Project: Career Direction and Exploration 2010

Teacher: Deborah Ronnebaum
School: Capital City School
Location: Topeka, Kansas USA
Start Date: 01/28/2010
End Date: 03/12/2010
Project Plan
Unique Requests of
Participating Mentors:

We need mentors willing to guide 14-17 year olds with a mixture of abilities as they explore how their interests can serve as a path to educational and career goals. The project focus will be to assist students as they evaluate their interests, determine career interests, set goals, and become proactive in achieving their goals. While students complete their projects, mentors should be comfortable with and possess patience in working with students who have limited knowledge of keyboarding, the Internet, and using on-line correspondence functions (web-based message system). Mentors should be willing to encourage the students to stay focused on the project outcome (creating a career brochure) by incorporating reflective/critical thinking-type questions and providing feedback to the students’ about their communication skills. Students will benefit from knowing how the mentor applies workplace competencies and skills into the 'real world' of their careers. (HINT: we really want these students to recognize the importance of staying in school and attaining the necessary skills to achieve their goals).

Description:

The student and mentor will work together to create a career exploration opportunity using Kansas Career Pipeline. Students will complete a career interest/skills survey with the assistance of the Kansas Career Pipeline. The information acquired from the Pipeline will be used to explore three Careers of interest.

Benchmarks:

The district goals (aligned with state benchmarks) that are met with this project are: technology (technology basics, application and integration of technology, use of creativity tools, and technology in life and society); reading (literal, inferential, and evaluative comprehension skills; technical reading. Use of written communication to convey intended thought and be able to verbalize and understand.

Duration:

7

Grade Level:

9

Content Area:

Business and Technology

Student Outcomes:

Students will retain copies of all lessons and rough drafts relating to this project in class portfolios. The portfolios will be monitored and checked for progress each week. The portfolio including the final career brochure will be turned in as part of the course requirements at the end of the project.

Evaluation of
Student Outcomes:

Students will discuss with their mentors the value they believe the project was to their future plans and their commitment to follow their plan to completion. A final grade will be given on the brochure and portfolio.

Teacher Role:

Explain guidelines of the assignment; assist students with technology (message/email) usage, interest inventories,assessment and Web searches. Coordinate job shadowing/field trips, and employer presentations.

Mentor Role:

Mentors would be expected to support the project plans submitted by the teacher by: providing guidance as the student investigates their interests and how the interests correlate with possible careers, educational requirements to reach the career, and getting a concept of the types of classes required at high school to lead to the chosen career; assisting the student in problem solving as he/she develops an action plan necessary to fulfill the attainment of the chosen career; being prepared with Web sites that would be useful to the student as he/she investigates possible career opportunities and requirements; keeping the teacher informed when there is a possible problem or concern; completing Checkpoint Message forms as required by ITP. Mentors are encouraged to share their own experiences in school and workplace. Mentors are also encouraged to build a personal relationship with students in order to establish relationships of trust with the students.