Running Head: CAREER DEVELOPMENT GUIDANCE CURRICULUM

Career Development Guidance Curriculum:

for Suburban High Schools

Kaci Arnett, Kristy Riffell, Lauren Rockwell, & Heather Zimmer

University of Cincinnati

Background

Our group chose to focus on a career standards for a high school located in the suburbs.

To better shape our curriculum we picked a local school, Princeton High School. The school is a

very diverse racially, socioeconomically and academically. According to the Ohio Department of

Education’s report card for Princeton the major school demographics are as follows: 47.7%

African American, 9.4% Hispanic, and 34.6% White (Ohio Department of Education, 2010).

Over half the school, 54.5%, is listed as economically disadvantaged (Ohio Department of

Education, 2010). These staggering statistics have helped shape our career curriculum for

Princeton providing both college and vocational opportunities and activities.

Counseling Department Standard

To develop our school counseling standard we compared various standards from the

ASCA model. The group debated between to standards that were very similar. The group

combined two standards, Career Standards A1 and A2, in order to include goals from both

standards. We also focused on numerous indicators listed with these two standards in planning

our activities. Our final standard reads as follows: “Students will acquire the skills to investigate

the world of work in relation to knowledge of self and to make informed career decisions

through developing career goals.”

Mission Statement

The mission statement sets the direction for the entire district. We chose to develop our

own mission statement, rather than using the mission statement on the Princeton City School

website. Our mission statement aims to include all students and provide services that reflect the

diversity of Princeton High School. To meet the needs of these students we have structured our

mission statement to reflect the goals in the ASCA model. Our mission statement is as follows:

“The mission of Princeton City Schools is to provide students with an exceptional academic

experience, life skills, resources and support for educational and vocational success. The mission

of the Princeton City School Counseling Department is to support and empower students to

achieve their highest level of academic potential. The counselor will facilitate training to provide

students with tools for personal and social growth for successful development into adulthood.

The counselor will provide opportunities for student to develop awareness, develop employment

skills, and gain career information.”

Goal

The goal for our curriculum has been kept broad to encompass all possible ideas that a

counselor may want to include. The goal is as follows: “All Princeton High students will acquire

skills to make post-secondary decisions.” For more specific objectives please see each year of

our curriculum.

Rationale for Career Development Guidance Curriculum

High school students face many difficult decisions during their young adult years, one of

the most important being their career and post-secondary plans. Professional school counselors

must play an active role in educating students on their options and the steps they will need to

take to achieve future goals. Research indicates that it is essential for schools to prepare students

for successful transitions after high school, whether to college, vocational training, or into the

workforce (Hughey & Hughey, 1999). Students need to leave high school with not only a

decision about future occupational goals, but realistic skills and competencies to achieve those

goals. This begins with career exploration, which includes awareness of occupational areas,

fields, and options. After awareness of the world of work has been established, it is then

important for students to obtain self-knowledge of their interests, skills, and abilities in order to

narrow-down the list of potential career paths. Lastly, students must make a decision regarding

their post-secondary options and being to move in that direction. School counselors are

responsible for facilitating this process for all students. The days of school counselors playing an

ancillary role are over; they now play an essential part in educating students on their strengths

and weaknesses, post-secondary options, and occupational opportunities (Herr, 2002). Herr also

found a “positive impact of career guidance and counseling efforts, particularly those with

developmentally appropriate content on successful career choices,” (Herr, 2000).

Our career development curriculum begins with a solid foundation in career exploration,

assessment of career interests, and self-knowledge. Kosine & Lewis refer to this stage as the

exploratory stage where “individuals engage in experiences that aid in developing their

vocational identity by investigating careers, engaging in educational training and

apprenticeships, and other work-related experiences. They learn about themselves, their interests,

and abilities, furthering the development of their self-concepts,” (Kosine & Lewis, 2008). The

authors go on to say that throughout the exploration, students are able to narrow-down career

choices and being the process of turning their goals into reality (Kosine & Lewis, 2008). Our

school guidance career development program stresses the importance of career exploration and

realizes that students must be provided with all the options for post-secondary decision making.

Career exploration will begin with having students attend a career fair to sample various

occupations. They will then go on to identify their strengths, abilities and interests to begin the

process of career selection.

It is essential that a school counseling career development curriculum focus on

developmentally appropriate activities. Darrell F. Powell and Darrell Anthony Luzzo conducted

a survey to test the maturity levels of high school students in relation to career decision making. 

