Course Profile Career Studies, Grade 10, Open, Public

Unit 3: What About the Future?

Time: 23 hours (including 3 hours time for summative evaluation tasks)

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Developers

Jan Chapman, Halton District School Board

Anne Clifton, Halton District School Board

Carol Deimling, Simcoe County District School Board

Pat Lewis, Peel District School Board

Marilyn MacLennan, Halton District School Board

Hilary McLeod, Peel District School Board

Mavis O’Neil, Halton District School Board

Development Date: April 1, 2000

Unit Description

Students will relate what they have learned about themselves, the world of work, and community involvement to options for present and future opportunities. They will hypothesize how societal and economic trends may affect them and influence their choices. They will begin to construct a road map for their own personal “success” destination. Through the application of a decision-making model, they will develop action plans. The students will synthesize their learning of the career/life journey and articulate the key questions they will use as tools for future planning, transition, and change. This unit includes the final evaluation tasks.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills, Exploration of Opportunities, Preparation for Transitions and Change

Overall Expectations: PMV.03, PMV.04, EOV.02, EOV.03, EOV.04, PCV.01, PCV.02, PCV.03, PCV.04.

Specific Expectations: PM3.01, PM3.02, PM3.03, PM4.O2, PM4.O3, EO2.O2, EO2.O6, EO2.O9, PC1.O2.

Activity Titles (Time + Sequence)

Activity 1	What have I learned about my circumstances?	420 minutes
Activity 2	What are the possibilities & opportunities for me?	210 minutes
Activity 3	How do I pursue the opportunities?	210 minutes
Activity 4	How do I evaluate and modify my career/life plan?	210 minutes

Unit Planning Notes

Teachers must preview all listed Internet sites to ensure functionality and material appropriate for student use in Career Studies.

To guide students in the development of their learning plans for students in Career Studies, the Career Studies teacher should:

· work closely with the teacher advisers of students in the Career Studies class;

· for students with Individual Education Plans, be aware of student strengths and needs;

· arrange for and provide students with research opportunities and materials as outlined in each activity.

Teaching/Learning Strategies

Direct teaching, questioning, demonstration, graphic organizers, co-operative groups, brainstorming, interviewing, surveying, simulating, inquiry/research, case studies, presenting

Assessment and Evaluation

Tool	Purpose	Who	Activity
Checklist - personal profile	Summative	Teacher	1
Rubric: reflective comments	Summative	Teacher	1
Constructed Response	Formative	Teacher	1
Concept Web (influences)	Formative	Teacher	1
Rubric: brochure	Summative	Teacher	1
Checklist (teamwork)	Summative	Teacher	1
Rubric: communication skills - presentation	Summative	Teacher	1
Constructed response (project management)	Summative	Teacher	1
Constructed response (report)	Formative	Teacher	1
Constructed response (occupation profile)	Formative	Teacher	2
Reflective Questions	Summative	Teacher	2
Rubric – communication skills (oral presentation)	Summative	Teacher	2
Constructed response (project management)	Summative	Teacher	2
Rubric: decision making	Formative	Teacher	3
Constructed Response – résumé	Summative	Teacher	3
Constructed response – learning plan	Formative	Teacher	3
Graphic Organizer: career/life story chart	Formative	Teacher	4
Graphic Organizer: revised career/life story chart	Formative	Teacher	4
Summative Evaluation Component
Constructed response – résumé	Summative	Teacher	4
Rubric - reflective comments	Summative	Teacher	4
Rubric – critical questions	Summative	Teacher	4
Rating Scale – personal management	Summative	Teacher	4
Rubric – communication skills (oral presentation)	Summative	Teacher	4

Resources

Alberta Advanced Education and Career Development, Career and Labour Market Information. Changing Course Midstream. Alberta, 1998. ISBN 7732-00126

Canada/WorkinfoNET (CanWIN)
http://www.workinfonet.ca/cwn/english/main.html

Canada Work Information Network
http://workinfonet.ca

Canadian Education on the Web
http://www.oise.utoronto.ca/~mpress/eduweb.html

Career Edge
http://www.careeredge.org/

Career Directions
http://hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/directions98/index.shtml

Career Path
http://10steps.careerpathsonline.com/skills.asp

Connecting Personality Types with Careers
http://www.doi.gov/octc/typescar.html

Futurework
http://www.dol.government/dol/asp/public/futurework

How to Find Information About Specific Occupations
http://stats.bls.gov/ocohome.htm

Human Resources Development Canada
http://www.hrdc-drhc.gc.ca/common/learn.shtml#_self
http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/sitemap.shtml
http://www.careerccc.org/english/canada_prospects_98-99/index.html

Indiana Career and Post-secondary Advancement Center
http://icpac.indiana.edu

Industry Canada
http://info.ic.gc.ca/ic-data

Job Futures
http://hrdc-drhc.gc.ca/JobFutures

Jobsmart
http://jobsmart.org

Knowing Yourself Guide
http://worksearch.gc.ca/cgi-bin/start.pl

Learning Styles Surveys
http://snow.utoronto.ca/Learn2/lstyle2.htm

Mazemaster
http://www.youth.gc.ca/selfasse/intere_e.shtml

Multiple Intelligences
http://www.harding.edu/~cbr/midemo/mifirst.html
http://www.newhorizons.org/trm_gardner.html

National Occupational Classification
http://www.eoahrdc.com/3519/docs/noclist.stm

NextNET
http://www.nextsteps.org

Netscape Personal Assessment
http://excite.netscape.com/directory/business/careers/personal_assessment

Ontario Association of Youth Employment Centres
http://www.interlog.com/~oayec

Ontario Colleges Application Service
http://www.ocas.on.ca

Ontario Ministry of Education and Training, Training Information and Career Gateway
http://www.edu.gov.on.ca/eng/training/training.html

Ontario Summer Jobs
http://www.edu.gov.on.ca/

Ontario Universities Application Centre
http://ouacinfo.ouac.on.ca

Professional Profile 2000. Scarborough: Nelson Thomson Learning, 2000.

School Finder
http://www.schoolfinder.com

Statscan Teachers' Kits and Lesson Plans
(Canada Year Book 1999, Canadian Social Trends, 1996 Census Results Teachers’ Kit)
http://www.statcan.ca

Summer Experience Program
http://www.gov.on.ca

Technical and Vocational Schools and Community Colleges
http://cset.sp.utoledo.edu/canctcol.html

The Career Key
http://www.ncsu.edu/careerkey

The Personality Type Test
http://www.onlinepsych.com/public/Mind_Games/

Top 100 Internet Sites for Employment and Learning. Youth Employment Strategy, Government of Canada, November, 1999.
http://www.youth.gc.ca

Traininglink
http://www.traininglink.com

University of Waterloo Career Resource
http://www.adm.uwaterloo.ca/infocecs/CRC/manual-home.html

Work Web
http://www.cacee.com

Young Canada Works
http://www.pch.gc.ca

Your Career Profile
http://www.review.com/birkman

Youth Resources Network of Canada
http://www.youth.gc.ca

Software-Based Programs

Career Explorer
http://cdn.cx..bridges.com

School Finder. Scarborough, ON: Edge Interactive Publishing, 1999.

Career Cruising. Scarborough, ON: Anaca Technologies, 1998.

Professional Profile 2000. Scarborough, ON: Nelson Thomson Learning, 2000.

Choices, Choices CT, Choices Connect, Careerware
www.can.ibm.com/ism/careerware/careerware.htm

Activity 1: What have I learned about my circumstances?

A. What are my strengths? What skills and knowledge do I need to develop for personal success?

B. What external influences have an impact on my career/life opportunities and choices?

C. What changes are going on in the world?

D. What is the impact of these changes the world of work?

E. How can I take those trends into consideration?

Time: 420 minutes

Description

In Activity 1, students will assess their circumstances and describe influences that may impact their career/life opportunities. Students will work with information from their personal profiles, examine trends and directions in a changing world and investigate the impact of these trends on a variety of fields of work and occupations.

