Grade: Click here to enter text.TRAINING PLAN AGREEMENT
Age: Click here to enter text.Unpaid Work-Based Instruction
Sex: M___ F___Time of day related CTE class meets: Click here to enter text.STUDENT: Click here to enter text.
SCHOOL DISTRICT: Click here to enter text. / CAMPUS NAME: Click here to enter text.
TRAINING OBJECTIVE: Click here to enter text. / COMPANY NAME: Click here to enter text.
Hospitality and Tourism Practicum in Culinary Arts 13022700
Career Cluster Focus CTE course titlePEIMS Code
The student agrees to diligently perform the work-based training experiences and conscientiously pursue the coordinated classroom course of study as outlined in the attached training plan. Work-based training experiences will be assigned by the training sponsor and performed according to the same company policies and regulations applicable to regular employees. The student agrees to take advantage of every opportunity to improve his or her efficiency, knowledge, and personal traits in order to pursue further education and enter the chosen occupation as a desirable employee.
The company and school are responsible for providing students with opportunities for training in the basic skills of an occupation and knowledge of related technical information. In order to provide a systematic plan for well-rounded training, a schedule of work-based training experiences and a parallel classroom course of study have been coordinated and agreed upon by the training sponsor and teacher-coordinator.
It is understood that the work-based training experiences will be unpaid. In order to qualify for an exemption from wage requirements, all six of the following criteria must be met: 1) training, even though it includes actual operation of the facilities of the employer, is similar to that which would be given in a career-technology program; 2) training is for the benefit of the students; 3) the students do not displace regular employees, but work under their close observation; 4)the employer that provides the training derives no immediate advantages from the activities of the students, and on occasion operations may actually be impeded; 5)the students are not necessarily entitled to a job at the conclusion of the training period; and 6) the employer and the students understand that the students are not entitled to wages for the time spent in training.
The training period begins the Click here to enter text.day of Click here to enter text., 20Click here to enter text., and extends through Click here to enter text..
There will be a probationary period of Click here to enter text.days during which the interested parties may determine if the student has made a wise choice of an occupational training area, and if the training should be continued.
This plan may be terminated for just cause by either party without recourse.
Is the training objective listed considered to be a hazardous occupation by the U. S. Department of Labor, Employment Standards Administration and the Wage and Hour Division: YES ____ NO _____
If Yes, any exemption(s) for student-learners or apprentices will apply as described in the Youth Employment Provisions for Nonagricultural Occupations Under the Fair Labor Standards Act - Child Labor Bulletin 101 or Child Labor Requirements in Agricultural Occupations - Child Labor Bulletin 102. Current information for exemptions is available from the U. S. Department of Labor in the Wage and Hour Division or the website at listed in the Guides.
It is the policy of Click here to enter text. School District not to discriminate on the basis of race, color, national origin, sex or handicap in its Career-Technology programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
Esnorma de Click here to enter text. Distrito Escolar no discriminarpormotivos de raza, color, origen national, sexo o impedimento, ensusprogramas, servicios o activadesvocacionales, talcomo lo requieren el Título VI de la Ley de DeprechosCiviles de 1964, segúnenmienda; el Título IX de lasEmmiendasen la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, segúnenmienda.
