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Week 12: Planning for Your Career

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The only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.  –Steve Jobs, cofounder and CEO of AppleLEARNING OBJECTIVESBy the end of this section, you will be able to:Differentiate between “job” and “career”Explain the five-step process for choosing a careerIdentify the relationship between college majors and career paths (both why they matter and why they don’t)Describe the stages of career development and identify the stage you’re currently inIdentify sources for developing professional networksDefine the purpose and contents of an effective résumé and cover letterDescribe effective strategies to prepare for an interview

Material Type: Module

Author: Bridgette Cram

Handling Difficult Customers - Rubric with Activities

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This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to handle difficult customers in the workplace. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, instructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.

Material Type: Activity/Lab

Author: MBA Research and Curriculum Center

Game to Prepare for Life

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Give students a taste of life beyond high school in this real-world "Game to Prepare for Life" based on the popular board game. Students will get a career, salary, and family to provide for. Along the way, they will encounter expenses like housing, health, cars, and insurance. They will juggle their wants and needs to ensure they do not exceed their monthly budget. By the end of the game, they will have learned how career choices can impact a person's lifestyle and bank account.

Material Type: Game

Author: K20 Learn

Advance U: Learning Strategies

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Goal Setting Students can identify differences between long- and short-term goals and the importance of setting them. S.M.A.R.T. Goals Students can build goals that are specific, measurable, attainable, relevant, and timely. Task Analysis Students can break down their goals into smaller tasks and create a plan using these tasks that will enable them to reach their goals. Time Management and Scheduling Students can schedule their time for the week and follow those schedules to work toward their goals.

Material Type: Game

Authors: Braden Roper, Cody Garrison, Diana Gedye, Emmett Mathews, Jacqueline Schlasner, Javier Elizondo, William Thompson

Career Readiness Workshop Playbook

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This playbook offers a step-by-step guide for how to hold a successful Career Readiness Workshop targeting middle and high school students, as well as post-secondary students seeking STEM internships and employment. Included are example materials from an event hosted in January 2016 by Washington State MESA as well as templates and presentations for creating your own successful Career Readiness Workshop.

Material Type: Lesson Plan, Teaching/Learning Strategy

Author: Washington STEM

Simulated Work-Based Learning

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Work-based learning (WBL) has long been used in career and technical education (CTE) to allow students to practice the knowledge and skills they acquire in the classroom within a “real-world” business or industry setting. High-quality work placements reinforce school-based instruction by providing students with a context for applying academic theory with technical skills, and an authentic backdrop for learning the career-readiness (also described as employability) skills valued by employers. Simulated WBL aims to replicate workplace experiences by allowing students to immerse themselves in a realistic worksite activity without leaving campus (Lateef 2010). Simulations may be adopted for various reasons, including but not limited to the difficulty educators face in placing students with employers; logistical issues, such as the geographical isolation of rural providers or scheduling challenges that limit students’ ability to travel; safety or insurance issues that restrict students’ access or engagement; and labor laws, which may prohibit underage students from working.

Material Type: Teaching/Learning Strategy

Author: Art Witkowski

CTE Work-Based Learning

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Visit the Oregon Department of Education's self-guided course on Work-Based Learning in a Career and Technical Education (CTE) Program of Study. Whether you are new to Work-Based Learning or looking for guidance on continuous improvement, we hope this course helps you support the career development of Oregon’s CTE students. The course is organized into Modules. The content of each module is comprised of short videos, guidance on high-quality Work-Based Learning, tools, and/or activities to support the planning and implementation of WBL experiences. The course is designed for you to access content that is applicable to your stage of implementation and provide a resource that can be referred back to at any time.

Material Type: Full Course

Author: Brandie Clark

Oregon's Work-Based Learning Rubric

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The rubric can be used by teachers, administrators, and other individuals to design and deliver quality and equitable work-based learning experiences for students within a CTE Program of Study that will meet the secondary Perkins V program quality indicator. It can also be used as a resource to reflect on areas of strength and improvements and to adopt continuous improvement processes. Equity considerations are included in the rubric to support the elimination of barriers to access and participation in work-based learning. The rubric is focused primarily on quality work-based learning experiences, not programs, and performance levels are aligned with the High Quality Program of Study Rubric for an approved CTE Program of Study.

Material Type: Student Guide, Teaching/Learning Strategy

Authors: Higher Education Coordinating Commission, Oregon Department of Education

Oregon's Perkins V Work-Based Learning Handbook

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What is the purpose of this handbook? The purpose of this handbook is to provide a shared resource for schools, districts, business, industry, and community partners in support of a statewide effort to build a robust work-based learning ecosystem in Oregon. The ultimate goals of supporting implementation of high quality work-based learning are to ensure equitable learning outcomes for students, to connect classroom learning with the world of work, and to strengthen community and school partnerships.

Material Type: Student Guide, Teaching/Learning Strategy

Authors: Higher Education Coordinating Commission, Oregon Deparment of Education

Oregon Career Connected Learning Graphic

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The Oregon Career Connected Learning Framework graphic provides a visual representation of Oregon's definition of CCL and potential activities that learners can participate in during their career education and development. Under the umbrella of Career Connected Learning, there are 4 domains:  Awareness, Exploration, Preparation and Training.  Within the 2 domains of Preparation and Training, lies the opportunity for Work-based learning.Users may incorporate this graphic into their work when communicating and providing professional development with regards to the CCL Framework and its four domains.

Material Type: Diagram/Illustration

Author: Jim Taylor

Work-based Learning at Twinfield Union School

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This website is a digital handbook written for people at Twinfield Union School who, at one time or another, place students in work-based learning experiences. The website provides information and resources with the intention to lead to consistency when placing students in work-based learning experiences and assessing their learning. NOTE: Almost all of the information and resources in this handbook are verbatim from either from the Work-based Learning Coordinator graduate class, the Vermont Work-based Learning Manual or government documents.

Material Type: Reading

Author: Debra Stoleroff

WORK-BASED LEARNING PROTOCOLS

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WBL Protocols is a standard set of tools and processes that are responsive to student and employer needs and reinforces the idea that developing such experiences is both very important and requires real work by professionals who approach their work in a well organized way. This document’s primary aim is to share NRC’s experiences with practitioners in colleges and workforce development organizations who are interested in developing quality WBL programs for their students. It defines not only the roles and responsibilities of all parties involved in the process, but also the elements of quality program planning, implementation, and evaluation. It also illustrates how WBL is executed in the NRC colleges and provides useful tools and templates.

Material Type: Reading

Author: Northeast Resiliency Consortium