Career Exploration - Lakeland Community College Mrs. Rita Soeder (440)259-9200 (classroom) (440) 205-0019 (text) email@example.com (email)
Course Description: This course assists students in examining the components of career choice. it focuses on career awareness, personal awareness, and educational awareness as they relate to the process of career choice. Career planning skills and self-assessments inventories will help students identify and explore various career options. This course is recommended for students who are undecided about their career choice and those who have not declared a program of study. This is a 3-credit elective course.
Rationale for Exploring Pathways:There are many stakeholders invested in the futures of Perry High School graduates including parents, teachers, administrators, elected officials, and local business partners. All of these parties strategically work to ensure that Perry High School students leave with hope for their futures being prepared to enter post-secondary training, college/university, viable careers, or the military. One of the first steps in preparing for this hope-filled future is an awareness of what not only your high school can offer you but what your greater community can provide. Through a guided exploration of the Pathways, of self, and of a variety of careers Perry High School students who engage in the Exploring Pathways course are set up to make strategic decisions for their hope-filled futures.
At Perry High School we believe that teaching a course which begins with an in depth study of the 4 Pathways allows students the chance to deeply understand the purpose of the Pathway system and how they fit into this model. Learning about the Pathways is a way to begin the study of self and explore career possibilities for the 21st Century. Ultimately students will engage in the steps of a strategic job search focusing on resumes, cover letters, and interviewing skills. Students leave the Exploring Pathways course with the confidence they need to implement the "next steps" toward achieving their goals.
"Next steps" could include registering for electives that align with their Pathway preferences or putting their intended career plans into practice through a volunteer experience, internship, entrepreneurial venture, or enrolling in CCP or vocational training. Exploring Pathways students work with the teacher, their counselor, and their peers throughout the course to process what they are learning about self, careers, job searches, and planning for their next steps.
Description of Exploring Pathways:Right now, as a high school student you might have heard your teachers or even the Principal talk about the Pathways but what are they and how do they impact you as a student at PHS?
It's hard to answer the question, "What do you want to be when you grow up," unless you've spent some time figuring out who you are, investigating career possibilities, and reflecting on your options. The Exploring Pathways course gives you the chance to slow down the fast-paced activities of your day to day life, reduce the distractions, and really dive deep into these questions...
What are my strengths and interests?
What do I want to be when I get older?
How do I get there?
Will I be successful once I get there?
Throughout the Exploring Pathways course you will not only be exploring the 4 Pathways, your own interests, and career possibilities you will be part of creating a viable resource for members of the community and future high school students. We will be building the Perry Virtual Career Center. A Career Center is a place where students, job-seekers, employers, as well as other community stakeholders go to learn more about themselves, to discover a specific career, to conduct a strategic job search, as well a place to connect with alumni and employers. The Perry Virtual Career Center will have 4 main departments.
Self Discovery Resources
Career Exploration Resources
Strategic Job Hunting Resources
Community Partners/Alumni Connections
We will be creating these different departments of the Perry Virtual Career Center as we move through the units of this course. We will ensure that all resources we include will provide job-seekers with viable information that is applicable in the 21st Century job market. Throughout this course you will connect with business partners and alumni who you can provide you with invaluable information about what a specific career "is really like," as you investigate all of your options. Building the Perry Virtual Career Center will serve as a resource not only for you as a Perry High School student but for those who have gone before you and those who will come.
According to, the Bureau of Labor and Statistics news release from 2015 people born between 1957-64 held an average of 11.7 jobs between the ages of 18 and 48. (The report is available on the BLS web site at: www.bls.gov/news.release/pdf/nlsoy.pdf.)
Understanding the process of career development is vital in this economy because you will likely have to change jobs and modify your career plans. Job-seekers young and old must be able to self-evaluate and explore "up and coming" career options on a regular basis in order to remain viable competitors in the current economy. The Exploring Pathways course will equip you with a set of skills that you can be applied throughout life as one changes careers. It is for this reason that the Perry Virtual Career Center must serve as a active engaging resource that community members can utilize throughout the journey of career transitions. You will be one of the Perry Virtual Career Center builders. In fact, you will be part of the lead "construction crew!"
