest 13 Describe hotel security procedures

C. Careers in Hospitality

14 Identify different positions available in the hospitality industry

D Telecommunication Services

15 Demonstrate receiving incoming phone calls; place call on hold 16 Demonstrate transferring telephone calls and using voice mail 17 Take accurate messages

18 Demonstrate receiving and sending faxes

19 Receive incoming call making a good first impression

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Certification Area: American Samoa Core

A Facts about American Samoa

1 Identify history of region, economy, and population 2 Identify geography and geology of region

3 Identify society and conduct of the region 4 Identify arts of the region

5 Identify flora and fauna of region

B. Facts for the Visitor

6 Identify highlights of the region to a visitor

7 Identify accommodation, food, drink and entertainment of the region 8

Identify locations of embassies, post and communication, newspapers, radio and TV of the region

C. Tourism Information about other islands

9 Identify national park system 10 Describe Upolu Island 11 Describe Savai’I Island 12 Describe Western Samao 13 Describe Tutuila Island 14 Describe Manu’a Islands

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Job Specialty--Front Desk Agent

The Front Desk Agent job title is designed to prepare students for beginning employment opportunities in the Tourism and Hospitality industry. Students will acquire knowledge of and demonstrate skills in the reservation process, guest registration, check out and settlement and night audit. Prerequisite: Students must have passed the Tourism and Hospitality Core test prior to taking this test.

Certification Area: Front Office

A Reservation Process

1 Describe various types and sources of reservations

2 Demonstrate entering reservations on a hotel reservation system 3 Demonstrate steps in taking a hotel reservation

4 Demonstrate "up" selling

5 Produce an occupancy forecast report

B Guest Registration

6 Describe the registration cycle 7 Properly greet a guest checking in

8 Solve registration problems in unusual cases 9 Create a guest folio and guest account 10 Assign the guest a room; issue keys

11 Identify procedure used for selling room and turning away guests

C Check Out and Settlement

12 Describe check out options

13 Resolve outstanding account balances 14 Update room status report

15 Create a guest history record 16 Accept payment for a bill

17 Perform after departure responsibilities, room statistics and reports 18 Fill out a front office cash sheet and cash bank

19 Produce and evaluate front office reports

D Night Audit Skills

20 Demonstrate basic posting formula 21 Complete outstanding postings 22 Reconcile room status discrepancies 23 Balance departmental revenue

24 Verify room rates and no show reservations 25 Prepare end of day reports

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Performance Test—Front Desk Agent

This certification test contains the following hands-on skills demonstrations in the form of jobs. The following is a brief description of each job along with an estimation of the amount of time it will take for a student to complete that job. The administration of the performance test will require students to complete the job while an evaluator observes and measures the student’s performance against a set of standards. These jobs may be taken before or after the written part of the test. Job 1—Customer Relations—Role Play (45 minutes)

The student will use the Chart of Information provided to complete the Guest Account and will complete a guest registration.

Job Specialty—Room Attendant

The Room Attendant job title is designed to prepare students for beginning employment

opportunities in the Tourism and Hospitality industry in the housekeeping department as a room attendant. Students will acquire knowledge of general housekeeping; room attendant skills; laundry/linen skills; and carpet and floor care skills. Prerequisite: Students must have passed the Tourism and Hospitality Core test prior to taking this test.

Certification Area: Room Attendant

A General Housekeeping Tasks and Safety

1 Identify potential hazardous conditions or situations 2 Demonstrate proper lifting and carrying of heavy items 3 Demonstrate safe use of housekeeping equipment

4 Demonstrate safety practices of using housekeeping chemicals

B Room Attendance Skills

5 Create a cleaning supply and linen inventory with appropriate par stock 6 Take a physical inventory of housekeeping supplies and linen

7 Prepare housekeeping carts

8 Interpret a room status report and complete a room assignment sheet 9 Prioritize the order in which guest rooms should be cleaned

10 Demonstrate entering the guest room properly 11 Perform beginning cleaning tasks

12 Demonstrate efficient way to make a bed 13 Demonstrate safe bathroom cleaning procedures

14 Dust and vacuum using a top to bottom, back to front method 15 Inspect guest room for cleanliness

16 Respond to housekeeper emergency situations

17 Demonstrate safety practices to minimize criminal activities by guests, non-guests, and employees 18 Perform the steps taken when discovering a fire in the hotel

19 Explain need and steps to room inspection

C Laundry/Linen Attendant Skills

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D Carpet and Floor Care Skills

