Exploring Careers
Developed by teachers at Central City Public Schools. Principal - Chuck Chevalier
Overview:
Exploring Careers: Students will leave this class with an understanding
of the importance of education and the role it plays in their future satisfaction.
They will have a strong sense of direction for the balance of their educational
experience and the skills to change plans if circumstances dictate.
This curriculum teaches an important decision-making process that students
will use throughout their lives
[ INTRODUCTION] [GOALS
AND OBJECTIVES] [UNIT PLAN] [NEWS
& STUDENT QUOTES]
INTRODUCTION
Central City High School will introduce three new classes this fall
moving the school toward a closer work-based approach to education. The
classes will replace others that have been dropped to make room for the
new approach. The classes, Exploring Careers, Technical Reading and Writing I,
And Science Research, were developed by teachers this summer and are ready
for implementation this fall. The philosophy was developed by a teacher
committee, The School To Work Restructing Team, with input from the
CCHS Vocational Advisory Committee, Which is also made up of teachers and
local business people. The Central City School Board approved the classes
last spring, Including future changes which will further implement the approach
at CCHS.
Central City High School will provide younger students a chance to explore
career clusters, assess their own personal strengths and interests, and
begin to decide a general career path. This exploration will be provided
in the Exploring Careers course. By the end of the sophomore year, students
will be allowed and encouraged to become more specific with their career
choices. Those students who decide to choose a more vocational career,
which will usually require a two year degree, will be encouraged to choose
more specific career skill courses, including Technical Reading and Writing
I. The Technical Reading and Writing II class for seniors will be added
in the 1998-99 school year. Finally, students will be encouraged to get
specific job experience for credit by taking the diversified Occupation
class, with credit given for work experience. Release Time will be available
for those students in the program beginning in the fall of 1998. Science
Research has been added to incorporate more independent problem solving
for those students who plan on going to a four or two year school.
Two vocational teachers, Jackie Monk and Scott Malcolm, along with school
counselor Dan Strecker are excited about the possibilities in the exploring
Careers course. Although meant for freshman, the course is taking students
in all grades this year. Although learning about careers clusters is a
major goal, students will also develop personal and work related skills
and processes. The teachers chose Career Choices, written by Academic Innovations ,
as the textbook. They also received training in Omaha last May from Academic
Innovations.
The CCHS curriculum is made up of 12 units. Unit 1 will ask students to
develop future plans and set goals, staring a portfolio. Students will
assess their own values in Unit 2, seeing how those values restrict or
open different career paths. The Nebraska Career Information Interest Inventory
will be used in the unit. Units 3 will focus on lifestyles they have chose.
In Units 5,6 7, students will begin to pinpoint career clusters that suit
their goals and interests. Students will research a different career within
their cluster, and theirs own strengths and weaknesses will be assessed.
Students will include a shadowing experience in this unit.
Units 8,9,10,11, and 12 will bring students to an understanding of future
educational needs of their career and lifestyle, as well as introduce
problems in the future, promoting a problem solving process to get through
those tough times. Again , the NCIS will be used to help students pick
colleges which promote their career clusters, class presentations by local
business people and participation in mock interviews.
We are excited about beginning Exploring Careers in our school and believe
the addition of this course, as well as Technical Reading and Writing will
give our students a better chance at choosing the career that best meets their
interest and abilities, promoting better future satisfaction.
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GOALS AND OBJECTIVES
PERSONAL SATISFACTIONS: Students will recognize the significance of
high school and further education for their success and happiness. As self-directed
individuals able to adapt to change, they will be equipped to become successful
lifelong learners.
EMOTIONAL STABILITY: Students will develop a positive self-image
and self-esteem, and the ability to cope with anxiety and stress.
COGNITIVE ACHIEVEMENT: In addition to basic skills, student will
develop critical and creative thinking, problem-solving and collaborative
skills, and the ability to adapt to change.
SOCIAL RESPONSIBILITY: Students will develop concern for others
and a positive work attitude.
MOTIVATION: Upon completing this course, students will be self-motivated
to prepare for employment or further education.
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UNIT PLAN
Skip to Unit [1]
[2] [3] [4] [5]
[6] [7] [8] [9]
[10] [11] [12]
Unit One (6 Days)
Goal: Students will think about and project themselves into the future
and understand the importance of planning for the future.
Envision Your Future Pages 9-21 Textbook
Workbook Activities Pages 4-9
Students will start a Portfolio
Vocabulary Test from the words on page 4 in the Workbook.
Unit Two (7 Days)
Goal: Students will have opportunity to learn to determine their own
values and how these may relate to the appropriate career paths.