Strand(s) and Expectations

Strand(s): Applying Personal Knowledge and Management Skills, Exploration of Opportunities, Preparation for Transitions and Change

Overall Expectations

PMV.03 - describe the personal management skills and characteristics needed to succeed in school, work, family life, and the community, and demonstrate the effective use of personal management skills in a variety of setting;

PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups;

EOV.04 - describe trends in society and the economy that affect work.

Specific Expectations

PM2.02 - produce a personal profile describing their current interests, competencies, characteristics, and learning preferences, using a variety of assessment strategies;

PM3.02 - demonstrate understanding of the impact of family responsibilities on education and careers;

PM4.02 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community;

PM4.03 - identify positive teamwork skills (e.g., task management, conflict resolution, task assessment) and demonstrate the ability to use them effectively in a variety of settings;

EO2.06 - demonstrate understanding of selected fields of work (e.g., telecommunications, finance, construction), including emerging trends, sample occupations, and ways that secondary school students can prepare for those fields;

EO2.09 - explain how economic and societal trends influence the way in which work is done, the patterns of adult work life, and the growth and decline of various occupations and fields of work;

PC3.02 - articulate personal, community, and occupational goals, and explain how these relate to their competencies, interests, and characteristics;

PC3.03 - articulate their learning goals, taking into consideration what they have learned about their learning preferences, strengths, needs, and interests, and the competencies needed for selected fields of work.

Planning Notes

The teacher:

· arranges access to research facilities: career centre, Library/Resource Centre, and computer lab;

· focusses the students’ search by gathering a variety of materials and bookmarking several web sites that focus on desired fields of work. The emphasis in this activity is not on research but on awareness of fields, trends, and occupations;

· uses inventories and standardized assessments in conjunction with student self-assessment;

· helps students interpret (and ultimately support, reject, or shape) the results of the inventories by reflecting on their own attitudes and behaviour in a variety of contexts;

· recognizes that when students complete inventories or assessments they tend to:

· shape their responses based on the opinions of others or on a highly desired response;

· collect data without processing it (they don’t know what it means);

· focus on one aspect of the assessment;

· may wish to provides samples of demographic surveys, and census information (polling firm, internet or library).

Prior Knowledge Required

· understanding of self-assessment inquiries in Unit 2, Activities 2 and 3

· facility with computer searches

· goal setting and action planning (in Teacher Adviser Program through AEP development)

Teaching/Learning Strategies

A. Organizing the Personal Profile

1. The teacher:

· introduces the unit by reviewing the focus of the two previous units – Unit 1 looked at other people and their impact and interaction with their world; Unit 2 focussed on the students in their world – now, the learning opportunities available to them and opportunities to become involved; Unit 3 will focus on the future and the student’s role in creating and constructing a pathway to it;

· brainstorms with the students some of the areas that they will need to examine to do this.

2. The teacher:

· discusses with students the definition of individuality – “How we know what kind of a person someone is?”

· has students list, from their experiences in Activities 2 and 3 in Unit 2, aspects of self that one can learn to know and support with evidence in the personal profile (e.g., interests, skills, competencies, learning styles, multiple intelligences, personality types, character traits, values, etc.);

· has students recall, from Unit 2, the attributes of some of the young people who have made a difference and discuss if these characteristics influenced their choices in life;

· time permitting, has students complete a simple inventory that connects attributes to careers, e.g., multiple intelligences, personality types (temperaments). See sample Resources. (See Appendix 19 – Internet Sites – Self Knowledge).

3. The students:

· update their personal profile with any recent inventories, assessments, or aspects of self gleaned from portfolio evidence (e.g., multiple intelligences inventory, communication skills checklists) or learning in other areas (school or community);

· update their index (e.g., puzzle pieces index from Unit 2) to include new items in the profile;

· complete a personal reflection on what they have learned about themselves as a result of their self-assessment activities. (See Appendix 18 – Reflective Questions 2.)

- What did I learn from this activity/these activities?

- How will I use this knowledge in the future?

- What can I do at school in order to improve or extend my strengths/skills/interests?

- What activities outside of school could I pursue in order to develop my personal profile?

- What did I learn about myself/my school/my world when I did these activities?

- What surprised me?

- An initial list of potential occupations that they feel may match the contents of their profile and their special interests identified in Unit 1.

B. Concept Web

1. Students discuss/brainstorm all the external things which can influence our decisions, e.g., parental expectations, family responsibilities, cultural values, health, financial concerns, peers, media, teachers, heroes, economy, technology, experiences.

2. The teacher and students create some examples of concept webs with varying internal and external influences. The teacher describes some examples in which cultural values, economic status, family circumstances, etc., strongly influence the options of students. Options included are secondary education, post-secondary education, recreation and community involvement, fields of work, occupations, etc.

3. Students individually create their own concept web of the specific influences in their own lives. (See sample concept web, Appendix 18 – Reflective Questions 2.) The inner circle includes the strongest influences as they feel them, e.g., their own profile/skills/traits/desires, parents, peers, etc. The outer circle includes influences at the next level of impact as they feel them, e.g., teachers, media, economy, etc. Students describe the impact specifically, e.g., parental expectations: “become a partner in the family store,” “take over the farm,” “become a plumber like my dad,” “become an engineer like my mom.” The teacher compares this to the impact wheel in Unit 2 that deals with how the student impacts the world. This concept web is the reverse.

C. The Changes Out There

1. Students, in pairs or small groups:

· design a list of questions to survey the demographics and/or social trends of their neighbourhood or community;

· conduct the survey by interviewing family, friends, relatives, neighbours, shopkeepers, letter carriers—whoever can give them information about how their community and/or the way people live (hobbies, recreation, media, music, etc.) has changed over the past ten years or so;

· summarize their results in point form, highlighting significant changes and trends they observed;

· share their findings in their groups and record, as a group, their observations of patterns of change on a fact-finding chart. Compile, sort, and classify the group observations as a class. Discuss observations.

D. Future Work

1. Students:

· as an introduction to future work, brainstorm the jobs that didn’t exist ten years ago and then brainstorm jobs that don’t exist now;

· using local and national newspapers, work in groups to find and cut out as many job ads as possible; sort and classify the occupations into fields of work categories, e.g., telecommunications, finance, construction trades, education, logistics/transportation, health care, hospitality, travel and tourism, personal service;

· discuss what changes these fields may have undergone in the past few years and predict how they might continue to change in the next few. (Students may use their knowledge of trends Unit 1, Activity 1 to guess some reasons for the changes.);

· compile a list of questions to ask an adult about how their job has changed and the career/life path they followed to get to where they are now. Students create their own questions using the criteria for effective questions (Appendix 8 – Information Interview) or see prepared questions, Appendix 20 – The Information Interview;

· individually conduct their interviews.

2. The teacher:

· divides the class into working groups of four to five students to produce “The Future Fair”- a student-produced mall of storefronts highlighting various fields of future work and occupations;

· reviews ways to deal with issues in groups (Appendix 12 – Working in Groups);

· reviews criteria for oral presentations (Appendix 6 – Communication Skills, Appendix 16 – Research Rubric – “communicate” portion of the rubric);

· reviews aspects of project management and has students devise a plan for their group and individual work in producing The Future Fair;

· has students define and differentiate fields of work and occupations.

3. Students:

· in their groups, research selected fields of work. Some possibilities include telecommunications, finance, construction, education, logistics, health care, hospitality, service. See Appendix 19 – Internet Sites;

· as a group, are required to create a display/storefront that includes the following information about their selected field:

- What are the current trends in this field? Where is it moving?