Course Goals and Objectives: Explain the what, who, and the why of each Pathway to members of your community. Connect a set of given specific essential skills to the Pathway with which they align. Map a potential student’s “next steps” in terms of career and college transition using options that exist locally. Create a 4-year plan for high school students based on the offerings that exist within a specific Pathway. Showcase potential community partners that exist within each Pathway. Exhibit the findings that highlight a specific Pathway to students who will be transitioning to the high school as a way to promote future planning.
Engage with the developmental process that is used in career choice. Self-assess in order to identify personal interests, values, skills, and personality preferences that have an impact on career choice. Interview trusted adults about what personal traits they believe the student posses that are assets for future career and college goals. Begin to identify possible careers that align with one of the four Pathways. Synthesize a body of data derived from career self-assessments. Produce a collection of proven resources that community and school members can utilize to conduct their own battery of self-assessments related to career planning.
Students will critically analyze career information as it related specifically to their individualized goals, needs, and concerns. Students will engage with the developmental process that is used in the career exploration phase of career choice. Students will research with depth possible careers for themselves built upon the personalized results of their self-assessments. Students will discover ways to maintain motivation for career planning and research as they engage in the journey. Students will connect the college majors that lead to specific careers of interest. Students will connect the Industry Recognized Standards/Credentials that lead to specific careers of interest. Students will investigate the educational requirements, job responsibilities, employment outlook, and earning potentials for a variety of careers stemming from self-assessment results. Students will use research skills to gather meaningful career related research that can be shared with the greater school and local community.
Implement the strategies that a job-seeker should use to access potential employment opportunities. Define the unique set of skills and experiences that each student has to offer an employer. Determine how a job-seeker best conveys his or her unique set of skills and experiences to a potential employer. Implement the strategies that a students should use to access potential jobs through simulated experiential learning. Create professional documents to communicate to employers (resumes, cover letters) Practice the personal skills needed to effectively communicate and sell themselves in an interview situation. Interpret the motivation behind a variety of interview questions.
Demonstrate the ability to assess a body of evidence of self-discovery and career exploration in order to formulate both long term and short term career and college related goals. Create a plan for classes to be taken throughout the four years of high school including viable options that align with intended majors of study or career goals. Set and preserver through a short term goal that has meaning and value connected to personalized career plans that is measurable and attainable within the context of the course’s time frame. Create a long term plan that will provide the individual student with motivation and inspiration about his or her future. Recognize that work is only a piece of the whole person. Identify a set of core values that will connect to student’s intended legacy.
Attendance: You are expected to arrive to class on time. You will be marked tardy if you show up late. This is a basic expectation at any workplace. If your shift starts at 8 and you arrive at 8:00 you are late. Remember you will be hired for your skills and fired for your behaviors. Use this semester as a chance to practice those good student/employee behaviors.
You are expected to attend all scheduled class periods but, in the event that you are absent please see a classmate, the website, or the teacher for the information that you missed. It is your responsibility to initiate this process so that you can remain an active member of our class. If your absence is considered an excused absence according to the Perry High School Student Handbook the work you missed is excused. For example, if you have two day of excused absences you will get two days to make up the work. Make-up or late work is accepted at the discretion of the teacher if the absences are unexcused. If your absences become excessive a meeting with guidance counselor, teacher, and parents will likely take place.
Cell Phone/Chromebook: Knowing how to self-regulate is a major part of preparing for the workforce. We live in an age full of distractions and your phone or chromebook may be one of them. There will be times when phones and chromebooks are used for instructional purposes and it is in these situations that you are permitted to openly use these resources; otherwise, it is my expectation that you can self-regulate and leave your phone in your bag and your chromebook lid down. Should you be unable to self-regulate you will be reminded and then asked to physically separate yourself from the electronic (place the device on the back counter) in an attempt support your ability to remain focused on the task at hand. This policy is not meant to be punitive but rather to help you recognize both your positive and negative habits related to electronic use in the classroom.