They found that “ the more mature participants’ attitudes were toward career decision making the

more they believed that career decision making was in their control, was caused by internal

factors, and was a dynamic ever-changing process” (Powell & Luzzo, 1998, p. 151). The school

counseling career development program that we have outlined below takes students’ maturity

levels into account. Career development activities begin with exploration and awareness at the

freshman level, and then proceed on to self-knowledge and personal interests at the sophomore

level. Finally, our career development curriculum culminates in post-secondary decision making

and achievement for junior and senior level students. We believe that this progression will

maximize student potential and success in career planning.

Research by Dr. Rich Feller at Colorado State University indicates that professional

school counselors are “the primary shapers and facilitators of student career development within

schools” (Feller, R.W., 2003), thus it is our responsibility and privilege to provide them with

meaningful, evidence-based career development information and activities. The school

counseling guidance curriculum we have designed will focus on career exploration, self-

knowledge, decision making and post-secondary success for all students in Princeton High

School.

Methods

Our curriculum has been divided into two types: activities and opportunities. Activities

will be required of student to later be recorded in a portfolio. Some assignments may be

introduced in English classes to that an English teacher may work on proper writing in

conjunction with guidance assignments. To streamline the evaluation process most ‘activities’

will be collected in English classes. Opportunities will be optional events offered to students

throughout their high school career. It is the Counseling Department’s goal to provide

information at these events. Students will be informed of these events and activities in one or

more of the following ways: announcement in English class, posting to school’s website,

handouts in homeroom, all school public address morning or afternoon announcements, or

posted on the school counseling bulletin board.

Objectives & Activities

Freshman Year

Objective: Students will engage in a career exploration program in order to gain knowledge

about future career opportunities. Students will gain knowledge on different careers and what

skills and training are required for them.

Related Activities & Opportunities:

Activity. Members in the community along with alumni will be asked to voluntary come

into the school discuss with students what they do on a day-to-day basis and what types of

training is necessary for their profession. A variety of different fields will be represented in order

to give students an understanding of the vast amount of opportunities that are available to them.

During the career fairs, students will be required to meet with 4-5 professionals and fill out a

worksheet that will assist the students in deciding what they like and dislike about each

profession (See Appendix A). This will also serve as an evaluation tool to determine if the

students are actually learning about the various professions and the student will place this sheet

into their career portfolio for further review.

Opportunity. To help students better understand what subjects are needed for various

professions, the school counselor will collaborate with teachers in the school and assist them in

developing career exploration days. During these days speakers from the community will be

invited in to the classroom in order to speak about how they use particular subjects on a day-to-

day basis. For example, an accountant may come into a math class in order to explain how math

skills are crucial for his/her profession and how acquiring future mathematical skills would assist

the student in becoming a professional in this field or in a related field. This will give students an

idea of how what they are currently learning will assist them in achieving their career goals later

on in life.

Sophomore Year

Objective: Students will become aware of their strengths and weaknesses, abilities, and desired

level of education. They will begin to identify potential careers options that match with their

personality and interests. They will be able to answer the questions “What am I good at?” and

“What would I like to do?”.

Related Activities & Opportunity:

Activity. During first semester, students will complete the O*NET Interest Profile self-

assessment under the direction of the school counselor (See Appendix B). This activity will take

place over the course of 2 days in their regular English class. Students will learn which broad

career areas are a good fit for their interests and abilities and examples of occupations in those

career areas. Students will be given a copy of the results and associated careers to be placed into

their career portfolio.

Activity. During second semester, students will conduct an interview with someone

working in a career field that interests them. This interview can be in person or over the

telephone and must answer the following questions: (1) How did you decide on this career? (2)

What kinds of education, training, and specialization are necessary for this occupation? (3) What

is a typical day in the life of someone with this career? (4) What are the advantages and

disadvantages of this career? (5) What do you believe the career outlook for this profession is?

Students will create an interview summary report of 2-3 pages which will be submitted in

their English classes as part of their course grade. Students should supplement the report with

objective information on the occupation gathered from research. The students will place this

report into their career portfolio.

Junior Year

Objective: Students will be able to gather information to formulate a plan successfully complete

college testing and plan post-secondary vocational and academic goals. These will be recorded in

the student portfolio which will be evaluated as part of his or her English class.