- What occupations will be available in this field in the future (five-ten years from now)?

- What will be the educational/training requirements to enter these jobs?

· individually produce a brochure that is also used as the basis of an oral presentation at their storefront. The brochure focusses on one of the occupations the group identified as being part of the future of their selected field of work. Each member of the group selects a different job to present;

· set up their displays and take turns visiting the other booths. Guests may be invited: administration, counsellors, teacher advisors, parents. Students individually present information on their selected occupation using their brochure as illustration;

· individually, in a summary report or on a graphic organizer, highlight one occupation that interests them from at least two display booths visited and explain the reasons for their interest in terms of their personal profile. Include a brief description of education and training required for this occupation and any trends that are current influences.

Assessment/Evaluation Techniques

1. PM2.02 Personal Profile

Criteria for assessment:

· Content: up-to-date, all self-assessment materials from Unit 2, any relevant descriptions of themselves from the portfolio, any additional material that they feel provides a current picture of themselves;

· Summary Reflection: comments based on Appendix 18 – Reflective Questions 2 (Summative: product checklist and rubric for personal communication (Appendix 14 – Reflection Rubric); placed in portfolio as evidence of PC3.02, PC3.03).

· PC3.02, PC3.03

· summary includes clear goals for learning that relate to enhancing their personal profile (formative: constructed response; portfolio evidence).

2. PM3.02 Concept Web

Student:

· creates or completes, using symbols or point form, a graphic organizer, illustrating the various influences, including family influences, that work on him/her in daily life and in career/life planning (see sample concept web, Appendix 18 – Reflective Questions 2);

· lists a variety of potential implications of family influences (values, culture, economic status, etc., on their options for education, learning opportunities in school and in the community and for future work;

· predicts where they see themselves in five years as a result of these influences and lists a variety of potential next steps.

3. EO2.06, EO2.09, PM4.03, PM4.02 The Future Fair

· (EO2.06) Brochure: single job focus, related education and training (summative: Research Rubric: collect and synthesize criteria from Appendix 16 – Research Rubric; portfolio evidence);

· (PM4.03) Teamwork: group problem solving –steps in template (Appendix 12 – Working in Groups) (summative; observation checklist; portfolio evidence);

· (PM4.02) Individual oral presentation - communication skills (summative: Research Rubric: Communicate criteria from Appendix 16 – Research Rubric; portfolio evidence).

Oral Presentation:

· Communicate criteria from Appendix 16 – Research Rubric;

· (PM3.04) Project Management – personal management skills (criteria – completed template as in Appendix 11 – Sample KWHLAQ Template for group and individual work; adherence to timelines and critical path; portfolio evidence);

· (EO2.06/09) Summary Report: criteria – description of one occupation per group and its education and training requirements; a summary of current trends and related fields of work (formative; constructed response; portfolio evidence).

Accommodations

· Expand or narrow the focus for research depending on the needs of the students. To narrow, select specific sites or materials from which the student collects and sorts information.

· The Summary Report and Brochure may be completed orally, in point form, or as outlines.

Resources

As outlined in Appendix 19 – Internet Sites

Canada Career Consortium. Canada Prospects 1999-2000. ISBN 1-89581-64-6

Made With the Trades Series (video series). Etobicoke, ON: International Tele-Film, 1999.

Skills: Occupational Programs (video series). Etobicoke, ON: International Tele-Film, 1999.

Skills: Work Related Themes (video series). Etobicoke, ON: International Tele-Film, 1999.

Activity 2: What are the possibilities and opportunities for me?

A. What post-secondary learning options are open to me?

B. What information do I need? Where can I find it?

C. What research strategies can I use to investigate careers of interest?

Time: 210 minutes

Description

Using a variety of print and non-print resources for their occupational research, students explore a range of occupations and related post-secondary learning opportunities and connect these to the specific fields of work they identified as interesting in Activity 1. Each student creates an occupation profile for the field of work they identified as interesting. The format of the occupation profile is determined by the student, however students are required to find specific information using a variety of research strategies. Through their own research and from brief presentations of occupational research by peers, students will acquire knowledge of a variety of fields of work, occupations, and related secondary and post-secondary learning options.

Strand(s) and Expectations

Strand(s): Identifying Trends and Opportunities, Exploration of Opportunities

Overall Expectations

EOV.02 - identify a broad range of options for present and future learning, work, and community involvement;

EOV.03 - demonstrate knowledge of selected fields of work, occupations, and workplace issues.

Specific Expectations

EO1.01 - identify and describe an occupational classification system (e.g., National Occupational Classification) and identify occupational groups in this system that are of interest to them;

EO2.02 - describe and compare a variety of post-secondary learning options, including university, college, apprenticeship, private training, distance education, and on-the-job training;

EO2.06 - demonstrate understanding of selected fields of work (e.g., telecommunications, finance, construction);

EO2.08 - demonstrate knowledge of selected occupations, including education/training requirements, duties, employment prospects, and the knowledge and skills valued by employers;

E01.04 - demonstrate the ability to organize selected career information effectively, using word processing, database, spreadsheet and information management software;

PM4.01 - describe a variety of effective communication skills (e.g., active listening, giving and receiving feedback, negotiation, conflict resolution, consensus building);

PM3.04 - demonstrate effective use of personal management skills (project management);

PM4.02 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community;

PM1.02 - demonstrate effective use of strategies for achieving success in school (e.g., note taking, strategies for completing homework, strategies for studying for tests and examinations);

PC2.07 - demonstrate the ability to communicate their interest in a work opportunity effectively (e.g., on the telephone, in person, or through e-mail and the Internet).

Planning Notes

The teacher:

· arranges student access to computers, career exploration software – if available, the internet and guidance and/or career centre resources. If these are not available teachers may wish to book a public library or HRDC office visit;

· prepares and copies Appendix 23 – Data Collection Chart for student summaries.

Prior Knowledge Required

· an understanding of selected fields of work

· knowledge of the influence of economic and social trends on various occupations

· computer skills: ability to use word processing, data processing, and/or spreadsheet programs

Teaching/Learning Strategies

1. The teacher outlines the intent of the occupational research and the overall focus of Activities 2 and 3:

· to help students become aware of a wide variety of occupational options and related secondary and post-secondary paths within a few student-selected fields of work;

· to help students make tentative decisions regarding a post-secondary destination, know the various education and training pathways to this destination, and the learning options available to them within these pathways;

· to create a learning plan for the tentative destination/s.

2. Students:

· revisit the list of occupations they included in their personal profile in Unit 3, Activity 1;

· revise and refine the list taking into consideration the following:

a) any learning or awareness derived from their involvement in a learning opportunity at school or in the community as initiated at the end of Unit 2, Activity 7;

b) the impact of present and future trends derived from their own research or from others’ presentations (Unit 3, Activity 1);

c) their current personal profile (special interests, skills, abilities, etc.). A chart may be used by them to evaluate the suitability of their selected occupations based on the criteria they select from their personal profile. For example:

Critical Information from Personal Profile	Occupation 1	Occupation 2	Occupation 3	Etc.
Skills
Values
Interests
etc.

Students note how well the occupation matches the requirements listed. If students are not sure, they continue to research. Students may use symbols for their rating: e.g., + for a match, - for a miss, ? for a maybe.

· thoughtfully select four or more of these occupations to research so that a broad range of fields of work and related occupations are explored.

