THE GUIDANCE- ORIENTED APPROACH TO LEARNING

1. THE GUIDANCE- ORIENTED APPROACH TO LEARNING Presented by: Cheryl Pratt Barbara Goode March 21, 2003

2. THE GUIDANCE-ORIENTED APPROACH TO LEARNING Making Dreams Come TrueAn Overview

3. CONSENSUS FROM ESTATES GENERAL 1996 Career-Life Planning: • Too little support • Too late in students’ schooling

4. PROBLEMS • Lack of student plans for the future • Student ambivalence concerning studies • 59% of students lack career plans • Students find themselves in the wrong post-secondary programs • Career choices limited by misinformation and stereotypes • Insufficient graduates to fill labor shortages

5. BENEFITS OF GUIDANCE- ORIENTED APPROACH TO LEARNING • To increase students’ knowledge of themselves and the world of work • To encourage students to make educational and career plans • To sustain the interest and motivation of students with respect to their studies • To reduce students’ risk of failure or dropping out

6. To ensure students achieve educational success and obtain qualifications

8. WHAT THE GUIDANCE-ORIENTED APPROACH TO LEARNING IS • Concerted team approach involving in-school and community partners • Activities, tools, and resources combine to guide students in their identity development and career-life planning • Integration of activities and services into the schools’ success plans and educational projects

9. WHAT THE GUIDANCE-ORIENTED APPROACH TO LEARNING IS NOT • Not a series of isolated actions or activities • Not the sole responsibility of the Guidance Counsellor • Not limited to specifically identified student groups • Not a course, rather a school-wide approach supported by the school board and its community

10. MAIN OBJECTIVES OF THE GUIDANCE-ORIENTED APPROACH TO LEARNING • To guide students in their identity development to further their education and career planning • To give students opportunities to discover various educational paths • To enable students to become more familiar with the world of work • To encourage students to make realistic career choices by basing their dreams in reality

11. SUPPORT MEASURES FOR IMPLEMENTATION • Integrating career orientation elements into the curriculum • Developing related school life activities • Ensuring access to a variety of career orientation tools and resources • Providing access to individual counselling

12. CONNECTIONS TO EDUCATIONAL REFORM • The Education Act • school mission • legal responsibilities • The Basic School Regulations • educational services • complementary services • The Quebec Education Program • subject areas • cross curricular competencies • broad areas of learning

14. PARTNERS IN THE GUIDANCE- ORIENTED APPROACH TO LEARNING • Students -take responsibility for their own education and career planning • Parents – responsible for child’s education and school partner • Information and counselling professionals – key leadership and support role • Teachers – integrate approach into classroom and student life • Support personnel – collaborate within the learning environment • The school administration and governing board – responsible for the school’seducational project • The school board – promotes and supports the approach • The community – partners in the process

15. Complementary Educational Services