A high school service-learning training lesson that equips Junior Achievement High School Heroes with professional standards, positive nonverbal communication, and active mentorship skills for elementary classrooms.
"Based on Jordan’s performance, I would rate their professional conduct as [Rating] because [Evidence]. Jordan demonstrates an area for growth in [Skill]. This behavior negatively impacts the elementary students by [Classroom Impact]. To help Jordan transition toward professional role modeling, I would recommend [Specific Action] because [Rationale]."
Your Response (Write your complete, evidence-based evaluation below):
Part 5: Accountable Talk Peer Exchange
Read your evaluation to a partner. Your partner must respond using an Accountable Talk stem.
Partner Reviewer Name:
Partner's Professionalism Rating:
Training Proficient Exemplar
Partner Feedback Note:
My JA High School Hero Commitment:
When I enter my elementary classroom on field trip day, one non-negotiable professional behavior I promise to model is:
Hero Code Student Worksheet • Page 2 of 2 Junior Achievement High School Heroes Program
Descriptor
Student Evidence Characteristics
Level 1
Emergent
Vague subjective opinion ("Jordan is rude"); ignores sentence frames; provides no concrete kindergarten impact or actionable remedy.
Level 2
Developing
Identifies phone use but omits body language; uses sentence frames partially; offers generic advice ("Pay more attention").
Level 3
Proficient (Target)
Accurately rates as Training Level; identifies nonverbal (arms crossed) and device distraction; articulates kindergarten impact (distraction, feeling unsupported); provides specific actionable guidance.
Level 4
Exemplar
All of Level 3 plus notes partner co-teaching responsibility, explains kindergarten developmental literacy barrier, and connects conduct to future workplace career readiness.
The "90-Second Kindergarten Reset" Rehearsal Protocol
Before taking high schoolers to their elementary site, run this high-energy simulation in pairs:
Round 1: The Bad Model Partner A roleplays Jordan (looking away, closed arms). Partner B roleplays asking for help and reflects on how it feels to be ignored.
Round 2: The Coaching Step Partner B delivers the Level 3+ actionable feedback using Accountable Talk stems ("I noticed you crossed your arms; try kneeling down...").
Round 3: The Exemplar Reset Partner A re-does the interaction: kneels down to eye level, offers a warm smile, and points kindly to the picture book.
Live Elementary Field Trip Observation Checklist
Keep this checklist on your facilitator clipboard during the elementary site visit:
Device Free: Phones stowed away in backpacks throughout lesson.
Eye-Level Engagement: Mentors kneel, crouch, or sit at student tables.
Co-Teaching Harmony: Active listening while partner facilitates.
Warm Verbal Scaffolding: Explains concepts with patience & encouragement.
Jordan uses a personal phone during instruction and displays closed body language
active engagement and professional communication
creating a distraction and making learners feel unsupported
storing cell phones away and maintaining active listening body language
High School Heroes must model professional workplace standards
Accurate Rating: Training Evidence: Phone + Arms Crossed Actionable Workplace Step
Level 4 Exemplar Response (Advanced Distinction)
Exceeds Standard
“Based on Jordan’s performance, I would rate their conduct as Training Level because their physical disengagement at the door directly undermines the co-teaching partnership and abandons student safety. Jordan’s closed body language and command to ‘follow what’s on the page’ demonstrates a critical lack of empathy for early childhood literacy, as kindergarteners cannot independently read written text. To transition toward exemplar role modeling, Jordan must silence all devices in their locker, kneel to eye level with open palms, and guide younger learners through pictorial scaffolding because professional mentors must create an emotionally safe learning environment.”
"I rated Jordan at Training Level because standing near the doorway checking texts makes it seem like Jordan is bored and doesn't want to be in the classroom."
Partner B (Accountable Talk Response):
"I agree with your rating of Jordan because phone use is completely unprofessional in front of young students, and I would add that leaning over with arms crossed is physically intimidating to a 5-year-old child."
Common Student Misconceptions to Address During Grading:
Incorrect Rating (Proficient): If a student rates Jordan as "Proficient" because "at least they answered the kid," remind them that tone, body language, and developmental awareness are essential requirements.
Vague Advice: If a student writes "be nicer" or "do better," require revision to name specific physical actions (e.g., "put phone in bag," "kneel down to eye level").
Hero Code Answer Sheet • Page 2 of 2 Junior Achievement Professional Development Series