3. The teacher introduces the components of the research task:

· students create an occupational profile for each occupation selected for research;

· students must include specific information in each profile (see Appendix 22 – Occupational Profile - Required Information);

· students record this information on a database, spreadsheet, or in word-processing format of their choice - or use a database format suggested by the teacher so that all student information can be merged to form a class record of occupational research;

· students relate their occupation to the National Occupational Classification system where possible and use the National Occupational Classification system to focus their search. See Appendix 19 – Internet Sites - Job Search Sites: Youth;

· students select a minimum of three ways from the following to gather their information: information interview (review tips for effective, ineffective questions, Unit 1, Activity 2 and information interview, Unit 3, Activity 1), job shadow, Internet, career exploration software (Career Explorer, Choices, Career Cruising), cold calls, e-mail;

· students who are researching similar fields of work may choose to work together to explore a wide variety of occupations and to avoid duplication;

· students research at least four occupations from a minimum of 2 fields of work;

· students prepare a short five minute oral presentation for the class or for a group of students with similar interests or role play “The Latest Game Show: So You Want to be a…!” Students, in their career clusters, prepare and present a brief sketch illustrating the key details of their selected occupations. The class must guess the occupation. The presenter then answers questions about the occupation to fill in any blanks.;

· students are shown a sample researched occupation as an exemplar for their task.

4. To prepare students for research, the teacher:

· brainstorms with students a variety of ways to obtain information;

· has groups of students devise or review tips for:

- setting up an information interview and a job shadow;

- using a network to locate people to interview or opportunities for job shadow;

- e-mail communication (writing form, etiquette);

- cold calls (telephone inquiry);

- speaking to a receptionist or secretary, leaving messages.

(Students may present their information in the form of a “How Not To” role play; or a talk-show type “Top Ten Reasons I Didn’t Get The Interview/Contact/Information…” After the presentations, the class creates a list of “Best Tips for Success”

(Students may have a Network Party in the class with each student stating an interest area and others responding with a potential contact, e.g.,” Hey, My Uncle Jim’s a lawyer, you might be able to job shadow him.”

5. The teacher:

· reviews the research model and rubric, the project management template and the criteria for oral presentations (see Appendix 16 – Research Rubric and Appendix 6 – Communication Skills);

· introduces (Appendix 23 – Data Collection Chart) that students use to record information during the presentations. This will provide students with a quick reference of information about a wide range of career options for additional research and for education and career planning in Unit 3, Activity 3.

Assessment/Evaluation Techniques

1. EO1.01, EO2.02, EO2.06, EO2.08, EO1.04 The occupational profile charts are a demonstration of student knowledge of selected occupations and related post-secondary learning opportunities. Occupation profiles are assessed for:

· accuracy of information;

· completion;

· demonstrated ability to organize career information effectively (on database, spreadsheet, etc.);

· demonstrated effective use of resources.

(Formative: constructed response – occupational profile; portfolio evidence)

Working with their teacher advisers, students may wish to reflect the results of some of this exploration in Step 2 of the annual education planning process. If so, a copy of Step 2 can be placed in the student’s Career Studies portfolio.

2. PM4.01, PM1.02, PM4.02, PM3.04, PC2.07 Students:

· collect and hand in evidence (e.g., e-mail print out, taped interview, etc.) of their use of at least three research methods (cold call, information interview, job shadow, e-mail, etc.) and complete a summary reflection on each method using the questions outlined for What? So What? Now What? What Else? (See Appendix 13 – Reflective Questions 1.) Summative: performance, constructed response; portfolio evidence);

· demonstrate the steps in the research/inquiry process (Summative: rubric – Appendix 16 – Research Rubric; portfolio evidence);

· oral presentation skills can be evaluated using the “Communicate” criteria in Appendix 16 – Research Rubric (Summative; portfolio evidence);

· project management: criteria – follows steps in the project management template in Appendix 11 – Sample KWHLAQ Template (summative: constructed response; portfolio evidence).

Accommodations

The teacher may:

· devise sample scripts for phone calls and interviews for students to use when they set up appointments and collect information;

· set up a template for data entry on the computer;

· suggest some student groupings to help support students who find the task difficult;

· work closely with a group of students, guiding them through the research process;

· reduce the number of occupations to be researched;

· create a graphic organizer to guide students through the research process.

Resources

See Appendix 19 – Internet Sites

Activity 3: How do I pursue the opportunities?

A. How can I prepare for occupations of interest?

B. How do I identify what is needed for me to pursue a possible goal?

C. What do I need to learn to reach those goals?

D. What paths can I follow to get there?

Time: 210 minutes

Description

Students will use a decision-making process to select a tentative post-secondary destination based on their personal profiles and education and occupational research. Students will create a tentative learning plan using a goal setting and action planning process.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills, Preparation for Transitions and Change

Overall Expectations

PCV.01 - demonstrate understanding of the processes of finding and creating work;

PCV.02 - demonstrate the ability to use marketing and networking strategies and to produce personal documentation (e.g., résumés, portfolios) in searching for work;

PCV.03 - use appropriate decision-making methods to set learning, community, and work goals and develop action plans;

PCV.04 - identify changes taking place in their personal lives, their communities, and the economy and identify strategies to make transitions occur more smoothly.

Specific Expectations

PM1.01 - demonstrate understanding of the secondary school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, types of courses, literacy test, community involvement, diploma, certificate of achievement);

PC3.01 - demonstrate an understanding of how to use decision-making processes;

PC3.02 - articulate personal, community, and occupational goals and explain how these relate to their competencies, interests, and characteristics;

PC3.03 - articulate their learning goals, taking into consideration what they have learned about their learning preferences, strengths, needs, and interests, and the competencies needed for selected fields of work;

PC3.04 - identify several post-secondary education/training options that are suited to their competencies, interests, and aspirations and explain why they are appropriate;

PC3.06 - produce a preliminary learning plan, to be included in their annual education plan, that identifies courses to be taken in school, activities in the school and community, and post-secondary education options that will help them achieve their goals.

Planning Notes

In Grade 10, as part of the annual education planning process with their teacher advisers, students will determine a secondary school education path to a preferred destination – work, apprenticeship, college, or university. The research and planning activities that students experience in Career Studies enhances and informs this process. Students may have already completed a tentative education plan with their teacher adviser by the time they take the Career Studies course. The work done in Career Studies will help the student refine or revise work done in the Teacher Adviser Program.

For Activity 3, students will require access to:

· their personal profiles;

· occupational profiles developed in Activity 2;

· their Annual Education Plans;

· an outline of the school program booklet and a chart detailing prerequisites and pathways for each course offered;

· information from Unit 2 on learning opportunities available in secondary school (co-operative education programs, OYAP programs, etc.) and in the community.

Prior Knowledge Required

· résumé writing strategies and experience

· some knowledge of secondary school programs and graduation requirements and the programs available at their high school

Teaching/Learning Strategies

1. The teacher summarizes the task for students and provides the materials needed:
Students use a decision-making process to select a tentative post-secondary destination based on his/her personal profile and education and occupational research and develop a preliminary learning plan to reach these goals.

2. The teacher:

· asks students, as a think/pair/share activity, to list six decisions that they made in the last two days and jots several of these decisions on the board;

· has students (think/pair/share) suggest a process that they went through to make one of these decisions;

· refines the process that the students come up with and shares or develops two different models for decision making (See Appendix 24 – Decision Making);

· records the models on chart paper for student reference.

3. The teacher:

· develops and photocopies a case study for the class to work through as a dry run for deciding on a tentative destination and creating a learning plan to reach the destination (e.g., a fictitious student, a sample personal profile – with interests, skills, values outlined, sample researched fields of work and occupations, sample learning from community experiences – a job shadow, five hours of community involvement, recreational involvement in the aquatics club, extracurricular involvement on the swim team and the school band, record of achievement for Grades 7, 8, and 9 from the Annual Education Plan);

· works through the decision-making models with the class to determine a preferred field of work and a post-secondary destination:

- determines (options) destinations in terms of personal profile;

- investigates (options) destinations (research: education and career exploration);

- evaluates (options) destinations in terms of personal profile;

- investigate ways to achieve each (option) destination (education path);

- decide on a destination;

· helps students discover multiple paths to the selected destination and occupation (secondary school work, college, college – university, university destination courses, and the various opportunities for switching paths; work to college, college to university to work, university to college to work, etc.);

· has students consider three aspects of career/life building as tools for their journey to a destination:

1) people (networking);

2) learning (school, post-secondary and community opportunities);

3) looking (awareness of fields of work, occupations, trends and directions;

· with students, develops a sample learning (action) plan to reach the post-secondary destination and preferred occupation/field of work that includes:

a) immediate steps (the next three years);

b) long-term steps (after high school);

c) drawbacks to plan or potential barriers (consider possible impact on self and others).

