Architectural Flashing Supply
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Tier 1 · Apprentice Foundations

Industry roles and career pathways

The roles that touch a flashing part from design to installation, the federal apprenticeship rule and what each credential really means, and a dated method for planning a pathway and spotting misleading career claims.

4 lessons · about 38 min · 13 diagrams · 3 videos

Version 1.0.0

Lessons

0 of 4 complete

  1. Lesson 1 · 8 min · 11 slides · 6 questions

    Industry roles and career pathways: principles and terminology

    Who specifies, draws, prices, fabricates and installs a flashing part, the official job titles and codes for the two installing trades, and why falls matter from the first day.

    You will be able to: Name the main roles that touch an architectural flashing part from design to installation, say what each does, tell fabrication from installation, and state the fall-safety boundary this module leaves to later modules.

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  2. Lesson 2 · 10 min · 12 slides · 7 questions

    Industry roles and career pathways: the rules and standards that govern them

    The federal apprenticeship rule and what it fixes, the sheet metal national guidelines, the Texas agencies and licensing statements, and what OSHA cards, fall training records and NRCA certification each really mean.

    You will be able to: State what a Registered Apprenticeship is and what the federal rule sets, describe the sheet metal national standards and the roofing route, separate safety training from certification, and name the credentials tied to flashing work.

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  3. Lesson 3 · 10 min · 11 slides · 7 questions

    Industry roles and career pathways: methods and worked application

    A seven-step method for planning a pathway, how to read dated government numbers, and five worked calculations: program length, an apprentice wage step, a printed wage, a ten-year projection and a fatality rate.

    You will be able to: Plan a pathway with a documented seven-step method, read a BLS Quick Facts box with its dates, compare roles with dated numbers, and check wage, program-length, projection and fatality-rate arithmetic with units.

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  4. Lesson 4 · 10 min · 12 slides · 7 questions

    Industry roles and career pathways: defects, verification and a case study

    The most common defects in career information, the source that settles each, and a worked case study of a job ad checked claim by claim.

    You will be able to: Spot and correct misleading career claims (a wrong credential name, an undated number, an unregistered program, an assumed license, a missing training record), verify each against its source, and apply the checks to a job ad.

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Practical task

Build a one-page pathway packet for one role that touches architectural flashing (for example sheet metal worker, roofer, drafter or cost estimator): the occupation and its code, the dated BLS facts, the entry route, a registered program you would check, the training the employer must give, a target credential, and your assumptions.

Hand in

  • The occupation, its O*NET code and one sentence from BLS on what the role does, with the BLS page and its last-modified date
  • A fact table with median pay, jobs and outlook, each printed with its reference period (for example May 2025, 2025 to 2035) and units
  • A program check sheet answering the eight questions on the checklist, using "not yet confirmed" where you do not know
  • One worked calculation with units, such as program length from hours or an hourly wage turned into an annual one with 2,080 hours
  • A defect note: one misleading claim you found (an undated number, an "OSHA certified" line, an unregistered program or an assumed license), the source that settles it and the corrected wording

Rubric

CriterionMeets the standard when
DatesEvery number carries its reference period and the date of the page it came from, and no number is printed bare.
CredentialsOSHA Outreach training is named as voluntary training, not certification, and any license or registration is named with the agency that issued it.
Program checkThe sheet covers registration, term, related instruction hours, wage schedule, ratio, credential, fall training with a record, and the next credential, and separates what is confirmed from what is not.
ArithmeticThe worked calculation shows its inputs, labels any assumption as an assumption, and uses the figure BLS prints when quoting.
Honesty about AFSThe packet does not describe AFS hiring, pay or training, and the roles and fabricator statements stay within the lessons.

Module quiz

10 questions drawn from a bank of 27; a new set each attempt. Pass mark 80%.

1. For sheet metal workers, 3,300 ÷ 131,100 gives what percent change from 2025 to 2035?
2. Which on-the-job learning figure does 29 CFR 29.5(b)(2) give for the time-based approach?
3. What does the lesson say to read to find out who installs a given flashing?
4. How many hours of related instruction per year of apprenticeship does the federal rule recommend?
5. What starting age does the rule allow for an apprenticeship?
6. What typical entry education does BLS list for drafters?
7. Which label does the lesson give for the $61,800 sheet metal figure?
8. Who must provide the fall hazard training program under 29 CFR 1926.503(a)?
9. Which wording does the lesson give for a resume line about an OSHA 10-hour course?
10. What was the BLS fatal work injury rate for roofers in 2024, per 100,000 full-time equivalent workers?