I need this paper turned into a reflection paper on college-level writing, using a 12-point font and paragraphs.

As a Career Development Specialist, I provide clients with professional employment and career counseling using a case management approach. I work with inmates to develop an employment action plan to help them gain long-term attachment to the labor market. I provide information, advice, and guidance on career exploration, skill acquisition, job search, and maintenance.

As a Career Development instructor, I collaborate with FDC Classifications before students' assignments to Compass 180. We group students based on various factors that may require modification of instruction and influence group dynamics, including the number of years of incarceration, age upon release, educational attainment level, special needs, offenses, and mindset.

I have a class scheduled from Monday to Friday, with two sessions per day. The first session runs from 8:00 a.m. to 11:00 a.m., while the second session runs from 11:00 a.m. to 2:00 p.m. Each session is three hours long. As an instructor, I emphasize the importance of having the right mindset and taking responsibility for one's actions if my students want to bring about positive changes in their lives.

Prior to their release, inmates are required to complete nine different modules.

Module #1 - All About You

Module #2 - Career Exploration and Planning

Module #3 - Ready for Work

Module #4 - Job Search Tools

Module #5 - Getting the Job

Module #6 - Navigating the New Job

Module #7 - Money Basics

Module #8 - Lifelong Learning

Module #9 - Reentry Resources & Planning

I am responsible for submitting a "Readiness Portfolio" to our Classification team. The portfolio includes a career plan, criminal history explanation, request for a recommendation, resume, cover letter, sample job application, personal budget, lifelong learning plan, reentry Compass 180 plan, academic/CTE certificates earned (if applicable), and job offer documentation (if applicable).

I must also encourage scheduling separate small group make-up and one-on-one tutorial sessions for students who may not keep pace with their assigned cohort or have special needs. This ensures that all students have the opportunity to succeed.

Here is a description of the activities we do in class.

Facilitated Class Activity: My Resume

Explain how a resume is different from an application. Applications are a form, a resume.

allows jobseekers more flexibility to highlight their skills/experience and tell their story in

their own words.

Briefly discuss the differences between the different types of resumes: chronological,

functional, and combination. Explain why a functional or chronological resume is likely to

work best for most students now. Technology permitting, project on-screen the sample.

resumes on Page 51 as you explain the differences.

Ask a few students to read aloud Building Your Resume and Resume Tips (Pages 52-53).

Talk about the power of 'action words.' Share a few examples to get the conversation.

started, and then together compile a list - writing on a whiteboard/flip chart or projecting.

on-screen - so students can reference as they work on their own resume.

Stress not just describing job 'tasks,' but being as specific as possible by describing the

results of their work. For example, answers resolved, and closed on average 100

customer inquiries daily.

Discuss again the importance of using 'keywords.'

Technology and time permitting, consider projecting the My Resume activity on-screen

and complete section-by-section together, providing examples for each prompt,

answering questions and offering feedback/guidance in real-time.

Put students in pairs or small groups to share their responses.

Discuss the next steps for you to review/comment on their responses and the next individually

steps to help type/put in resume form.