4. Students, individually or helping each other in pairs:

· use one of the decision-making models to determine a post-secondary destination and use specific information from their personal profile to help make their decision;

· construct a learning plan (action plan) to prepare them for their post-secondary destination. The preliminary learning plan must include:

- tentative course selection for secondary school;

- the tentative post-secondary destination and a description of the path the student will take to reach the post-secondary destination;

- any specialized secondary school programs (e.g., OYAP, school to work, exchange opportunities, etc.);

- a list of school and community learning experiences that will contribute to reaching the destination (e.g., volunteering, work experience, extracurricular activities) and;

- other strategies that will help create the path to their destination through “people, learning and looking”;

· make any necessary revisions to Step 2 (Revise Your Plan) and Step 3 (Prepare for Next Year) of their Annual Education Plans.

Assessment/Evaluation Techniques

1. PC3.01, PC3.02, PC3.03, PC3.04 The Future Résumé
Using the information in the personal learning plan and the résumé strategies learned in Unit 2, students construct a future résumé. The résumé is dated ten years in the future. Students have completed the secondary and post-secondary education, training, work experience, etc., necessary to qualify them for their occupation of interest and students are applying for an occupation in the desired field of work. The résumé that they create must include:

· secondary and post-secondary learning experiences which over the past ten years grew naturally out of their personal profile and their desired occupation/field of work;

· any school and community involvement and part-time work experiences which have helped them to prepare to reach their destination.

Students may seek feedback on their résumé from a person currently employed in the field.

Criteria: use of personal profile information, clear description of learning goals and pathways, connections between personal profile, learning goals, desired occupation/field of work

(summative: constructed response; formative: Appendix 24 – Decision Making Rubric, portfolio evidence).

2. PC3.06, PM1.01, PC3.01 The Learning Plan
Criteria for assessment: The learning plan shows evidence of the use of the decision-making process and evidence of understanding of secondary school graduation requirements. Contents include course selection and a list of activities in the school and community and post-secondary options that will assist in reaching goals. Information is organized appropriately (formative: constructed response; portfolio evidence). A copy of the student’s revised Annual Education Plan for Steps 1 and 2 may be placed in the Career Studies portfolio.

Accommodations

· Create a learning plan format (worksheet) for students to fill in as they work through this process.

· Work with a group of students guiding them through the development of the learning plan.

· Provide students with a résumé format from which to work.

· Arrange for computer use for students to word process their plan and their résumé.

Activity 4: How do I evaluate and modify my career/life plan?

A. What strategies do I need to respond to changing circumstances?

B. How do I take control of my own career/life?

C. How do I revise my plan for changing circumstances?

Time: 210 minutes

Description

In Activity 3 students developed a tentative career path. Activity 4 requires students to create alternative paths to their career goals by having them speculate on their response to changing circumstances. Students explore types of transitions and stages of the change process and identify strategies to help them continue to create and shape their career/life. Students chart their career/life path and adjust it based on a variety of circumstances and life changes.

Strand(s) and Expectations

Strand(s): Preparation for Transitions and Change

Overall Expectations

PCV.03 - use appropriate decision-making methods to set learning, community, and work goals and develop action plans;

PCV.04 - identify changes taking place in their personal lives, their communities, and the economy and identify strategies to make transitions occur more smoothly.

Specific Expectations

PC1.01 - demonstrate understanding of transitions and change by identifying some of the personal and work-related transitions and changes that they, their families, and people in their communities have experienced (e.g., moving to a new country, losing a job, going to a new school);

PC1.02 - demonstrate understanding that career development is a lifelong process that will include transitions, changes, and lifelong learning;

PC1.05 - identify effective and ineffective ways of dealing with transitions and change;

PC3.05 - identify potential barriers that could interfere with the achievement of their goals and use problem-solving strategies to identify appropriate actions.

Planning Notes

· Students will require their Annual Education Plans and their future résumés for this activity.

· Teachers prepare ‘C’ cards (Change Cards). A number of samples are offered in Appendix 25 – Sample Change Cards, however teachers should create some of their own based on student suggestions.

· Teachers may wish to have students access computers for online stress indicator profiles.

Teaching/Learning Strategies

1. The teacher and students review some of the steps they have taken to date to make some tentative decisions on destinations and future work. The teacher facilitates the discussion and assists students in determining steps similar to:

· exploring the circumstances;

· checking out the possibilities;

· gathering information;

· planning.

2. The teacher:

· has students brainstorm the questions they asked themselves during each step;

· notes these questions and their corresponding steps (in Strategy 1 above) on chart paper or board;

· has students determine the next steps in the process (take action; revise when necessary) and reminds students of the things they have already done to take action – choosing certain courses, volunteering, etc.;

· asks students “To which part of the planning process might the following quote refer?”:

Approaching the future is like paddling a canoe down a river.

There’s whitewater ahead, uncertainty around the next bend, and no turning back.

Rather than clinging to the shore or back-paddling furiously, the canoeist must go with the flow, reading the water ahead and responding with a skilled paddle.

Ruben Nelson, futurist

· initiates a discussion based on student responses which may identify:

- all steps – since moving through the steps helps chart the course for new directions;

- Step 4 – taking action –which implies carrying out the plans that were made;

· introduces the concepts of change and transition, and helps students define and differentiate the terms and recognize transition as getting ourselves ready to take on new things;

· brainstorms and describes with students several concrete examples of change and transitions (e.g., transferring to a new school, working in a part-time job, getting a new teacher), determines the change and the transition and notes ways to make a smooth transition.

3. The teacher asks students to individually and briefly sketch out, on a piece of paper, their lives to date so they can see a sequence of key events. Students may wish to continue with the canoe journey analogy with occasional “whitewater” or devise a new analogy for their career/life journey, (e.g., timeline, a roller-coaster ride, a train track, a flow chart). Students track what they consider to be the key life events which have brought them to where they are today and indicate events that were similar to the whitewater in the canoe verse above.

4. Students:

· review the information they collected from their previous information interviews (Unit 3, Activity 2) and conduct new interviews to collect career/life stories of adults that they know. Interview questions should be designed to gather information on periods of change and transition, when they occurred and the strategies used to prepare for change;

· illustrate, on a chart similar to their own, the career/life story of one of the people that they interviewed; identify periods of transition and change in the individual’s career/life story and find ways to represent this on the chart;

· discuss the importance of transferable skills when switching occupations, or moving from one occupation in a field to another;

· discuss some of the changes in the interviewees’ lives and the types of transition they went though (own choice, beyond their control, periods of stress, excitement, preparation, etc.);

· list some of the strategies that people in their stories used to help or prepare them for change and transition; note these strategies on their career/life story chart;

· discuss effective and ineffective strategies for dealing with change and transition.

5. Students:

· use the same journey format to create a chart of their own career/life path from now to their current career destination (include: secondary school, post-secondary, starting position, volunteer work for relevant experience, summer jobs to earn tuition money or buy a set of tools for apprenticeship, key personal events, etc.) See sample chart in Appendix 13 – Working in Groups. Encourage students to be graphically creative to best represent key events in their journey.