Required Materials: Required Text: Ready or Not Beginning your Career Journey By Doug Hanvey, Adam Heeg, Beth Kreitl, Katie Lloyd, and Alexa Yarnelle
You are required to have the following items with you at each class meeting. Please use this course as a daily practice for life in the workforce. If steel-toed boots were a requirement for your job and you forgot yours you would not be able to get the job done and you would not be paid. No one will send you home for forgetting your materials but one way you show you care about the task at hand is by showing up on time and prepared.
A binder, folder to store handouts, record notes, etc.
Exploring Pathways Course Syllabus
Planner or Calendar to track your progress when given assignments to complete outside of class time
Rules and Expectations:
Be engaged. This course is primarily about YOU. Much of what you will study, research, and reflect upon is related to your individualized career goals and future plans. It is for this reason that you should be naturally motivated to invest enthusiasm, time, and commitment in order to achieve excellence. If you find that your enthusiasm fades for a specific unit please see the teacher in an effort to work through your reactions to a given assignment.
Leave a positive legacy. Secondly, this course is about creating a lasting resource for current students, future students, and members of your Perry community. The quality of your investment will dictate the usefulness of this resource (The Perry Virtual Career Center) to the greater Perry community. Let's show our Perry Pride and build a Perry Virtual Career Center we can all be proud of.
Communication is critical to our success. As your instruction I will clearly communicate my expectation and as classmates you will clearly communicate your questions and concerns to me and your messages of support to one another.
Be grateful for the high standards. You will be held to the highest standards as an Exploring Pathways student. At first glance this may feel like I'm asking too much, rest assured you can meet, even exceed these expectations.
Arrive on time, if not early
Be prepared for class, if not ahead of our schedule
Participate in class discussion, better yet step up to be a leader
Submit quality products in a timely fashion. Strive to submit your work early for feedback from your teacher.
Class Organization The class will taught in units. Each unit will be available to you via our weebly website. You will note the structure of each unit is as follows
preparation - overview of key topics, familar with new vocab, begin with an understanding of the end goal and it's purpose
action - steps students take to address the theme of the unit and move forward in their personal career exploration journey
contribution - create a useful element of the Perry Virtual Career Center related to the unit of study
reflection - process the overall unit as it relates to your personal career exploration journey
The units we will cover are as follows... (dates are approximations)
What are the Pathways? (weeks 1-3)
Who am I ? (weeks 4-7)
What do I want to be when I grow up? (weeks 8-10)
How do I get there? (weeks 11-13)
Will I be successful? (weeks 14-16)
Assignment Guidelines Each unit will include formatives (action steps taken to prepare for a summative, small projcts, handouts to complete, at least 2 journal reflections to write, etc.) and summatives (end of unit evaluations, large unit projects, contributions to the Perry Virtual Career Center) to allow students the opportunity to demonstrate their mastery of the career exploration journey.
The details about assignment guidelines will be available to students at the start of each unit. Be ready for a series of formatives(20%) leading up to one or two summative assessments(80%) at the conclusion of the unit. Typical assessments include contributions to the Perry Virtual Career Center, projects such as a the Occupational Research Project, papers such as a the Career Profile Paper, Resume/Retirement Party Assignment, and at least 2 informational interviews.
Assessments and Inventories Used My Vocational Situation Strong Interest Inventory Self-Directed Search Career Cluster Inventory Career Interest Profiler (Naviance and Ohio Means Jobs) Work Values Inventory Assessment file found in Infinite Campus (OGT, ACT, OAA, ASVAB, SAT results) Myers Briggs Type Indicator Strengths Exploreer (Naviance) Grading Your grade will be based on the formatives(20%) and summatives (80%). There will be at least 5 summative grades. You will have a graded final exam. The teacher will strive to update grades in a timely manner. Do not hesitate to discuss your grade with the teacher before or after class or as arranged. Rubrics will be provided when the guidelines are discussed for all projects to ensure clear communication. We will use the 90%-100% = A, as our grading scale to align with Perry's system.