25 Demonstrate basic carpet cleaning methods 26 Demonstrate solutions to common carpet problems 27 Identify carpet preventive maintenance

28 Demonstrate proper use and maintenance of various carpet care equipment

29 Describe common floor cleaning methods

30 Demonstrate solutions to common floor cleaning problems .

Job Specialty—Banquet/Food and Beverage

The Banquet/Food and Beverage job title is designed to prepare students for beginning employment opportunities the Tourism and Hospitality industry in the Marketing/Sales area and the Food and Beverage area. Students will acquire knowledge and improve their selling and banquet service; dining room and beverage service; and food service operations. Prerequisite: Students must have passed the Tourism and Hospitality Core test prior to taking this test.

Certification Area: Banquet and Food and Beverage

A Selling and Banquet Service

1 Demonstrate selling techniques

2 Demonstrate correct way to book and plan banquet events 3 Demonstrate proper banquet preparation

4 Demonstrate proper event planning 5 Prepare for banquet service

6 Demonstrate correct use of a function sheet

B Dining Room and Beverage Services

7 Perform hostess functions; greet and seat guests 8 Demonstrate knowledge of food service principles 9 Demonstrate knowledge of food preparation 10 Take an order and demonstrate suggestive selling 11 Set a table properly

12 Properly serve a meal 13 Clear dishes

14 Present a check to a guest and perform cashier duties

15 Demonstrate knowledge of sanitary and safety procedures relative to service

C Food Service Operations

16 Demonstrate proper food handling and storage practices and sanitation 17 Define different menu styles and schedules

18 Demonstrate steps in menu planning 19 Identify factors in menu design

20 Demonstrate correct menu pricing practices

Performance Test—Banquet and Food and Beverage Service

This certification test contains the following hands-on skills demonstrations in the form of jobs. The following is a brief description of each job along with an estimation of the amount of time it will take for a student to complete that job. The administration of the performance test will require

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students to complete the job while an evaluator observes and measures the student’s performance against a set of standards. These jobs may be taken before or after the written part of the test. Job 1: Telephone/Sales Technique (20 minutes)

The participant will play the role of a host/hostess in a first class restaurant. The participant will be provided a reservations form and pen on which he/she will write information regarding a dinner reservation.

Job 2: Waiter/Waitress (45 minutes)

The student will be provided with a blank table, settings and cloth and will be given ten minutes to set up table including check of table base, chairs, cloth, centerpieces and settings (including polishing.) The student will seat the guests, serve beverages, take an order, serve the guests, and present the check.

Job Specialty—Tour Guide

The Tour Guide job title is designed to prepare students for beginning employment opportunities the Tourism and Hospitality industry in the Tour Guide Industry. Students will acquire knowledge in basic tour principles and improve their skills in identifying tourist needs and expectations; safety practices and lifesaving skills; conservation measures; map and chart reading; physical skills; and local flora and fauna. Prerequisite: Students must have passed the Tourism and Hospitality Core test prior to taking this test.

Certification Area: Tour Guide

A. Basic Tour Principles

1 Identify different types of land and water based tours

2 Plan for various tours including equipment, personnel, training requirements 3 Identify principles of guiding tours

4 Compare and contrast expectations of guests from different nationalities 5 Identify guest satisfaction practices

6 Identify conservation measures when guiding tours

B Safety Practices and Lifesaving Skills

7 Identify emergency procedures when guiding tours 8 Demonstrate life saving and rescue practices

C Map and Chart Reading

9 Identify common map symbols 10 Interpret tidal flow charts

11 Identify points of interest and possible routes on a map

D Physical Skills for Tour Guiding

12 Correctly use a mask, snorkel, and fins and train guests in their use 13 Identify various swimming strokes including ways to rest in the water 14 Demonstrate competence in boat and kayak handling

E. Local Flora and Fauna

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Job Specialty—Tour Operations Management

The Tour Operations Management job title is designed to prepare students for advanced employment opportunities the Tourism and Hospitality industry in the Tour Guide Industry. Students will acquire knowledge in tour operations management; customer service and guest cycle; reservations and registration process; property management; emergency response; and marketing. Prerequisite: Students must have passed both the Tourism and Hospitality Core test and the Tour Guide test prior to taking this test

Certification Area: Tour Operations Management

A Tour Operations Management Overview

1 Identify various types of tour service businesses, organizational structures, ownerships 2 Describe service levels in different market segments