Related Activities & Opportunity:

Activity. Over the summer or during the fall students should visit or contact at least one

college or training program. Students will record his or her findings on a questionnaire sheet and

record their visit in portfolio. This will help to initiate student investigation into training

programs or colleges that may be right for them following high school. Following this activity,

students will be asked to submit a survey. The survey will allow the school counselor to hold the

student accountable. The following questions will be included in the survey: (1) What college

/program did you visit? Please briefly describe the college/program you visited (area, size, cost,

private/public, etc). (2) Describe three strengths of the college/program. (3) Describe three

weaknesses of the college/program. (4) Reflect on your experience with this college/program.

Explain you general impression after contacting this school/program. (5) What can you do this

year to help you obtain admission to this program or college? This will be submitted in an

English class so that students may include in their portfolio.

Opportunity. In September the counseling department will host an all class meeting

following school. A handout would be distributed with specific dates and reminders. Counselors

will meet to discuss expectations for the year and more importantly students will gain

information for important test, ACT and SAT that they must take during the school. Students

will also be informed that all students will need to meet with the counselor to discuss plans for

next year. The student may schedule this with the counselor during second semester. Lastly, the

counselor will discuss the College Fair which will be set for October. To benefit all students in

the area the counseling department will partner with other schools in the area. Through this

collaboration, local counselors will coordinate a college fair; representatives from local colleges

will be invited. This informative event will allow students to collect information and pick more

colleges to visit.

Activity. Second Semester of Junior Year-- Working with the English Department,

students will develop items for their portfolio that will include career related documents and

information that may be needed for college applications. The counselor will request three major

assignments including: cover letter, resume, and reference pages. College essays will also be

discussed and prepared for at this point. The counselor will provide previous college essay

prompts to the English Department. Students will pick two to develop for their portfolio as well.

(See Appendix C)

Opportunity. One week before the ACT deadline, the counselor will hold a meeting for

students who plan to go to college and their parents. This meeting will be an informational and

formal meeting held in the evening so that parents may attend. The school counselor will be

prepared with a presentation and handouts for all attendees. It is imperative that students plan

college visits, know important deadlines, and know the role of the counselor. At this meeting

packets will be given with detailed information on the following: Registering for ACT/SAT,

scheduling college visits, requesting transcripts from the counselor, using Common Application

and useful websites. Also the counselor will discuss his/her availability and how to receive

counseling or guidance on post-secondary options.

Activity. After May 1, all students who have not scheduled a meeting will be reminded.

Notices will be dropped off in homeroom or first period classes. If students fail to schedule a

meeting parents will be notified. The meeting with the counselor will discuss career goals and

post-secondary options. Students will also complete a graduation audit and determine the

appropriate classes for senior year. Results of this meeting will be recorded in portfolio and

signed off by student and guidance counselor as a plan for senior year. This will be placed in the

student’s portfolio while working with the counselor.

Senior Year

Objective: Students will ensure that they are successfully prepared for individualized future

plans after high school through participating in activities that enrich their knowledge of post-high

school options, encourage the further development of necessary skills, and continue efforts

towards post-high school preparation.

Related Activities/Opportunities:

Activity. Within the first few weeks of the start of the academic year, each English class

will spend time encouraging each student to personally review his or her portfolio. Students will

be required to update their resume, references page, and college essays to include any new

experience they may have gained since they last completed their portfolio. Upon completion of

editing, the portfolio pages will be peer-reviewed to allow students to receive constructive

feedback, as well as to allow all students to gain insight about the diverse future goals their peers

plan to achieve.

Opportunity. During the first few weeks of their senior year, potential college-bound

students will be provided transportation to visit local colleges. Colleges within a one-two hour

drive from the high school will be visited. On these college visits, students will be able to

experience the colleges’ campuses, available programs, and interact firsthand with faculty and

current students. Through better understanding the available colleges and college programs,

students will be better prepared to choose whether or not a specific college is a good fit to meet

their post-high school goals. The transportation for these college visit trips will be funded by

grants such as the Target Field Trip Grant or the Field Trip Fund for Kids Grant.

Opportunity. Around the same time-frame that students are provided the opportunity to

visit colleges, students will also be provided the opportunity to experience job-shadowing. Local

businesses and past alumni will be contacted to ask for their voluntary involvement in this

opportunity. Job-shadowing will be known as a senior privilege, hopefully encouraging students

to look forward to this opportunity. Students will be provided with lists of job-shadowing

choices. After choosing which jobs they would like to shadow, students will be provided more

detailed instructions for job-shadowing.