Class Calendar August 15-18 (There will be no school on 8/19) Student Learning Objective Assessment My Vocational Situation (MVS) Review of the Syllabus Begin Unit 1: What are the Pathways? Getting to Know the Pathways Handout
August 22-26 Unit 1 Cont. Highlighting a Community Partner Highlighting a Perry Elective Creating a Four Year Plan Next Steps Journal Assignment
August 29-Sept. 2 BELL, STEM, H2 ENCORE Speaker PVCC Contribution for UNIT 1 PHS Pathways Exhibit Preparation for PMS Students Pathways Exhibit Due Date TBA_________
September 6-9th Creating a four year plan (cont.) BELL, STEM, H2 ENCORE Speaker (2) Pathways Exhibit Final preparations SLO Revisit Power Objective 1 Assessment
September 12-16th Begin Unit 2: Who AM I? Preparation, Action, Reflection Journal for Interests Preparation, Action, Reflection Journal for Values Chapter 2 in text book Preparation, Action, Reflection Journal for Personality Chapter 6 in text book
September 19-23rd Preparation, Action, Reflection Journal for Skills Chapter 4 in textbook Career Profile Presentations done in class
September 24-30th PVCC Contribution Work Time : Self Exploration Resources Chapter 7 in text book Adult Fan Project Due Date TBA_________ Share Adult Fan Projects in small group setting SLO Revisit Power Objective 2 Assessment
September 26-30th Begin Unit 3: What do I want to be When I Grow Up? Chapter 8 in text book My Ideal Job Assignment, Visualization Exercise Preparation: Career Research Assignment using online resources In Class Speakers to be arranged by teacher
October 3-7 Action: Compose the Career Research Presentation Action: Conduct 2 Informational Interviews Reflection: Revisit 4 year Plan Complete the Journal about Connections between Career and Courses at PHS
October 10-14 PVCC Contribution Work Time: Resources for Career Exploration Begin to create Alumni Database work Setting the vision and clarifying the detailed content Contacting Alumni SLO Revisit Power Objective 3 Assessment
October17-21 Begin Unit 4: How Do I Get There? Strategic Job Searching Preparation: Introduction to Resumes Action: Resume Writing and One on one conferencing Reflection: Write Resume Journal Lakeland Community College Career Services Speaker Cover Letter Writing
October 24-28 Continue Unit 4: How do I Get There? Strategic Job Searching Preparation: Introduction to Interviews Action: Written responses reviewed to commonly asked interview questions Practice oral responses using Interview Stream Critique of oral responses
October 31-November 4 Continue Unit 4: How Do I Get There? Strategic Job Searching Mock Interviews Date TBA_____ Using LinkedIn, Ohio Means Jobs for searching PVCC Contribution: Resources for Job Hunters SLO Revisit Power Objective 4 Assessment
November 7-11 Begin Unit 5: Will I be Successful when I Get there? What is success? Preparation: Goal writing Action: Write Educational, Personal, and Career related Goals Action: This I Believe Assignment
November 14-18 SLO Revisit Power Objective 5 Assessment College Majors Career Training College Credit Plus Options Industry Recognized Standards (Auburn Career Center)
November 21-25 (Thanksgiving) Revisit 4 year plan Letter of Appreciation Assignment Practice Final Exam Power Objective 1
November 28-Dec. 2 Scheduling for second semester Final Exam Preparation Strategies Pro Con Assignment: 4-year vs. 2 year College Pro Con Assignment: Should the Federal Minimum Wage be Raised? Practice Final Exam Power Objectives 2, 3
December 5-9 Pro Con Assignment: Does Lowering Federal Corporate Income Tax Create More Jobs? Pro Con Assignment Connected to the field you are considering at this time, use the results of your self-assessments. Practice Final Exam Power Objective 4, 5
December 12-16 Career Exploration Technology Resources Assignment Ohio Means Jobs Return to missed items of practice final exam power objectives 1-5, Submit all revisions