6. Students:

· draw a picture of themselves showing how they are when they relax; draw, on the other side of the paper, a picture of themselves as they typically respond to change or stress;

· discuss the difference between the two pictures and the two states;

· consider how people respond to change – changes we make ourselves (voluntary) and changes that are caused by others/events (involuntary) and what kinds of change people can control and not control;

· brainstorm a list of strategies for dealing with identified changes and stressors, both positive (effective) and negative (ineffective). Students may wish to visit various web sites for additional information: “Significant Life Change” defined, Decision Matrix for Breaking Bad Habits, The Exchange Vocabulary for more positive thinking. See Resources in this activity for Internet sites.

7. Students:

· working in groups, generate a list of possible detours that might occur on an adolescent’s career/life path. (These can be based on the stories of their interviewees or the experiences of people that they know or have heard about in books and movies, on the experiences of themselves and their friends. Remind students that not all detours are negative but all require a response.) These detours may be included with the ones the teacher has generated and written on change cards. The teacher may create multiple copies of the same card based on the frequency with which the detour occurs in real life.;

· respond to the detours, bumps, and surprises (Appendix 25 – Sample Change Cards) that are randomly assigned by the teacher by revising their career/life path on their flow chart while maintaining similar career/life goals. The emphasis in this activity is on creative problem solving. Students may have to do additional research (discussing with adults, exploring community services, researching scholarships, etc.) to respond to the changes.

Assessment/Evaluation Techniques

1. PC1.01, PC1.03 Students design the career/life story chart of one of the adults they interviewed. Students indicate key events, times of transition and change, and the strategies the adult would use to prepare for the change if they had to do it all over again. Students determine whether these strategies would be effective or ineffective and supplement with strategies of their own. (formative: graphic organizer; portfolio evidence)

2. PC1.01, PC1.02, PC1.03, PC3.05 Students refine their career/life story chart for their future career path (based on their work in previous activities), outlining a straight (no detours) path and two other flow charts showing possible routes (with detours) to get to their destination:

· indicate whether the detours, changes or barriers are voluntary or involuntary;

· list strategies for effectively dealing with the detours, changes or barriers;

· modify aspects of their learning plan to deal with barriers or changing circumstances;

· if necessary, research an alternate path to their preferred destination.

· (formative: graphic organizer and constructed response; portfolio evidence)

Accommodations

· The teacher may wish to use video, stories, and personal experiences to illustrate the concepts of transitions and change.

· Some students may require one-on-one or small group interaction with the teacher to translate their career/life plan into a flow chart format.

· There is an opportunity here for teachers to limit additional interviews/research and have students work with the information previously collected.

Resources

Canadian Mental Health Association, Toronto Branch
http://www3.ca/cmha.toronto/stress.htm

CyberPsychologist
http://www.cyberpsych.com

Health Central
http://www.healthcentral.com

Journey of Hearts: A Healing Place in CyberSpace
http://www.kirstimd.com/Change.htm

Region of Peel Teen Issues web page
http://www.region.peel.on.ca/health/

Career Studies, Units 1, 2, and 3: Summative Evaluation

The career studies course has guided students through an inquiry process that students will use repeatedly to develop their personal career/life plan—now and in all stages of their lives. The critical questions are tools for their career/life journey.

Summative Evaluation tasks form 30% of the student’s overall mark of achievement. Suggested weighting of the following assessment tasks:

1. School or Community-Based Learning Experience: 5%

2. Asking the Right Questions (Conference Portfolio): 15%

3. Conference and Presentation: 10%

The teacher should provide some time in class to allow students to create their conference portfolio and complete the school or community-based learning experience task. The conference can take place during the regularly scheduled examination time or out of class time – much like oral French and music evaluations.

1. School or Community-Based Learning Experience PM2.03, PC1.01, PC3.02, PC2.05

Students will:

· create a brief oral or written report summarizing their planned learning experience initiated in Unit 2;

· describe the skills and interests that influenced the selection of the experience, the skills, and knowledge that were applied as part of the experience and the new knowledge and skills that were gained from the experience;

· describe any next steps re: new questions, application of learning in other contexts, goals for future learning based on present skills, and competencies and planned career exploration;

· update their personal profile and the résumé that they created in Unit 2 in the area of skills, interests and experiences. Use the questions provided in Appendix 13 – Reflective Questions 1 or Appendix 18 – Reflective Questions 2 to reflect on the experience. Plan next steps or related goals.

Summative: résumé – rubric criteria developed in Unit 2; transferable skills - constructed response; reflection – Appendix 14 – Reflection Rubric.

Sample Learning Experiences

School-Based Experiences:

- leadership role in planning an activity (individually or with others) for their teacher adviser group or for a Grade 9 teacher adviser group;

- involvement in an extracurricular activity or club that they have not participated in before;

- assisting with a school activity (e.g., Grade 9 band, a sports team, fundraising, etc.)

- finding out about and applying for a co-operative education placement;

- (If some of this hands-on involvement is not possible for some students, they can find out additional information in an area of interest by setting up and pursuing a job shadow, setting up a series of information interviews – in person and/or via e-mail or telephone and cold calls – an activity that requires the student to use some skills and causes them to learn in an area in which they are unfamiliar.

Community-Based Experiences

- job shadows, work experience, helping with the church choir or a recreational theatre or sports group, part-time work, occasional work– as a baby sitter, photographer, dog walker, working towards their Community Involvement Diploma requirements in an individual volunteer placement or by organizing a group service project – in the school or in the community.

2. “Asking the Right Questions” and Conference Presentation

The Career Studies course has guided students through an inquiry process that students will use repeatedly to develop their personal career/life plan—now and in all stages of their lives. The critical questions are tools for their career/life journey. The five questions highlighted in the chart below are the basis of the second summative evaluation task.

In Part A students create a conference portfolio, organize it into five sections – one for each critical question and select samples of work from their existing portfolio that have resulted from asking the particular question. In Part B, students use their conference portfolio to explain the match between the samples of work and the question and demonstrate their understanding of the particular samples of work they are showing.

Critical Questions for Student Inquiry and Planning in Career Studies
Overall Question: How do I take control of my own career/life?		Inquiry Phase
1.	What do I know about myself and my world? (exploring the circumstances)	Question and Explore
2.	What do I want to find out about myself and my world? What are the possibilities? What is the potential – what areas allow my interests to be expressed? (checking out the possibilities)	Predict
3.	What information do I need and how do I find it? (gathering information)	Plan for Research; Collect Information
4.	What have I decided and how can I prepare for this direction? What is my learning plan? (planning for action)	Synthesize; Communicate
5.	What new questions do I have? How do I revise my plan for changing circumstances? (refining, revising and refocussing)	Evaluate

Part A: Asking the Right Questions PM1.02, PC1.02, PM4.02, PM3.04, PC3.03, EO2.08, PC3.06

Students will:

· (selection) select best samples of work from their portfolio and personal profile that provide evidence of learning for each step of the inquiry process used in Career Studies and present this learning in a portfolio conference. The work selected by the students will connect to each of the critical questions and reflect student knowledge and understanding of the evidence selected each step of inquiry process;

· (reflection) use the What? So What? Now What? What Else? questions in Appendix 13 – Reflective Questions 1 to reflect on the evidence selected for each question.

(Summative: rubric: Critical Questions, Appendix 28 – Critical Questions Rubric)

Part B: Conference and Presentation PM4.02, PM3.04

Students will:

· organize the portfolio evidence selected in Assessment 2 around the critical questions (in a new section of the portfolio or in a separate conference portfolio);

· present the conference portfolio to the teacher or to a group of peers describing the learning associated with each question;

· package their portfolios to reflect (i.e., the container, the design on the folder, etc.) them as career explorers and learners

· create and use an agenda and presentation outline to organize their conference;

· demonstrate their communication skills in their presentation;

· map out and adhere to a critical path for the preparation and presentation of their portfolios;

· work with a buddy to rehearse and stay on track (Appendix 27 – Student Checklist - Preparing for My Conference).