Activity. After visiting colleges and experiencing job shadowing, English classes will

provide students with mock interview assignments. Students will be broken into small groups of

peers and will be instructed to take turns preparing one another for a mock interview setting.

Through working with one another, students will help one another to see their current

interviewing strengths and weaknesses. After experiencing the types of questions asked at an

interview and the environment which may accompany the setting of an interview, students will

be better prepared for future real-life interviewing experiences- may it be in a college or a job

setting.

Activity. Students will be provided a check-list of activities that the counselor believes

to be essential for successful completion of high school requirements and for preparation for the

future of the student. The counseling department will provide a checklist for both vocational and

college track. The college checklist will be broad so that any students may use it regardless of the

college they are applying. Our curriculum will use an adapted version of the ACT checklist for

senior students (ACT, Inc., 2011). (See Appendix D.) The vocational check list will be broad as

well, and will need to be updated yearly to ensure that it fits the current job market.

Evaluation

Prior to the start of school a meeting will be held between the English department and

Counseling department to explain the previously mentioned objectives and activities. To ensure

that accountability and responsibility is taken seriously this will also need administrative input.

Instruction for proper mechanics and writing will occur within English class and therefore also

be graded for these components there as well. The English teachers will be accountable for

reporting any problems that may occur in relation to activities so that the counselor may

promptly revise the assignment. Completion or satisfactory grades will come from the

counseling department to certify that the student has completed the assigned task. The counselor

will have access to all portfolios through the English department; the counselor should check in

with English teachers to ensure activities are completed in the proper timeframe. The counselor

may also evaluate the portfolio in preparation for meeting with students. The English department

will provide feedback on assignments for future review. Also, at varying points students will be

asked to evaluate activities and opportunities so the counselor may improve these activities. At

the end a summary meeting will take place between the English department and Counseling

department to review student evaluation of events and activities.

References:

ACT, Inc. (2011). ACT's Student College Planning Checklist. Retrieved July 15, 2011, from The

ACT: http://www.actstudent.org/college/12.html

Career interest game. (2011). Informally published manuscript, Career Center, University of

Missouri, Columbia, MO. Retrieved from http://career.missouri.edu/students/majors-

careers/skills-interests/career-interest-game/?menu=student&expand=si

Feller, R.W. (2003). Aligning school counseling, the changing workplace, and career

development assumptions. American School Counselor Association, 6(4), 262-271.

Herr, E. L. (2000, June). Perspectives on career development: The legacy of the 20th century—

the innovation of the 21st. Paper presented at the meeting of the Millennium Conference

of the National Career Development Association, Pittsburgh, PA.

Herr, E. L. (2002). School reform and perspectives on the role of school counselors: A century of

proposals for change. Professional School Counseling, 5, 220–234.

Hughey, K. F., & Hughey, J. K. (1999). Preparing students for the future: Making career

development a priority. Journal of Career Development, 25, 203–216.

Kosine, N.R., & Lewis, M.V. (2008). Growth and exploration: career development theory and

programs of study. Career and Technical Education Research, 33(3), 227-243.

Ohio Department of Education. (2010). Princeton City School District Report Card. Columbus:

Ohio Department of Education.

Powell, D. F. & Luzzo D.A. (1998, December). Evaluating Factors Associated With the Career

Maturity of High School Students. The Career Development Quarterly, 47, 145-158.

U.S. Department of Labor, Employment and Training Administration. (2011). Interest profiler.

Retrieved from http://www.onetcenter.org/dl_tools/IP_zips/IP-Instr-deskv.pdf

Appendix A.

Career Day Worksheet

(Write Profession Here) (Write Profession Here) (Write Profession Here) (Write Profession Here)

Typical Duties

Advantages to the Profession

Disadvantages to the Profession

Training Necessary

Signature of Professional

Appendix B.