(Student) Date(Training Sponsor)Date
(Parent or Guardian) Date (Teacher-Coordinator) Date
(Note: Each party to this agreement should receive a signed copy. Keep the original or a copy with the students permanent record, and for students with disabilities, the Individual Transition Plan.) R09/10
Description of Specific and Related Occupational Training
The occupational essential knowledge and skills listed below are provided as a convenience to promote quality standards in work-based training. Additional space is available to add specific training opportunities not otherwise identified as essential knowledge and skills. NOTE: Occupational training objectives having no state adopted essential knowledge and skills will require the training plans to be individually developed.Essential Knowledge and Skills
for Training Objective / Work-Based Instruction / Individualized Class Study / Specific Related Study Assignments
(1) The student uses employability skills to gain an entry-level job in a high-skill, high-wage, or high-demand field. The student is expected to:
(A) identify employment opportunities
(B) demonstrate the application of essential workplace skills in the career acquisition process
(C) complete employment-related documents such as job applications and I-9 and W-4 forms
(D) demonstrate proper interview techniques in various situations
(2) The student develops skills for success in the workplace. The student is expected to:
(A) comprehend and model appropriate grooming and appearance for the workplace
(B) demonstrate dependability, punctuality, and initiative
(C) develop positive interpersonal skills, including respect for diversity
(D) demonstrate appropriate business and personal etiquette in the workplace
(E) exhibit productive work habits, ethical practices, and a positive attitude
(F) demonstrate knowledge of personal and occupational health and safety practices in the workplace
(G) demonstrate the ability to work with the other employees to support the organization and complete assigned tasks
(H) prioritize work to fulfill responsibilities and meet deadlines
(I) evaluate the relationship of good physical and mental health to job success and personal achievement
(J) demonstrate effective verbal, non-verbal, written, and electronic communication skills
(K) apply effective listening skills used in the workplace
(3) The student demonstrates work ethics, employer expectations, interaction with diverse populations, and communication skills in the workplace. The student is expected to:
(A) illustrate how personal integrity affects human relations on the job
(B) demonstrate characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism
(C) analyze employer expectations
(D) demonstrate respect for the rights of others
(E) demonstrate ethical standards
(F) comply with organizational policies
(4) The student applies academics with job-readiness skills. The student is expected to:
(A) apply mathematical skills to business transactions
(B) develop a personal budget based on career choice
(C) interpret data from documents such as tables, charts, and graphs to estimate and find solutions to problems
(D) organize and compose workplace documents
(5) The student applies ethical behavior standards and legal responsibilities within the workplace. The student is expected to:
(A) research and compare published workplace policies
(B) apply responsible and ethical behavior
(C) summarize provisions of the Fair Labor Standards Act
(D) describe the consequences of breach of confidentiality laws related to culinary arts professions
(6) The student applies the use of self-development techniques and interpersonal skills to accomplish objectives. The student is expected to:
(A) identify and practice effective interpersonal and team-building skills involving situations with coworkers, managers, and customers
(B) apply leadership and career development skills through participation in activities such as career and technical student organizations
(7) The student uses concepts and skills related to safety in the workplace. The student is expected to:
(A) identify and apply safe working practices
(B) solve problems related to unsafe work practices and attitudes
(C) explain Occupational Safety and Health Administration regulations in the workplace
(D) analyze health and wellness practices that influence job performance
(8) The student evaluates personal attitudes and work habits that support career retention and advancement. The student is expected to:
(A) analyze the future employment outlook in the occupational area
(B) describe entrepreneurial opportunities in the area of culinary arts
(C) compare rewards and demands for various levels of employment in the area of culinary arts
(D) evaluate strategies for career retention and advancement in response to the changing global workplace
(E) summarize the rights and responsibilities of employers and employees
(F) determine effective money management and financial planning techniques
(9) The student identifies skills and attributes necessary for professional advancement. The student is expected to:
(A) evaluate employment options, including salaries and benefits
(B) determine factors that affect career choices such as personal interests, abilities, priorities, and family responsibilities
(C) determine continuing education opportunities that enhance career advancement and promote lifelong learning
(D) demonstrate effective methods to secure, maintain, and terminate employment
(10) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
(A) research famous chefs in history and note their major accomplishments
(B) identify global cultures and traditions related to food
(C) summarize historical entrepreneurs who influenced food service in the United States
(D) analyze how current trends in society affect the food service industry
(E) use large and small equipment in a commercial kitchen
(F) develop food production and presentation techniques
(G) demonstrate moist and dry cookery methods
(H) demonstrate food preparation skills used in commercial food service preparations such as breakfast cookery, salads and dressings, soups and sandwiches, stocks and sauces, appetizers, seafood, poultry cookery, meat cookery, pastas and grains, and fruits and vegetables
(I) demonstrate baking techniques such as yeast breads and rolls, quick breads, and desserts
(J) demonstrate proper receiving and storage techniques
(K) demonstrate proper cleaning of equipment and maintenance of the commercial kitchen
(L) demonstrate types of table setting, dining, and service skills
(11) The student documents technical knowledge and skills. The student is expected to:
(A) complete a professional career portfolio to include:
(i) an updated resumé;
(ii) official documentation of attainment of technical skill competencies;
(iii) licensures or certifications;
(iv) recognitions, awards, and scholarships;
(v) community service hours;
(vi) participation in student and professional organizations;
(vii) abstract of key points of the practicum; and
(viii) practicum supervisor evaluations
(B) present the professional career portfolio to interested stakeholders
Advanced Occupationally Specific
Knowledge and Skills / Work-Based
Instruction / Individualized Class Study / Specific Related Study Assignments
NOTE: The above should serve as a suggested format. Space allowances should be expanded to accommodate inclusion of appropriate information.
Description of Specific and Related Occupational Training
Copyright © Texas Education Agency 2011. All rights reserved.