(Summative: rating scale – personal management skills, see Appendix 27 – Student Checklist: Preparing for My Conference; rubric – communication skills (see research unit: communicate criteria, Appendix 16 – Research Rubric; rubric: critical questions, Appendix 28 – Critical Questions Rubric)

Appendix 18

Reflective Questions 2

1. What did you learn from this activity/these activities?

2. How will you use this knowledge or these skills in the future?

3. What can you do at school in order to improve or extend your strengths/skills/interests?

4. What activities outside of school could you pursue to develop your personal profile?

5. What did you learn about yourself when you did these activities?

6. Explain any surprises you had while completing these activities.

Appendix 19

Internet Sites

Career Path - http://10steps.careerpathsonline.com/skills.asp (skills in school, transferable skills)

Connecting Personality Types with Careers - http://www.doi.gov/octc/typescar.html

Human Resources Development Canada - http://www.hrdc-drhc.gc.ca/common/learn.shtml#_self,

http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/sitemap.shtml,

http://www.careerccc.org/english/canada_prospects_98-99/index.html

Indiana Career and Post-secondary Advancement Center - http://icpac.indiana.edu (Discovery Careers That Fit You – Holland Codes, Interests)

Knowing Yourself Guide - http://worksearch.gc.ca/cgi-bin/start.pl

Learning Styles Surveys - http://snow.utoronto.ca/Learn2/style2.htm

Mazemaster – University of Waterloo - http://www.youth.gc.caselfasse/intere_e.shtml (Assessments: Interests, Skills, Values, Entrepreneurship, Career Development)

Multiple Intelligences - http://www.harding.edu/~cbr/midemo/mifirst.html, http://www.newhorizons,org/trm_gardner.html

NextNET - http://www.nextsteps.org (self-assessment, career options, decision-making)

Netscape Personal Assessment - http://excite.netscape.com/directory/business/careers/personal_assessment (Keirsey Temperament & Character Sorters – personality traits Holland Interest Inventory – interests)

The Career Key - http://www.ncsu.edu/careerkey (interest inventory)

The Personality Type Test - http://www.onlinepsych.com/public/Mind_Games/ (traits and characteristics)

Your Career Profile (career interests and styles) - http://www.review.com/birkman

Education and Training

Canadian Education on the Web - http://www.oise.utoronto,ca/~mpress/eduweb.html

Career Directions - http://hrdc-drhc.gc.ca/hribhrp-prh/pi-ip/career-carriere/directions98/index.shtml (post-secondary exploration),

Ontario Ministry of Education, Training Information and Career Gateway - http://www.edu.gov.on.ca/eng/training/training.html

Ontario Colleges Application Service - http://www.ocas.on.ca (search, specific college information)

Ontario Universities Application Centre - http://ouacinfo.ouac.on.ca

Technical & Vocational Schools and Community Colleges - http://cset.sp.utoledo.edu/canctcol.html

Traininglink - http://www.traininglink.com (information on training, apprenticeship, trades)

Appendix 19 (Continued)

Job Search Sites: Youth

Canada Work Information Network - http://workinfonet.ca (Canadian work search, career planning and labour market resource),

Career Edge - http://www.careeredge.org/ (National Youth Internship program)

National Occupational Classification - http://www.eoahrdc.com/3519/docs/noclist.stm (description of occupations and job titles – Canada)

Ontario Association of Youth Employment Centres, http://www.interlog.com/~oayec

Ontario Summer Jobs - http://www.edu.gov.on.ca/

Summer Experience Program - http://www.gov.on.ca

University of Waterloo Career Resource - http://www.adm.uwaterloo.ca/infocecs/CRC/manual-home.html

Work Web - http://www.cacee.com (for students and recent graduates)

Young Canada Works - http://www.pch.gc.ca

Youth Resources Network of Canada - http://www.youth.gc.ca

Internet Sites for Future Trends

Canada/WorkinfoNET (CanWIN) - http://www.workinfonet.ca/cwn/english/main.html (career, education, employment and labour market information)

Futurework - http://www.dol.government/dol/asp/public/futurework (trends, challenges, change for the 21st century – U.S. based)

How to Find Information About Specific Occupations - http://stats.bls.gov/ocohome.htm (The Occupation Outlook Handbook: 1998-2008 projections, jobs for students who like specific subjects)

Human Resources Development Canada - http://www.hrdc-hrdc-drhc.gc.ca/common/learn.shtml#_self,

http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/sitemap.shtml,

http://www.careerccc.org/english/canada_prospects_98-99/index.html

Industry Canada - http://info.ic.gc.ca/ic-data

Job Futures - http://hrdc-drhc.gc.ca/JobFutures (every occupation in Canada, future job growth, education and training requirements and earnings)

Jobsmart - http://jobsmart.org (résumés, career guides, salary information, hidden job market)

Statscan Teachers’ Kits and Lesson Plans - http://www.statcan.ca (Canada Year Book 1999, Canadian Social Trends, 1996 Census Results Teachers’ Kit)

Computer-Based Programs

Career Explorer - http://cdn.cx..bridges.com

Career Cruising. Scarborough, ON: Anaca Technologies, 1998.

Choices CT, Choices Connect, Careerware – www.can.ibm.com/ism/careerware/careerware.htm

Choices. ISM Careerware. www.careerware.com

Professional Profile 2000. Scarborough, ON: Nelson Thomson Learning, 2000.

Appendix 20

The Information Interview

To the Student: This sheet is a guide for interviewing people employed in jobs and occupations you are curious about. Be sure to express appreciation for the time and interest that they have given you at the conclusion of your interview.

Work Field of Interest:

Preparation

List people you know (or where to locate people) who are employed in the fields of work you are interested in.

Name of Person/Company	Address	Telephone	Date of Visit
1.
2.
3.

Questions to Ask About the Occupation

1. How did you decide to choose _________________________________ as an occupation?

2. Was your choice planned in stages or steps or was it the result of chance or unexpected developments?

3. What challenges or obstacles, if any, did you have to overcome to reach your goal?

4. What changes and trends have affected and are affecting this field? How?

5. What education and/or training is required for your present job?

6. What steps did you have to take to obtain your present job?

7. What are the tasks and responsibilities of your present job?

8. What are the most stimulating and challenging aspects of your job as well as the most frustrating aspects?

9. What skills and personal qualities are required to be successful in this kind of work?

10. What is the starting salary and the average salary for this field?

11. What are the opportunities for advancement in this field? What is the outlook for jobs in this field now and in the future?

Appendix 21

Reflection After the Information Interview

1. What interested you about this field? Any surprises?

2. What education and training is required? Do you have the necessary skills, interests, and abilities to handle the required program(s)?

3. What related experience could you acquire that will help you make a decision and provide references?

4. What sources would provide more information on this career field? Where will you find them?

5. What action steps will you take from here?

6. How suitable would the required education be for you?

o Not suited

o Doubtful suitability

o Fairly well suited

o Well suited

o Unsure

7. What related experiences, if any, have you had that makes this look like a promising occupational goal for you?

8. What other experiences would be useful in helping you decide if this field is suitable for you?

9. What are some occupations related to the one you are investigating?

10. What are some of the ways you can investigate this occupation further to determine if it is a good choice for you in terms of interests, abilities, and values?

Appendix 22

Occupational Profile: Required Information

Field of Work:

Occupation:

NOC:

General Description:

Duties (what people do in this occupation)

Knowledge and skill valued by employers

Working Conditions (location, shift work, hours, benefits, vacation, etc.)