Area: Personal Interests, Abilities and Self-KnowledgeActivity: Self-Assessment of Broad Career InterestsMaterials: O*NET Interest Profiler, U.S. Department of Labor Employment and Training

AdministrationGroup: Sophomore Year English Classes (approx 30 students)Group Leader: Professional School CounselorTime: 2 (45 minute) class sessions on consecutive days

Students will complete a the O*NET Interest Profiler, which is a self-assessment of broad career interests provided by the U.S. Department of Labor Employment and Training Administration. This tool will provide students with useful information regarding what they are able to do, what they want to do, and what is important to them in regards to a future career. The O*NET Interest Profiler highlights six different broad career areas which are listed below.

CONVENTIONAL: People who like to work with data, have clerical or numerical ability, carry out tasks in detail or follow through on others' instructions. Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

ENTERPRISING: People who like to work with people, influencing, persuading, performing, leading or managing for organizational goals or economic gain. Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.

SOCIAL: People who like to work with people to enlighten, inform, help, train, or cure them, or are skilled with words. Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.

ARTISTIC: People who have artistic, innovating or intuitional abilities and like to work in unstructured situations using their imagination and creativity. Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.

INVESTIGATIVE: People who like to observe,learn, investigate, analyze, evaluate or solve problems. Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.

REALISTIC: People who have athletic or mechanical ability, prefer to work with objects, machines, tools, plants or animals, or to be outdoors. Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world

materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.

Students will complete and score the self-assessment with the aid of the school counselor. Upon completion of the assessment, students will meet individually with the school counselor to discuss the results and explore associated occupational options. The exercise is intended for career exploration and matching of personal interests with broad career groups. Results are not intended to be final or exhaustive career options, but rather a launching point for further career development.

Resources:

Career interest game. (2011). Informally published manuscript, Career Center, University of Missouri, Columbia, MO. Retrieved from http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/?menu=student&expand=si

U.S. Department of Labor, Employment and Training Administration. (2011). Interest profiler. Retrieved from http://www.onetcenter.org/dl_tools/IP_zips/IP-Instr-deskv.pdf

CONVENTIONAL OCCUPATIONS:

Abstractor (CSI)Accountant (CSE)Accounting Clerk and Bookkeeper (CSR)Administrative Assistant (ESC)Bank Teller (CSE)Budget Analyst (CER)Building Inspector (CSE)Business Teacher (CSE)Cashier (CSE)Catalog Librarian (CSE)Clerk (CSE)Computer Operator (CSR)Cost Accountant (CES)Court Reporter (CSE)Customs Inspector (CEI)Data processing worker (CRI)Electronic Mail Technician (CSR)

File Clerk (CSE)Financial Analyst (CSI)Insurance Adjuster (CSE)Insurance Underwriter (CSE)Internal Auditor (ICR)Key Punch Operator (CSE)Kindergarten Teacher (CSE)Legal Secretary (CSA)Library Assistant (CSE)Medical Records Technician (CSE)Medical Secretary (CES)Safety Inspector (RCS)Service Station Attendant (CER)Tax Consultant (CES)Telephone Operator (CSE)Typist (CES)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

INVESTIGATING OCCUPATIONS:

Actuary (ISE)Agronomist (IRS)Anesthesiologist (IRS)Anthropologist (IRE)Archeologist (IRE)Biochemist (IRE)Biologist (ISR)Cardiopulmonary Technician (IRE)Cartographer (IRE)Chemical Engineer (IRE)Chemical Technician (IRE)Chemist (IRE)Chiropractor (ISR)Civil Engineer (IRS)Computer Engineer (IRC)Computer Programmer (IRC)Computer Systems Analyst (IER)Dentist (ISR)Ecologist (IRE)Economist (ISA)Electrical Engineer (IRE)

Geographer (IRE)Geologist (IRE)Hazardous Waste Technician (IRS)Horticulturist (IRS)Industrial Arts Teacher (IER)Management Consultant (ICR)Marketing Research Analyst (IAS)Mathematician (IER)Medical Lab Technologist (IRE)Medical Technologist (ISA)Meteorologist (IRS)Nurse Practitioner (ISA)Pharmacist (IES)Physician, General Practice (ISE)Physician Assistant (ISA)Psychologist (ISA)Research Analyst (IRC)Software Engineer (IRE) Statistician (IRE)Technical Writer (IRS)Veterinarian (IRS)Web Site Developer (IRE)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

ARTISTIC OCCUPATIONS:

Actor/Actress (AES)Advertising Art Director (AES)Advertising Manager (ASE)Architect (AIR)Clothing/Fashion Designer (ASR)Copywriter (ASI)Dancer (AES)Choreographer (AER)Drama Teacher (ASE)English Teacher (ASE)Fashion Illustrator (ASR)Furniture Designer (AES)Graphic Designer (AES)Interior Designer (AES)Journalist/Reporter (ASE)Landscape Architect (AIR)Medical Illustrator (AIE)Museum Curator (AES)Music Teacher (AES)Photographer (AES)Writers/Editors (ASI)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

SOCIAL OCCUPATIONS:

Air Traffic Controller (SER)Athletic Trainer (SRE)Chaplain (SAI)City Manager (SEC)College Professor (SEI)Community Planner (SEA)Counseling Psychologist (SIA)Counselor/Therapist (SAE)Cosmetologist (SEA)Cruise Director (SAE)Dental Hygienist (SAI)Detective (SER)Dietician (SIE)Elementary School Teacher (SEC)Executive House Keeper (SCE)Family and Consumer Scientist (SAE)Hairstylist (SER)High School Teacher (SAE)Historian (SEI)Home Economist (SEA)Home Economics Teacher (SAE)Homemaker (S)Hospital Administrator (SER)Ind./Organizational Psychologist (SEI)Insurance Claims Examiner (SIE)Librarian (SAI)Mail Carrier (SRC)Medical Assistant (SCR)Medical Record Administrator (SIE)Minister (SAI)Priest(SAI)Rabbi(SAI)

Nurse/Midwife (SIR)Occupational Therapist (SRE)Paralegal (SCE)Park Naturalist (SEI)Personnel Recruiter (SEC)Personnel, Training, and Labor Relations Specialist(SEC)Physical Therapist (SIE)Physical Therapy Aide (SIR)Police Officer (SER)Preschool Worker (SEA)Professional Athlete (SRC)Probation and Parole Officer (SIE)Public Health Educator (SEA)Radiological Technologist (SRI)Real Estate Appraiser (SCE)Recreation Director (SER)Recreational Therapist (SEC)Registered Nurse (SIA)Relocation Counselor (SAE)Retirement Counselor (SAE)School Counselor (SAE)School Principal-Administrator(SEI)Secondary School Teacher(SAE)Social Worker (SEA)Sociologist(SIA)Special Education Teacher (SEC)Speech Pathologist (SAI)Teacher's Aid (SIC)Business Teacher(SAE)Ticket Agent (SCE)Vocational Agricultural Teacher(SEC)Vocational-Rehab. Counselor (SEC)X-Ray Technician (SRI)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

ENTERPRISING OCCUPATIONS:

Advertising, marketing, and public relations managers (ESA)Advertising Sales Representative (ESR)Automobile Sales Worker (ESR)Financial Planner (ESR)Barber/Hairdresser (ESR)Bartender (ERC)Benefits Manager (ESA)Financial Manager (ESA)Buyer (ESA)Computer Operator (ESI)Cook/Chef (ESR)Credit Analyst (EAS)Credit Manager (ERS)Dental Assistant (E)Educational - Training Manager (EIS)Educational Administrator (ESA)Emergency Medical Technician (ESI)Flight Attendant (ESA)Food Service Manager (ESI)Foreign Service Officer (ESA)Funeral Director (ESR)Health Services Manager (ECR)

Hotel Manager (ESR)Housekeeper (ESR)Industrial Engineer (EIR)Insurance Adjuster (ESR)Insurance Agent (ECS)Interpreter (ESA)Journalism (EAS)Lawyer/Attorney (ESA)Manufacturers’ Representative (ESA)Office Manager (ESR)Public Relations Representative (EAS)Real Estate Agent (ESR)Restaurant Manager (EAS)Retail Sales Person (ESR)Retail Store Manager (ESR)Sales Manager (ESA)Sales Representative (ERS)Social Service Director (ESA)Stockbroker (ESI)Tax Accountant (ECS)Traffic Clerks (ESC)Travel Agent (ECS)Urban Planner (ESI)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

REALISTIC OCCUPATIONS:

