ERIC ED391553: Career Pathways Skill-Building Instructional Model.

42 Pages·1996·0.72 MB·English

by  ERIC

DOCUMENT RESUME
JC 960 109
ED 391 553
Career Pathways Skill-Building Instructional
TITLE
Model.
Community Coll. of Rhode Island, Warwick.
INSTITUTION
Department of Education, Washington, DC.
SPONS AGENCY
PUB DATE
96
43p.; For a description of related activities, see JC
NOTE
960 110.
Descriptive (141)
Reports
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
Articulation (Education); Communication Skills;
DESCRIPTORS
*Curriculum Design; *Education Work Relationship;
Elementary Secondary Education; High School Students;
Information Skills; *Instructional Improvement; Job
Skills; Postsecondary Education; Program
Descriptions; *Skill Development; Teaching Methods;
*Teaching Models
Community College of Rhode Island
IDENTIFIERS
ABSTRACT
As part of an effort to develop a skill-based
education program for students that relates academic skills with
workplace skills, the Community College of Rhode Island developed a
working instructional model consisting of 6 areas, or strands, and 31
skills. The model is directed at students in grades 9 through 12 and
recognizes the importance of establishing an educational continuum
from elementary to postsecondary education. The six strands in the
(1) career occupational skills, including exploration,
model are:
planning, preparation, maintenance, advancement, and transferable
(2) personal skills, such as attitudes toward self and team
skills;
work, ethics, values, empowerment, accountability, daily living, and
(3) interpersonal skills, such as communication,
decision making;
leadership, team work, conflict r.,solution, diversity, and
(4) applied technology
internal/external customer relatioL'hips;
skills, including information access, information analysis, and
(5) skills in understanding and working through
computer literacy;
systems, including government/political systems, social systems,
economic systems, and organizational structures; and (6) critical
thinking process skills, such as problem identification/resolution,
information access, decision making, obstacles to problem resolution,
and reflection. For each skill, a brief description, the targeted
grade level, and suggested activities and assessment methods have
also been developed. By implementing the skill-based instructional
model, institutions can provide a sequential and cumulative program
which is linked to the workplace and focuses upon life-long learning.
(TGI)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
*********************************************************************
CAREER PATHWAYS SKILL BUILDING
INSTRUCTIONAL
MODEL
6 STRANDS
31 SKILLS
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CAREER PATHWAYS PROGRAM
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BEST COPY AVAILABLE
Table of Contents
PHILOSOPHY FOR SKILL-BASED INSTRUCTIONAL MODEL
I.
STRAND 1 - CAREER OCCUPATIONAL SKILLS
2
II.
Exploration
3
Skill #1
Skill #2 Planning
4
Skill #3 Preparation
5
6
Skill #4 Maintenance
Skill #5 Advancement
7
Skill #6 Transferable Skills
8
III. STRAND 2 - PERSONAL SKILLS
9
Attitude 10
Skill #1
Skill #2 Ethics
11
12
Skill #3 Values
13
Skill #4 Empowerment
14
Skill #5 Accountability
15
Daily Living
Skill #6
16
Skill #7 Decision-Making
INTERPERSONAL RELATIONSHIPS SKILLS
IV. STRAND 3
17
18
Communication
Skill #1
Skill #2 Leadership
19
20
Skill #3 Team Work
Skill #4 Conflict Resolution
21
22
Diversity
Skill #5
23
Skill #6 Internal/External Customer Relationships
V. STRAND 4 - APPLIED TECHNOLOGY SKILLS
24
25
Information Access
Skill #1
26
Skill #2 Information Analysis
27
Skill #3 Computer Literacy
VI. STRAND 5 - UNDERSTANDING AND WORKING THROUGH SYSTEMS SKILLS 28
29
Government/Political Systems
Skill #1
30
Skill #2 Social Systems
Skill #3 Economic Systems
31
32
Skill #4 Organizational Structures
VII. STRAND 6 - CRITICAL THINKING PROCESS SKILLS
33
34
Problem Identification/Resolution
Skill #1
35
Skill #2 Information Access
36
Skill #3 Decision-Making
37
Skill #4 Obstacles to Problem Resolution
38
Skill #5 Reflection
This Program is funded by the United States Department of Education.
basis of sex,
Community College of Rhode Island does not discriminate in admissions, services or employment on the
MIF race, color, religion, national origin, ancestry, sexual orientation, age or handicap.