Post-secondary Training/Education Requirements:

o Distance Education;

o Private Training;

o Apprenticeship;

o On-the-Job Training;

o College (specify program);

o University (specify program);

o Other.

Training/Education Requirements:

Certification Required

Entry Requirements

Duration of Education/Time Involved

Cost of Education/Training

Location (of training/educational opportunities)

Employment Prospects

Immediate Additional Opportunities to Explore This Career

(e.g., journals, community volunteerism, part-time work, books, web sites, co-op experience, secondary school courses, professional associations, etc.)

Sources for Research (where I gathered this information)

o Print (books, journals, magazines, brochures, prospects)

o Video

o Computer-based resources (Internet, career-related software) (list specific Web sites, software);

o Human resources (people working in the field, professional associations)

- list contacts: names, phone numbers, e-mail addresses

- list method: information interview, job shadow, e-mail, telephone call

Appendix 23

Data Collection Chart

Occupation

Post-secondary learning requirements

Occupation Duties

Employment Prospects

Current learning opportunities (school courses, community involvement) which support this career path

Knowledge and skills valued by employers

Appendix 24

Decision Making

Step-by-Step Decision Making Model 1

1. Determine the options/choices.

2. Research each option.

3. Evaluate each option: determine the criteria for choosing.

4. Examine each option: determine what you would have to do to succeed at each option.

5. Make your decision.

“Feels Right” Decision Making Model 2

1. Determine and describe options.

2. Research each option.

3. Imagine what your life would be like if you chose option A, option B, etc.

4. Try Model 1 (above) – just to see what it feels like.

5. Put off making the decision; take time each day to notice how you feel about each option.

6. Make your decision, talk to people you trust, examine how you feel about it.

7. If the decision doesn’t feel right, explore more options.

Adapted from: Finding Out: How to Get the Information You Need to Make the Choices You Want. Career and Labour Market Information, Alberta Advanced Education and Career Development, Alberta, 1999.

Decision-Making Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Determines Options/ Choices	- identifies choices that are of some importance to the task	- identifies choices that are important to the task	- identifies and describes the most important choices that are useful to the task	- identifies all of the important and useful choices for decision making and describes them with details
Research	- researches some information about a few of the choices	- researches some information about many of the choices	- researches detailed information about many of the choices	- researches detailed information about all of the choices
Evaluates Each Option	- identifies some criteria that relate to the decision-making task and some criteria that does not relate	- identifies some criteria that relate to the decision-making task	- identifies important criteria that relate to the decision-making task	- identifies important criteria that relate to the decision-making task; selection indicates that student considered the criteria carefully
	- makes some errors when describing how the criteria relates to the decision-making task	- makes few errors when describing how the criteria relates to the decision-making task	- accurately describes how criteria selected relate to the decision to be made	- accurately describes, with some details, how criteria selected relate to the decision to be made
Examines Each Option	- describes some of the consequences for a few of the choices; some of the consequences are inaccurate	- describes some of the consequences for some of the choices; consequences are inaccurate	- describes accurately all of the consequences for all of the choices	- describes accurately all of the consequences for all of the choices; compares some of the consequences to highlight the implications of the choices
Makes the Decision	- choice matches few criteria	- selects choice that matches some criteria; ignores a good match without reason	- selects the choice that best matches the criteria	- selects the choice that best matches the criteria; explains choice

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 25

Sample Change Cards

You are not accepted into the college/university program you applied to.	You do not have the money to attend post-secondary school full time.	You undertake a Grade 12 co-op placement in your field of interest but do not enjoy it.
Due to unfortunate circumstances you must leave secondary school before completing graduation requirements.	Demand for your job skills has dropped significantly and you are laid off from your job.	Demand for your job skills has increased and you are offered a promotion if you are willing to upgrade your computer skills.
Your family relocates to a new city, which forces you to revise your post-secondary education plan.	Your parents have won a trip around the world and invite you to go with them – for a year.	You decide to take a well-paying full-time job after secondary school for a year to make enough money for college.
You have been offered an apprenticeship in a town two hours drive from home.	You receive a scholarship offer to a school you had not considered.	You realize that a related job would be more appealing than the one you have been training for for the past year.

Appendix 26

Career/Life Story Chart

Add other key events and areas of change and transition.

At 15 years of

age I...

School/Training...

Grade 11

Grade 12

Post-secondary

Life Decisions:

travel, life-long learning,

marriage, children,

moving...

Today I am a...

Workplace changes....

Appendix 27

Student Checklist: Preparing for my Conference

Criteria	Yes 4	No4
Your Critical Path (Project Management Template): · list of all tasks involved; · individual task plans (conference portfolio organization and development, reflective comments for each piece of evidence, presentation outline, presentation agenda for teacher or peers); · critical path: due dates and times; · a log showing your progress dates, times, details of work accomplished at each stage; · resource needs; · back-up plans.
Organization of Evidence in Presentation Portfolio: · Reflective comment included with each selection for the presentation portfolio. · Reflective comment meets criteria on reflection rubric. · Evidence is organized according to critical questions.
Completeness · Two or three samples for each of the critical questions.
Connections to the Critical Questions: · Evidence selected shows clear links to each of the questions. · Reflective comments are clearly linked to the key questions. · Content of presentation connects evidence selected to the critical questions. · Presentation shows off your learning for each piece of work selected.

Project Management Rating Scale

Included	Project Management Tasks
	lists end products
	lists all tasks involved
	includes clear and complete individual task plans
	includes realistic schedule of dates and times including critical path
	includes complete list of resource needs
	includes realistic back-up plan for potential problems

6 of 6 items checked = Level 4

5 of 6 items checked = Level 3

4 of 6 items checked = Level 2

3 of 6 items checked = Level 1

Appendix 28

Critical Questions Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Conference Portfolio Contents Connections to Critical Questions	- at least two critical questions are supported with samples of work; samples of work clearly relate to the two questions	- at least three critical questions are supported with samples of work; samples of work clearly relate to the three questions	- four critical questions are supported with samples of work; samples of work clearly relate to the four questions	- five critical questions are supported with samples of work; samples of work clearly relate to the five questions
Reflective Comments	- reflective comments included for few samples of work	- reflective comments included for some samples of work	- reflective comments included for most samples of work	- reflective comments included for all samples of work
Reflective Comments: description of knowledge and skills related to selected samples of work	- outlines application of knowledge and/or skill with little detail	- describes application of knowledge and/or skill concisely with some detail; identifies the skill/learning	- describes in detail the application of knowledge and/or skills clearly and concisely; identifies the areas of learning that were applied; relates learning to the current context only	- describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to other contexts (e.g., home, other subjects, recreation)
Reflective Comments: degree of self-assessment	- reflection relates more to feeling about evidence (likes and dislikes) rather than to knowledge about personal growth	- reflection is about the learning acquired through the activity – but is superficial	- reflection shows insight into own learning; plans are included for further development (goal setting, action plans, etc.)	- reflection includes assessment of own learning as well as specific plans for further development (goal setting, action plans, etc.)
Conference Agenda/ Outline	- agenda for conference, personal outline for speaking – not submitted	- incomplete; agenda or outline submitted	- agenda and outline submitted; one is incomplete	- complete agenda and outline submitted
Organization of Conference Content	- few of the critical questions are addressed in the conference	- some of the critical questions are addressed in the conference	- all of the critical questions are addressed in the conference outline (speaker’s notes); actual presentation addresses some questions	- all aspects of conference (spoken and written) relate to the critical questions and supporting evidence
Knowledge and understanding of selected evidence	- demonstrates a limited understanding of the knowledge and skills associated with most samples of work discussed	- demonstrates some understanding of the knowledge and skills associated with most samples of work discussed	- demonstrates a thorough understanding of the knowledge and skills associated with most samples of work discussed	- demonstrates a thorough understanding of the knowledge and skills associated with all samples of work discussed

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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