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DOCUMENT RESUME CE 071 087 ED 392 945 Career Pathways. Teacher's Guide. TITLE Henrico County Public Schools, Glen Allen, VA. INSTITUTION Virginia Vocational Curriculum Center.; Virginia State Dept. of Education, Richmond. Office of Vocational, Adult, and Employment Training Services. PUB DATE 96 NOTE 76p. Teaching Guides (For Guides PUB TYPE Classroom Use Teacher) (052) MF01/PC04 Plus Postage. EDRS PRICE DESCRIPTORS Career Choice; *Career Education; Career Exploration; Competence; *Competency Based Education; *Course Content; *Learning Activities; Occupational Information; Secondary Education; State Curriculum Guides *Virginia IDENTIFIERS ABSTRACT This collection of analyzed tasks and competencies supports the Virginia competency-based curriculum for Career Pathways. It is designed to be used by teachers and counselors to plan and implement instruction that meets the requirements of local students investigating potential careers. The guide organizes careers into clusters of career fields. They are explored in three phases. Phase one prepares students to be "career investigators." To obtain the title, students must do the following: assess their role in society, identify their role as a worker, analyze their personal assets, complete a basic exploration of career clusters, select career fields or occupations for further study, and secure a job shadowing position with an employer. Phase two consists of an in-depth study of one to four or more career clusters, including student analysis of working conditions, need for workers, worker qualifications, organizational structures, and common problems and solutions. Students who complete phase two successfully become "Career Analysts." In phase three, students match their interests and aptitudes with occupational information, investigate a variety of pathways to career success, and reinforce the skills and knowledge needed for paid employment. Each competency in the manual is presented on a separate set of pages called frameworks. Frameworks include the competency statement, the performance measure or standard, enabling objectives, instructional activities, and resources. A resource list at the end of the document lists 67 print resources and 3 videotapes. (KC) ****************.A****************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** eviee. Pti-40av4 OF EDUCATION U S DEPARTMENT Researci und Innrovn,en, Oil 0 Of EdUCat,ot,8. INFORMATION 9 ATIONAL RESOURCES ED CENTER (ERIC/ reproduced as This document has been organization received from the person or I originating it have been made to CI Minor changes quality improve reproduction !NS stated Points of view or opinrons necessarily represent document do not policy oltrcial OERI position or 7eaefte4 9ceecee REPRODUCE THIS "PERMISSION TO GRANTED BY MATERIAL HAS BEEN eaacokuaveala 4 Vageoed. 7,---v,ALLey± Veftwame.te 4 Sdeezateao RESOURCES TO THE EDUCATIONAL eutee Scoettef,oteme 71414thec, Se4VeCed Aceede, Vadaeeztoced, (ERIC)," INFORMATION CENTER Reamated, l'oup:Nea 2321'6 75-752.150AC BEST COPY AVAILABLE' Zhaettifted 4 Career Connections Service Office of Vocational, Adult, and Employment Training Services Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23216 and Virginia Vocational Curriculum and Resource Center 2200 Mountain Road Glen Allen, Virginia 23060 0 Virginia Department of Education, 1996 _At ...OrLat dill OA; it) TAtOradoceida the competency-based This collection of analyzed task/competencies supports be used by teachers curriculum for Career Pathways. The document is designed to that meets the requirements of and counselors to plan and implement instruction local students investigating potential careers. ectotteat clusters of career fields. For Career Pathways presents careers organized into following definitions have been used during development of the purposes of clarity, the material. and Cluster: a group of related occupations (for example, business management) Career field: an area of human activity or interest found within career clusters (for example, marketing within the business and management cluster) of Occupation: the vocational activity that serves as one's regular source livelihood and related to a field of work within a career cluster develop the Career pathway: the route of career preparation needed to field, or job. competencies required for a particular occupational cluster, obtain the title, students Phase 1 prepares students to be "career investigators." To role as a worker, analyze their must assess their role in society, identify their clusters and select career personal assets, complete a basic exploration of career investigator (job fields or occupations for further study, and secure a career shadowing) position with a local employer. four or more Phase 2 of Career Pathways consists of an in-depth study of one to analysis of working conditions, need for workers, career clusters, including student problems and solutions. worker qualifications, organizational structures, and common "career analysts." In Students who complete Phase 2 successfully qualify to become occupational information, Phase 3, students match their interests and aptitudes with reinforce the skills and investigate a variety of pathways to career success, and all three phases may knowledge needed for paid employment. Those who complete their readiness for further education and earn a career passport, documeiting training or the work place. 1 5 9 do,t Torgemeatemtut. cavetea Pathways as a separate couse offering Local school &visions may implement Career The number of other academic or vocational programs. or as a unit infused into a phase, the grade level, and the methods of instruction time period designated for each the local level. This document was originally and assessment are to be decided on the material to support middle school designed for grades 9 and 10; teachers who use adjust some of the content for that learning level. instruction will most likely need to Specialist, Career Connections, Virginia Please contact Dr. Kay B. Brown, in adjusting learning levels. Department of Education (8041225-2057) for assistance based on information gathered through The competency list for Career Pathways is reflects the basic tenets of career research and from interviews of employers and workplace dictates that development. According to employers, today's changing than in the past. Employers still entry-level workers need to be better educated communication, computation, and demand trainable workers with basic skills in skills associated with self- human relations and positive attitudes. However, teamwork, which in the past were viewed as a management, problem solving, and essential. Many of the competencies in bonus in new employees, are now considered and decision making. Career Pathways focus on advanced thinking need for (1) local partnerships with The objectives for Career Pathways reflect a the school &vision, the school business and industry, which may be initiated by collaboration among vocational and administration, or the classroom teacher and (2) Please refer to the accompanying letter academic teachers and guidance counselors. business/industry/community collaboration. for suggested "dos and don'ts" related to eamfterefterEaded Edeezeteaut education (CBE) is that the One of the major characteristics of competency-based by actual tasks performed by workers in an occupation or course content is based on family member. In individuals filling a role of, for example, citizen, consumer, or established standards for competency- Virginia, the Department of Education has "role-relevant competencies that based program. According to these standards, include standards are identified and stated." in CBE, must be identified Therefore, "role-relevant" jobs or tasks, called competencies developed and subsequent instruction and validated before instructional materials are can take place. 