White, Director of Affirmative
Students requiring special accommodations because of a disability should contact John
Action Programs, at [phone].
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S
Philosophy for Skill-Based Instructional Model
In an evolving process of defining and redefining what constitutes a skill-based
educational program for Rhode Island students, teachers, administrators, curriculum
specialists, community peoples, and representatives from industry and business have
formulated a working Instructional Model.
Local concerns, needs, and mandates can
be accommodated through the flexibility of this integrated Instructional Model so that the
school and the community can relate academic skills with workplace skills.
Schools can become more responsive and effective in facilitating a student's
transition from school to career through an evolutionary process of curriculum revision.
The given model offers a balanced presentation that adjusts to the changing workplace.
Constancy, like flexibility, are essential in the design of this student-directed, hands-on
learning model. The school, family, industry, and the community are integral partners
and effectuate a supportive foundation for educational change and development.
Consisting of 6 strands and 31 skills, the Instructional Model includes: (1) skill
description, (2) grade span, (3) generic activities, and (4) assessments. Subject
integration facilitates skill learning across the school curriculum while contextual
learning provides the framework for school-to-career skills. Teachers are viewed as
facilitators in this student-driven Instructional Model and implementors of an
inclusionary learning process.
Equity and individuality are recognized through the inclusion of all students, special
needs, ESL, academically-able, and culturally diverse. Workplace skills, learning
instruction, and alternative assessment are designed for all students. Thus, broad-
based and comprehensive, this Instructional Model recognizes diversity and allows for
local control in modification, implementation, and evaluation of design.
Model developers recognize that formal skill-building begins in pre-school and
follows through post-secondary education. Educators selected students in grades 9-12
as their audience for this model. The next step in this process is to establish a
continuum which formally links pre-school, elementary, middle, secondary, and post-
secondary schools. Also envisioned are: (1) resource guide of activities and materials,
(2) ancillary assessment resources, i.e., portfolio material, and (3) professional
development and resources.
Education is an ongoing process that requires constant networking so that
partnerships/collaboratives are maintained. Skill selection represents a degree of
proficiency that is measurable and authentic. By implementing this skill-based
Instructional Model, schools can provide a sequential and cumulative program linked
with today's workplace and focused upon life-long learning.
Page 1
Career Occupational Skills
Exploration, which includes personal exploration (aptitude, personal
SKILL #1:
strengths, and interest/skill assessment), careers (awareness and
personal/professional prerequisites), and sources (labor market
information and sources of training)
Planning, which includes decision-making to make career path/clusters
SKILL #2:
(identifying criteria, organizing, and comparing educational options) and
goal setting (correlating jobs and comparing career options)
Preparation, which includes personal/social skills (income/time
SKILL #3:
management, habits/behaviors/attitude, effective communication, and
I
determination), job search strategies (networking and marketing oneself)i
and portfolio development (academic preparation and public service)
Maintenance, which includes upgrading career/accountabilty skills (life-
SKILL #4:
long learning, technology changes, ownership rewards, and resume
update), problem-solving and adaptability skills (relationships with
management and peers, organizational structural changes, and self-
assessment) and work environment awareness (understanding
organizations' culture, knowing your rights/legal issues, sociability, and
employer/employee expectations)
Advancement, which includes reviewing_g_oals, leadershija_skills, and
SKILL #5:
.1
(job experience, training/education
-
II
I
11141111
1
S
1
programs, and qualifications)
Transferable Skills, which includes employable skills (hard skills-
SKILL #6:
academic/technical and soft skills-personal/interpersonal)
Page 2
Career Occupational Skills
Exploration, which includes personal exploration (aptitude,
SKILL 1:
personal strengths, and interest/skill assessment), careers
(awareness and personal/ professional prerequisites), and
sources (labor market information and sources of training)
9-12
GRADE SPAN:
The student will:
ACTIVITIES:
Assess strengths and weaknesses for a career/job
1.
