Career Preparation

1
Career Preparation

• What specific skills, experiences, training and
  abilities will students need to be successful in
  their career choices?

2
Introduction

• This is the third unit of a series of four
  developed for career development in the
  transition setting. The ultimate goal of this is
  to give the student a solid background in each of
  these areas and to eventually get them into the
  workforce. The series is as follows
• Career Awareness
• Career Exploration
• Career Preparation
• Career Assimilation

3
This UnitCareer Preparation

• Narrow and confirm a career field and explore a
  range of positions within that field
• Increasing wok experience opportunities to
  prepare for full-time work in the community
  involvement in vocational rehabilitation services
  as needed
• Interview and job seeking skills for work
  experience positions

4
Stage 1 Identifying Desired Results-Applying
Academic Content Standards(Ohio Department of
Education)
5
Stage 1 Continued
6
Stage 2Determining Acceptable Evidence-The Six
Facets of Understanding(Wiggins and McTighe)
7
Stage 2 Continued
8
Stage 3 Planning Learning ExperiencesSuggested
Activities
9
Lesson Plan Language Arts

• Activity This lesson is used early in the
  career preparation unit by having students
  develop a resume.
• Behavioral Objectives Using a sample resume and
  teacher assistance, students will write a resume
  identifying at least one experience they have had
  for each of the five resume categories.
• Prerequisite Knowledge
• Know what a resume is and why they are needed
• Know how to describe their personal skills and
  hobbies
• Have made a stable career choice or narrowed
  their choices to one area or interest
• Word Processing skills editing, saving data
• Lesson Procedure
• Prior to this class, have students ask their
  friends and family members who have earned a job
  what types of skills a boss looks for. Students
  will use their data to list categories of
  information found on a resume including
  educational background, skills, hobbies, career
  training, and references.
• Begin the lesson by having students share their
  information about what types of skills, abilities
  and qualities bosses want.
• Help students prioritize key skills, abilities,
  and qualities.
• Next, help students identify qualities from the
  list that they think they have.
• Have students list their own achievements, and
  interests.
• Have students take their list of information and
  fill in the appropriate sections of the resume.
• By the end of this, they should have written one
  complete resume.
• To bring the lesson to a close you can discuss
  how being able to list and describe their own
  skills, interest, and achievements will be
  important to job-searching and the interview
  process.

10
Lesson Plan Math

• Activity Students will learn to keep track of
  their own work hours and how much they make on
  weekly bases.
• Behavioral Objectives Students will calculate
  their hours of work on a weekly base correctly
  100 of the time. Students will calculate how
  much they make before taxes on weekly bases 100
  of the time.
• Prerequisite Knowledge
• Know what work hours are.
• Know how to add or use a calculator.
• Know how to calculate averages.
• Lesson Procedure
• Prior to this class students will be told to
  bring their work schedule in for the week. Each
  student will also have to get a notebook that is
  to be used only for this assignment.
• To begin the lesson, the students will explain
  how each of their jobs/volunteer keeps track of
  their hours.
• Next go over the set up of the log and what they
  are to do with it. (See log example attached)
• Have the students create the same log in their
  notebooks. Then have them fill in their work
  schedule for the week. This will show if they
  understood what they are to do.
• Then have the students figure out the average of
  hours they work a day, out of that week.
• Students will do this assignment for at least a
  month and turn it in weekly. At the end of the
  month they will show what their average of hours
  are in a week as well as their pay. They will
  also make a chart/graph of their hours to present
  to the class.
• Adaptations
• Students who already have experience in this
  lesson could figure out the tax difference in
  their pay.

11
Lesson Plan Math Continued
Your name Job title Work position What you make
hourly (6/hr)
12
Lesson Plan Science

• Activity Students will learn to recognize how
  science has affected technological advances and
  how they use technology in their everyday lives.
• Behavioral Objectives Students will identify and
  demonstrate, through a presentation or
  role-playing, of how one technology they use in
  their everyday lives has progressed over time.
• Prerequisite Knowledge
• Know that science affects technology
• Understand that science allows technology to
  change over time
• Know how to use the Internet for research
• Lesson Procedure
• To introduce the lesson, begin listing different
  types of technology that students use regularly.
• Discuss how technology changes over time.
• Give examples of how new developments in science
  help technology evolve, i.e. computers.
• Model how to research online the development of a
  specific technology. What types of scientific
  breakthroughs occurred?
• Have students return the list they generated at
  the beginning of class and choose one form of
  technology.
• Assist students in researching the scientific
  development of their technology.
• Compile information collected into an oral/signed
  presentation or a role-playing scenario.
• To bring the lesson to a close have students
  share their presentation or role-playing scenario
  with the class.
• Adaptations
• You may further the lesson by having students
  predict how the technology they are currently
  using might continue to change in the future.