6 2 based on The competency list contained in this guide was development professionals, and teachers interviews with employers, career making and preparation. research of current texts on career decision development of the task inventory was validation The next major step involved in the ted is to be useful in if the information cu! of the task list. Validation is essential validation process involved the following: operating CBE courses and programs. The of implementation strategies field testing by school systems using a variety committee review by the Career Pathways advisory review by career guidance professionals members and state staff. fmal review and editing by writing team revalidate the competencies and modify the Local school divisions are encouraged to their students. As stated in the list according to the needs and learning levels of and activities to enhance introduction, strategies for implementing the instruction discretion. learning about careers are left to the teacher's Vag, de "97.4oteearytted" each of which includes a number of Career Pathways consists of concept areas, listed below for Phase 1 lead related competencies. For example, the concept areas work site experience: students toward their goal of securing an offer of 1. Assessing Your Role in Society 2. Identifying Your Role as a Worker 3. Discovering More About Yourself 4. Exploring Career Clusters 5. Becoming a Career Investigator. presented on a separate set of pages (called Each competency in Career Pathways is A framework includes the following elements: frameworks). what to do to progress toward The competency statement tells the student mastery of the concept. the student how well he or she The performance measure or standard tells criteria for, but not the method of, must perform the competency. It is the assessment. knowledge, or steps that will help Enabling objectives are subskills, areas of enabling the student master the competency. In this document, many descriptions to help the objectives are explained or clarified with definitions or Instructional teacher design a lesson or find the appropriate resources. the teacher 's decision. activities or methods of teaching the objectives are 3 implementation, or Resources contain additional information, ideas for and available instructional aids. Almost all the resources listed are in print of the Virginia Vocational Curriculum and Resource on loan from the library the Internet. Center. Local teachers may find additional resources on decisim-making as a journey, Career Pathways To encourage students to view career To reinforce the theme, the framework has been developed using a travel vocabulary. elements have been renamed: Concept areas are called landmarks. Each competency is a route leading to a landmark. checkpoint. Each route has a standard of performance, called a milestones. Enabling objectives, with accompanying content, are named eamizeteacty eZefatieect this section were developed The program description and content outline contained in guide. The curricuhun framework using the validated task analysis presented in this has been approved by the Virginia Department of Education. to assist the The program outline has been cross-referenced with the competencies and resources. teacher in identifying instructional objectives, performance measures, Vewteiteeda Career Pathways 9070 (Phase 1), 9071 (Phase 2), 9072 (Phase 3) Course Codes: 6-12 (duration to be deternined locally) Grade Levels: None Prerequisite: exploration, all students In this three-phase competency-based program of career clusters (Phase 2). study how to find the right career (Phase 1) and investigate career (Phase 3). The program may culminate in choosing and preparing for careers the needs of the Localities identify clusters and design the program based on communi.ty. frame Note: The three phases usually require a two-year time 4 azdefde Phase 1: Traveling Toward a Career Page Competency Topic The Individual's Role in Society . 15 1.1 Importance of education A. worker, citizen, 1. Definition of roles: consumer, family member 2. Benefits of general education 3. Career development process 4. Needs for lifelong learning 5. Benefits of continuing education roles 6. Expectations regarding future 1.2 Importance of work B. 1. Definition of concepts: work, job, career 2. Direct and indirect career progression 3. Rewards of work 4. Personal reasons for working 1.3 Effects of change related to the workplace C. and 1. Examples of technological, cultural, societal change 2. Responses of business to change 3. Steps in coping with change 1.4 Importance of civic involvement D. involvement 1. Definition and sources of civic 2. Examples of civic involvement 3. Work of a civic volunteer 4. Local volunteer opportunities involvement 5. Advantages and rewards of civic The Individual's Role as a Worker II. 2.1 Responsibilities of a worker A. profit, 1. Definition of concepts: productivity, competition by employers 2. Worker characteristics expected teamwork 3. Importance of collaboration and public 4. Worker contributions to employer's image 9 5 Page Competency Topic The Individual's Role as a Worker (conthiued) II. 2.2 Responsibilities for managing personal income B. 1. Parts of a paycheck or earning statement 2. Savings/spending plan 3. Banking and credit 2.3 Worker rights in relation to responsibilities C. 1. Anti-discrimination laws 2. Labor laws 3. Safe working conditions 4. Job orientation and performance evaluation 5. Conflict resolution III. Self-Discovery 3.1 Analysis of personal assets A. 1. Definition of personal assets: skills, abilities, interests, aptitudes, strengths, values 2. Identification of assets 3. Needs and wants 4. Advanced thinking skills 3.2 Setting of goals B. 1. Steps in setting goals 2. Composition of goal statements 3. Motivational techniques and pitfalls Exploration of Career Clusters IV. 4.1 Process of making a career choice A. 1. Importance of thoughtful career choice 2. Advantages of having career goals 3. Steps in career decision making 4. Summary of self-study Exploration of career clusters, fields, and B. occupations 4.2 1. Definitions related to career clusters 2. Identification of career clusters and fields 3. Job descriptions