3 Identify various types of ownerships

B. Customer Service and the Guest Cycle

4 Explain quality customer service

5 Identify different stages in the guest cycle 6 Demonstrate proper telephone skills 7 Receive and send faxes

8 Compose standard business letter and memorandum 9 Handle guest complaints

C. Reservation and Registration Process

10 Describe various sources of reservations 11 Explain steps in securing reservations 12 Create a forecast report

13 Identify transportation procedures

14 Prepare guests for their tour and secure liability clearances 15 Handle guest payments and receipts

D. Property Management

16 Identify principles of property management 17 Identify proper inventory control methods

18 Create a maintenance chart and preventative maintenance schedule on equipment 19 Properly store equipment and supplies

20 Perform daily maintenance on tour related equipment

E. Emergency Management

21

Explain procedures to handle emergencies (medical, drowning, lost tourist, earthquake, typhoon, tsunami, vehicular accident

F. Marketing

22 Define marketing and sales principles including the 4 P's of marketing

23 Develop a marketing plan including marketing objectives, action plans, and evaluation procedures 24 Identify various kinds of advertising

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V. WORK-BASED LEARNING OPTIONS

One of the most critical components of a Career Pathway System, making it a unique approach to relevant, integrated education, is work-based learning. This is applied learning taken outside the classroom walls. For many students, this is the crucial element of the Career Pathway experience. Here is the application of all they have learned and is actually a component of their educational experience.

Connection of School with Community and the World of Work

To prepare students for the workplace and future careers, activities must occur at the school site and the work site that complement each other and extend the learning environment outside of the school building. Employers, community members, and parents must become partners with teachers in this effort.

Mentoring in the 11th grade, internships in the 12th grade as well as volunteering/community service opportunities and some school-based enterprises are being developed to continue to cultivate students’ career plans and to provide increasingly more complex work-based experiences for students.

The following diagram illustrates some of the activities that may occur which connect what is learned at school with what is needed in the workplace.

Integrated, relevant

classes

Career options

explored

Academic

subjects relate to the

world of work which

allow students to see

connections to future

careers

In-school Enterprises

Career Contents

Meaningful work

experiences that relate

back to what is learned in

school

Mentoring, job

shadowing, guest

speakers, field trips,

advisory councils

Apprenticeships

Internships

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The following is an example of how some high schools are structuring their curriculum to allow for both school and work-based experiences to occur simultaneously with each supportive of the other. There are different way to structure the school day and the delivery of instruction to connect

‘learning to know with learning to do’. Each high school and community needs to work together to find a system that fits the interests and needs of the students, assuring that ALL students are given the opportunity to participate not just those in vocational programs.

The Work-based Learning Component for the Hospitality & Tourism

Career Pathway System: An Example

(The following is one example of how work-based learning is being implemented in one Pacific island. )

Career exploration and experiences in work-based learning begin in 9th grade in Career

Development I. Students are introduced to career interests and explore each Career Content area. Students rotate approximately every 7 weeks through the four Career Pathway orientations

(Business Information, Health and Human Resources, Industrial/Engineering and Natural Resources).

9th grade students are also provided instruction in completing job applications, how to conduct oneself during a job interview, letters of application and developing resumes. Students also are introduced to proper processes for securing and changing employment. During the course of Career Development I class, students are given instruction on labor laws, termination processes and

entrepreneurial skills. Opportunities in non-traditional jobs are explored and discussed along with the relationship of work, family, society and leisure. Guest speakers from the Chamber of

Commerce and other businesses are utilized to assist in teaching these skills and concepts. Employers are first engaged through these classroom activities and through job shadowing to hopefully build future relationships between the students who have an interest in Business Information and the local employers.

In addition, students in the course develop a career pathway plan, set goals, and begin to develop the Career Portfolio for use during high schools.

Students are provided instruction in the workplace through guest speakers, field trips to businesses, teacher lectures and hands-on activities specific to each Career Pathway program during the

rotations.

Students also are provided an opportunity to use the ERISS computerized career information delivery system to identify sources of employment, salaries, education levels and other vital information concerning career areas within each Career Pathway and related content.

In the Career Development II course, students explore 15 different career clusters. In this course particular attention is given to human relation skills in the context of career development. Each student develops a career plan to assist them in making career choices. A technology component is included to provide students the opportunity for hands-on integrated technology applications useful in the workplace. Students will be expected to apply these technology skills to the various career systems.