13
Lesson Plan Social Studies

• Activity Students will solve their work related
  problems, which helps them to think before they
  act in real life as well as at work situations.
• Behavioral objectives Working in groups of 2-4,
  students will help their group members in
  brainstorming 1-2 solutions for their problems.
• Prerequisite knowledge
• Students are to have some experience in a work or
  volunteer position.
• Lesson ProcedureIntroduction to the lesson
  Start by asking the students, what are some
  problems that you have encountered while in a
  work related situation? Have the students
  brainstorm some ideas. Then ask which problems
  apply to them. Pick one of the problems listed
  and ask how they might want to solve this
  problem. Write down all of the ideas on a
  chalkboard or somewhere everyone can see it.
  Steps for learningAfter you finish with your
  example, discuss how they came up with the
  solution. Explain the different parts/steps to
  problem solving.
• Define the problem.
• Come up with a few solutions.
• Collectively decide on which solution is the best
  one.
• Will this solve the problem?
• Is it going to keep you from getting in trouble?
• Will you still be employed after this solution is
  done?
• Develop a way to make this solution possible.
• Finally, evaluate your outcome. Was this the
  right solution? Why or why not ?
• Have the steps somewhere where everyone can see
  them. Have students copy them in their own
  notebooks for reference. Break students into
  groups of 2 to 4 people and have each of them
  come up with a work related problem for their
  group to solve. Each group will use the given
  steps to solve their problems. As they go through
  the process they are to record the results for
  each step.
• Adaptations
• If some students have not had a job or volunteer
  position, you can give them a scenario where
  problems may arise. Perhaps an interview
  setting, helping with household chores, or
  working as a part of a group.
• If the students finish the activity quickly they
  can create a skit to share with the class. Also,
  have the students explain why they chose to solve
  the problem in such a way.

14
Setting up the Work ExperienceTips for Teachers

• Make sure students have realistic experience
  before focusing on one career or job option, i.e.
  observing potential jobs and job shadowing
• Contact guidance office for local businesses
  related to students career options.
• Collaborate with the Career Assessment
  Specialist, Work Study Coordinator, VOSE, and Job
  Training Coordinator.
• Allow students to be involved as much as possible
  in choosing their job/volunteer position
• Have students search want-ads in local newspapers
  and online have students visit site and ask for
  application.
• Be prepared to address your students
  transportation needs for their work or volunteer
  position
• Contact local transportation services.
• Coordinate with school transportation services.
• Have many community resources available to your
  students, i.e. information from career and
  vocational schools, list of local businesses that
  accept students, internet
• Consider input from parents and other transition
  team members
• Question team members about students preferences,
  abilities, needs and successes to narrow the
  search for an appropriate career path.

15
Resources for Teachers

• Americas Career Info Net
• www.acinet.org/acinet/default.asp
• Career Development Resource
• www.cdr.state.tx.us
• Career Planning
• http//front.csulb.edu/tstevens/c15-carp
• Concept Diagram
• Queensland Government
• http//education.qld.gov.au/students/service/caree
  r/careered
• U.S. Department of Labor- in-depth descriptions
  of different types of jobs or careers
• http//www.dol.gov

16
References

• Brolin, D. E. (1992). Life-centered career
  education Competency units. Reston, VA The
  Council for Exceptional Children.
• Luft, P. Koch, L. (2005). Career Development
  Theories for Transition Planning.  Transition
  Planning for Secondary Students with
  Disabilities.  Columbus, OH Prentice Hall.
  83-108.
• Ohio Department of Education. Academic Content
  Standards.2004.http//www.ode.state.
  oh.us/academic_content_standards/
• Wiggins, G. McTigue J. (1998). Understanding
  by Design. Alexandria, VA Association for the
  Supervision and Curriculum Development.