Standard 1-Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

GO TO CONTENTS

Elementary

1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

Students:

• begin a career plan that would assist in the transition from school to eventual entry into a career option
• demonstrate an awareness of their interests, aptitudes, and abilities
• know the value of work to the individual and society in general
• describe the changing nature of the workplace brought about by global competition and technology
• explore their preferences for working with people, information, and/or things
• demonstrate understanding of the relationship of decision making to the attainment of future goals
• describe the changing roles of men and women at home and in the workplace.

This is evident, for example, when students:
s classify hobbies, favorite school subjects, interests, and special talents with their relationship to working with people, information, or things*
s identify favorite school subjects and special talents and relate them to specific occupations*
s explain reasons why people work, describe different occupations in their community, including those in public service, and how
these occupations benefit others (e.g., firefighter, police officer, pharmacist, attorney, teacher)
s identify long-range personal goals and relate their attainment to successful employment*
s identify common skills that would be important for success in the workplace and relate them to personal strengths and areas in need of improvement*
s describe nontraditional career options and provide examples of how the roles of men and women are changing in the home, workplace, and community (e.g., women in law enforcement and men in nursing)
s explain how global competition and technology have changed three specific occupations
s relate the negative impact of unemployment to the health of the individual and the economy in general.

Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).

GO TO CONTENTS

Intermediate

1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

Students:

• continue development of a career plan that would assist in the transition from school to eventual entry into a career option of their choosing
• demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research
• understand the relationship of personal interests, skills, and abilities to successful employment
• demonstrate an understanding of the relationship between the changing nature of work and educational requirements
• understand the relationship of personal choices to future career decisions.

This is evident, for example, when students:
s identify characteristics and educational requirements of three career options, including those considered nontraditional*
s reassess personal interests and abilities and match them to career options*
s contrast the advantages and disadvantages of working for someone else with owning a business
s reevaluate long-range personal goals, including employment priorities such as salary, working conditions, and status*
s explain the importance of punctuality, dependability, integrity, and getting along with others for success in a work environment
s work cooperatively in group situations and analyze the importance of using collective abilities in achieving group goals and objectives*
s explain through example how work can influence an individual’s life style.

Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).

GO TO CONTENTS

Commencement

1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

Students:

• complete the development of a career plan that would permit eventual entry into a career option of their choosing
• apply decision-making skills in the selection of a career option of strong personal interest
• analyze skills and abilities required in a career option and relate them to their own skills and abilities.

This is evident, for example, when students:
s reevaluate long-range personal goals and match them to a career option*
s prepare a personal balance sheet showing an inventory of acquired skills, qualities, and experiences needed for successful employment in a career option*
s prepare a research paper that contains:
-details of three specific jobs within the career option
-the education and/or training level and qualifications necessary for entry-level/career-sustaining employment
-the number of job openings in the career option
-list of three postsecondary programs offering advanced study/training in the career option
-entrepreneurial possibilities*
s develop resumes and letters of application and demonstrate effective interviewing techniques that could be used to gain entry into a career option*
s design a personal school-to-work plan containing specific steps/activities toward attainment of a career goal.*

Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).

GO TO CONTENTS

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