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Career Development Series

Career Development Series. An Introduction to the Four Career Units. Introduction to the Career Development Series. 0. These 4 units were developed in conjunction with Brolin’s (1997) 4 stages of career development. Each unit addresses one of these stages and builds toward the next unit.

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Career Development Series

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  1. Career Development Series An Introduction to the Four Career Units

  2. Introduction to the Career Development Series 0 • These 4 units were developed in conjunction with Brolin’s (1997) 4 stages of career development. Each unit addresses one of these stages and builds toward the next unit. • This series will help teachers develop and implement a quality career development program, in the classroom and beyond. • The 4 units, using Brolin’s stages are:: 1)Career Awareness (elementary/middle school) 2)Career Exploration (middle school) 3)Career Preparation (high school) 4)Career Assimilation (high school) Note: These units can be adapted for older students if they have not yet been exposed to careers or taught this information. They still need the early experiences and exposure, but at an age-appropriate level—keep the experiences but “modify” the style.

  3. The Career Development Stages 0

  4. Level One: Career Awareness Career Awareness Career Exploration Career Preparation Career Assimilation 0 • Critical Knowledge and Skills: • Exposure to why people need and want to work; contributions to lifestyle and life choices • Exposure to a wide range of careers and jobs across the Occupational Outlook Handbook 10 career categories • Exposure to work expectations, education/training skill requirements, and social/communication skills

  5. Level Two:Career Exploration Career Awareness Career Exploration Career Development Career Assimilation 0 • Critical Knowledge and Skills: • Job shadowing and trial work experiences to narrow career choices from 4 to 1 or 2 preferred careers • Matching career requirements with personal abilities, skills, aptitudes, and preferred lifestyle; assessing careers for “best-match” • Developing a plan to meet requirements and achieve a “best match” career; continuing and extending the work experience to ensure that this “best match” reflects stable interests and skills

  6. Level Three:Career Preparation Career Awareness Career Exploration Career Preparation Career Assimilation 0 • Critical Knowledge and Skills: • Narrowing and confirmation of one career field; student may still explore a range of positions within this field • Increasing work experience opportunities to prepare for full-time work in the community; include vocational rehabilitation services as needed • Refine interviewing and job seeking skills for work experience positions, and develop job maintenance skills and social/communication skills to keep one’s position • Identify potential career advancement and self-advocacy opportunities and strategies

  7. Level Four:Career Assimilation Career Awareness Career Exploration Career Development Career Assimilation 0 • Critical Knowledge and Skills: • Implementation of job seeking, interviewing, and related skills to locate and obtain a job of choice, in a location of choice • Ongoing match of work conditions and environment with personal lifestyle preferences and needs; use of problem-solving skills and employment resources (including vocational rehabilitation) if needed • Participation in work culture and employee activities, on and off-the-job, to support satisfaction between career and worker

  8. Understanding by Design 0 • The book “Understanding by Design” by Wiggins and McTighe lays out a framework for planning curriculum • Their process is called “backward design” because unlike most planning, the teacher begins with the results (the standards or goals to be accomplished) and then develops the curriculum to fit these standards and the students’ needs. • We have used this framework to design these units.

  9. 3 Stages of Backward Design 0 • Stage 1: Identify desired results • Determine the standards (national, state, and district) that you want accomplished • Determine unit goals • Be sure to take into consideration the students’ strengths and needs • Stage 2: Determine acceptable evidence • Use the 6 Facets of Understanding to create assessment items • This will allow for a variety of assessments of the students’ knowledge, not just a “test” at the end of the unit • Stage 3: Plan learning experiences and instruction • Instructional activities can be developed using the standards, goals, and facets already determined as a guideline

  10. Resources for Teachers • America’s Career Info Net – Informed Career Decisions • www.acinet.org/acinet/default.asp • Becker, R. L. (2000). Reading-Free Vocational Interest Inventory: 2 (R-FVII:2). Columbus, OH: Elbern Publications. • South Central Career Information System - Developing a Career Portfolio: • http://www.sccis.org/main/educators/lessonplans1.htm • Education World – ways to incorporate career education into classroom activities • http://www.educationworld.com/a_lesson/lesson160.shtm • Quintessential Careers: Your Job Search Starts Here • http://www.quintcareers.com/ • Career Development and Employment – Making Career Decisions • http://www.vuw.ac.nz/st_services/careers/career_development/making_decisions.html

  11. Resource – Department of Labor 0 • Job market and state activities at: http://www.dol.gov/ • Bureau of Labor Statistics is a related link with national and state data at: http://www.bls.gov/home.htm • Occupational Outlook Handbook and it’s 10 career categories at: http://www.bls.gov/oco/home.htm • Dictionary of Occupational Titles and its 9 career categories at: http://www.occupationalinfo.org/contents.html

  12. Resource - NAVESNP 0 • The National Association of Vocational Education Special Needs Personnel (NAVESNP) http://www.specialpopulations.org/ • An association designed for individuals involved in career, vocational, and special needs education. The members serve students with disabilities as well as other non-traditional students. • As a member, NAVESNP provides professional development, products, and networking among professionals. • Membership also includes three issues of the Journal for Vocational Special Needs Education as well as other regional newsletters.

  13. Resource - NCSET 0 • The National Center on Secondary Education and Transition is organized through the University of Minnesota. They have a variety of transition information: http://www.ncset.org/. • NCSET unveiled a new website focused on students and using a “student friendly” format: http://www.youthhood.org/youthhood/index.asp

  14. Resource – Choicemaker Series 0 • The Choicemaker Series is a set of books and videos that introduce students into finding their strengths, skills, and limitations. It also gives them the opportunity to create goals they can accomplish in a variety of areas in their lives. • A website is now available at: http://web.uccs.edu/education/special/self_determination/cmcr_curriculum.html • One section of Choicemaker focuses on “Employment Goals” • Below are some worksheets from the “Choosing Employment Goals” workbook

  15. Resource – Choicemaker Series… • Choice Maker Worksheets (that support unit activities) • Aides in students narrowing career choices • Subjects I Like #1 • Subjects I Like #2 • Subjects I like #3 • Helps students analyze study/work habits • Study Habits • Study Habits Log • School Work Habits and Academic Skills #1 • School Work Habits and Academic Skills #2 • Helps students create a career path for the future • Timeline • Helps students prioritize goals • Choosing General Goals • Helps students rate themselves and compare to an employer’s ratings • Work, Social, and Personal Skills • Job Duties: How I Did Worksheet • Job Duties: How I Did Worksheet #2 • Helps students organize their required coursework needed for graduation/career path • Graduation Checklist

  16. References 0 • Brolin, D. E. (1997). Life centered career education: A competency based approach. Reston, VA: The Council for Exceptional Children. • Luft, P. & Koch, L. (2005). “Career Development: Theories for Transition Planning”.  Transition Planning for Secondary Students with Disabilities.  Columbus, OH: Prentice Hall. 83-108. • Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Choicemaker: Self Determination Curriculum, Choosing Employment Goals. Longmount, CO: Sopris West • Ohio Department of Education. “Academic Content Standards.” 2004. http://www.ode.state.oh.us/academic_content_standards/ • U.S. Department of Labor. 2005. http://www.dol.gov/ • Wiggins, G. & McTigue, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development

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