Nebraska Career Information System Interest Inventory.
Your Personal Profile Pages 24-53 Textbook
Workbook Activities Pages 10-24
Unit Three (7 Days)
Goal: To help students identify an overall goal and mission for their
lifestyle and realize how outside forces can affect a person's life.
Lifestyles of the Satisfied and Happy Pages 56-71 Textbook
Workbook Activities Pages 25-30
Vocabulary Test from the words on page 25 in the Workbook.
Unit Four (10 Days)
Goal: Students will learn to make wise career decisions, students must
take into account lifestyles, educational and psychological costs and finding
the balance suited for each individual.
What Cost This Lifestyle Pages 74-121 Textbook
Workbook Activities Pages 31-55
Transportation Maintenance Video
Math work sheets from the Lifestyle Math, Food, Housing, and Transportation
Unit Five (7 Days)
Goal: Students will gain an understanding of who they are, what they
want, and how to achieve their goals.
Your Ideal Career Pages 124-141 Textbook
Workbook Activities Pages 56-65
Two students use cameras for exploring careers and make a presentation
to sell their careers.
Unit Six (10 Days)
Goal: Students will learn an effective career research process.
Career Research Pages 144-165
Workbook Activities Pages 66-78
Shadowing Projects
Student oral Presentations on Chosen Careers
Unit Seven (5 Days)
Goal: Students will learn effective decision-making skills and how to
evaluate their strengths and weaknesses.
Decision Making Pages 168-179
Workbook Activities Pages 80-84
One page essay, "My Current Dilemma" page 238 Teachers' Guide
Unit Eight (7 Days)
Goal: To introduce students to a process for writing quantitative goals
and objectives and how to apply the problem-solving techniques
Setting Goals and Solving Problems Pages 182-191
Workbook Activities Pages 85-87
Students will be encouraged to set periodic goals.
Guest speaker on the subject of goals Barry Carlson.
Unit Nine (6 days)
Goal: Students will be encouraged to base career plans on informed
decisions rather than on expectations of society, family, or other external
influence.
Avoiding Detours and Roadblocks Pages 194-227
Workbook activities Pages 103-109
Develop ten year for yorik
Activity; Brainstorm to overcome an unexpected obstacle.
Unit Ten ( 5 days )
Goal: Help students develop appropriate attitudes toward excellence,
toward a good work ethic, toward a changing world, and attitudes that will
be most in demand for the workers in the future.
Attitude is Everything Pages 230-247
Workbook Activities Pages 103-109
Ask students to evaluate their own work habits. Those without jobs will
apply these concepts to school and other responsibilities.
Unit Eleven (10 days)
Goal: Students will understand the value and benefits of reading, writing,
and computation skills in the process of applying for a job, completing
the job application form, writing a resume, and the interview.
Getting Experience pages 250-263
Workbook Activities Pages 110-114
Career planning Workshop; Employment applications and resumes, proof reading, and
finalizing for the portfolio.
Video tape mock job Interviews
Unit Twelve (7 days)
Goal: Students will develop a ten-year plan for achieving their career
and life goals.
Where Do You Go From Here? Pages 266-283
Workbook Activities Pages 115-124
Use the ten year plan for the students found in the workbook.
Use college catalogues and Nebraska Career Information System for information.
Follow-up surveys conducted by the school.
Allow 3-5 days for other activities such as: Current Events in careers
and employment, special videos, Career magazine articles.
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News and Student Comments
Click on the newspaper clip to read it. Some quotes from students about the Careers class
include:
"I though that job shadowing helped me realize social work
may be something that I'd like to do someday" - Sara Volkman
"I thought that job shadowing for our Careers class was fun and educational
thing and it helped me figure out what I want to do when I'm out of school"
- BJ Blase
"I got to see how the whole law system worked and see what 'being in
court' was like. It really sparked my interest in the corporate law field.
I am sure I will look back at the experience when I am thinking about college
majors." - Cortny Riblett
"Careers helped me learn how to finance money and plan for my future."
- Sierra Stratman
"Careers class was a very beneficial in that I learned how high the
cost of living is and how important education after high school is in our
society." - Chris Schweitzer
"I really think the Careers class is a nice class to take. I have
learned how to manage money and I really liked the shadowing experience."
- Carmen Lobdell
"I believe the Careers class provides young people with knowledge
about future cost, problems, and careers. This class is a positive way of
introducing students about what to expect when they graduate from high
school." - Jesi Smith
"Careers was a fun and exciting class because it gave me some type
of direction in my career choices and future plans." - John Campbell
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