Complete an interest inventory and take aptitude test
2.
Relate educational experience to career choice through
3.
school coursework
Participate in a career fair
4.
Participate in a job shadowing/interviewing activity
5.
Participate in a job mentoring activity
6.
Interest inventory
1.
ASSESSMENT:
Aptitude test
2.
Oral/written assessment with counselor
3.
Two-paragraph summary based on shadowing and
4.
interview
Career fair participation
5.
Start a career portfolio
6.
Mentor assessment
7.
SKILL-BUILDING INSTRUCTIONAL MODEL
Page 3
Career Occupational Skills
Planning, which includes decision-making to make career
SKILL 2:
path/clusters (identifying criteria, organizing, and comparing
educational options) and goal setting (correlating jobs and
comparing career options)
9-12
SKILL LEVEL:
The student will:
ACTIVITIES:
List and discuss cluster data from exploration activities
1.
Compare course requirements and job demands
2.
through class discussion and examination of resource
materials
Create a written list of related businesses within
3.
selected career/s
Read and list newspaper job ads to become acquainted
4.
with a job resource
Create a data base of career information
5.
Create a collage or scrapbook of job/career choices
6.
Portfolio notes on career resource information
1.
ASSESSMENT:
Listing of course requirements and career choices
2.
Collection of newspaper job ads
3.
Data base of career information
4.
Collage or scrapbook of job/career choices
5.
SKILL-BUILDING INSTRUCTIONAL MODEL
Page 4
Career Occupational Skills
SKILL 3:
Preparation, which includes personal/social skills (income/
time management, habits/behavior/attitude, effective
communication, and determination), iob search strategies
(networking and marketing oneself), and portfolio
development (academic preparation and public service)
GRADE SPAN: 9-12
The student will:
ACTIVITIES:
Read and discuss case studies to assess the effects of
1.
attitude and behavior on job performance
Role play situations where attitude and behavior impact
2.
on job performance
Write cover letters, resumes, and business letters that
3.
relate to job acquisition
Keep and maintain a planner of daily/weekly activities
4.
Give a two-minute oral presentation relating a personal
5.
experience to work readiness skills
Case studies (portfolio)
ASSESSMENT:1.
Role-playing activities
2.
Writing activities (portfolio)
3.
Activity planner
4.
Two-minute oral presentation
5.
SKILL-BUILDING INSTRUCTIONAL MODEL
Page 5
Career Occupational Skills
SKILL 4:
Maintenance, which includes upgrading career/
accountability skills (life-long learning, technology changes,
ownership rewards, and resume update), problem-solving
and adaptability skills (relationships with management and
peers, organizational structural changes, and self-
assessment) and work environment aware,iess
(understanding organizations' culture, knowing
your rights/
legal issues, sociability, and employer/employee
expectations)
GRADE SPAN:
9-12
ACTIVITIES:
The student will:
Construct a historical time line identifying industrial
1.
changes (past and future)
Go to a trade show and visit an industry to identify two
2.
upgrades on their job skills
Consult with a guidance counselor or teacher to identify
3.
future career goals/plans
4.
Interview a person in an industry that has undergone
change
Write and present a one-page paper based upon inter-
5.
view
Participate in a class activity that identifies ramifications
6.
of not updating skills (field trips and guest speakers)
Review and update resume
7.
Brainstorm conflicts or problems at school and show
8.
resolution
Listen to a guest-speaker presentation on legal
9.
employee/employer rights followed by Q and A
Read "Rights on the Job"Rhode Island Department of
10.
Labor
ASSESSMENT:
Time line
1.
One-page paper on interview/field trip
2.
Class participation
3.
Resume update
4.
Listing of future goals
5.
Question and answer participation
6.
SKILL-BUILDING INSTRUCTIONAL MODEL
Page 6