Aerospace Physiologist (RSE)Air-Conditioning Mechanics (RIE)Aircraft Mechanic (RIE)Appliance Mechanics (RIE)Aquaculturist (REI)Architectural Drafter (RCI)Automobile Body Repairer (RIE)Automotive Engineer (RIE)Automobile Mechanic (RIE)Baker/Chef (RSE)Bookbinder (RES)Bricklayer (RSE)Busdriver (RES)Butcher (RSE)Carpenter (RCI)Cement Worker and Terrazzo Worker (REC)Compositor (RSI)Construction Worker (REC)Corrections Officer (RES)Dental Assistant (RES)Dental Laboratory Technician (REC)Dental Technician (REI)Diesel Mechanic (REI)Drafter (RCI)Electrical Engineer (RIE)Electrician (REI)Electroplater (R)Exercise Careers (RES)Farm Equipment Manager (RES)Farmer (RIS)Farm Manager (RES)Firefighter (RES)Fish Hatchery Manager (RES)Floral Designer (RAE)Forester (RIS)

Furnace Installer (RES) Geodetic Surveyor (RIE)Glazier (RES)Groundskeeper (RCE)Industrial Supervisor (REI)Instrument Repair and Maintenance (RIE) Jeweler (REC)Laboratory Technician (RIE)Line Installer (RSE)Logger (RES)Machinist (RIE)Maintenance Repairer (RES)Mechanical Engineer (RIS)Metallurgical Technician (RIS)Oceanographer (RIE)Optician (REI)Painter (RES)Petroleum Engineer (RIE)Plumber (REI)Practical Nurse (RSE)Printing Press Operator (REI)Property Manager (RES)Quality Control Manager (RSE)Radio/T.V. Repair (REI)Radiochemist (IRE)Sailor (REC)Sheet Metal Worker (R)Structural Steelworker (REI)Tailor (RES)Tool and Die Maker (RIE) Truck Driver (RSE)Upholsterer (RCS)Watchmaker (REC)Water Quality Specialist (REI)Welder (RES)Woodworking (RAE)

CAREER DEVELOPMENT GUIDANCE CURRICULUM

Appendix C.

English 11 Portfolio RequirementsCareer Readiness Unit

Name________________________________________

___Cover LetterA cover letter is a first introduction to an employer. In a formal letter, briefly introduce

yourself; explain your qualifications; and how they can contact you. Remember to use proper English and be polite. Finish your letter with a formal closing such as ‘sincerely’.

___Resume Create a one page summary of your education, job history, volunteer experience and special skills. Remember to include your contact information at the top of the summary so that potential employers can contact you. See

___References PageCreate a one page document that lists four people you may use as references. For each

individual list their name, occupation or how your know them, and contact information. Be sure to list phone or e-mail so that employers can contact them easily.

____College/Career Essays

If you are interesting in attending college, find two colleges you may want to attend and which include an essay in their application. Answer the essay as if you were applying to the college. Remember that colleges are looking for creative ideas as well as grammatical and mechanical fluency. Record the colleges you completed below.

If you will be entering the workforce immediately following college find a list of interview questions that apply to your chosen job field. Be sure that this is a challenging question for you so that your response will be helpful to your future employment.

(List College / Career Below)___ Essay 1 _______________________________________ Essay 2 ____________________________________

CAREER DEVELOPMENT GUIDANCE CURRICULUM

Appendix D.

Check-List for College-Bound Students Ideas taken from www.actstudent.org.

August

__ Sign up for the SAT or ACT (if students have not already taken the necessary tests or if they believe that they can improve their scores.)

___ Review SAT or ACT test results and retest if necessary

August – December

___Visit with your school counselor to make sure you are on track to graduate and fulfill college admission requirements

___ Consider taking courses at a local university or community college

___ Remember to continue working hard all year-long, because second semester grades can affect scholarship eligibility

___ If necessary, ask for personal references from teachers, school counselors, or employers early in the year or at least two weeks before application deadlines. Follow your school's procedure for requesting recommendations.

___ Visit with admissions counselors who come to your high school

___ Attend a college fair if you are unsure of where you’d like to apply

___ Edit your college essay(s)

___ Apply for admission at the colleges you've chosen

___ Find out if you qualify for scholarships at each college you have applied to

___ Start the financial aid application process

___ See your school counselor for help finding financial aid and scholarships

January – May

___ If students need it, get help completing the FAFSA

___ Ask your guidance office in January to send first semester transcripts to schools where you applied. In May, they will need to send final transcripts to the college you will attend

___ Visit colleges that have invited you to enroll

___ Watch your mailbox because many colleges announce acceptance decisions in April. If you can, make one last visit to each of the schools you're accepted to

___ Decide which college to attend, and notify the school of your decision by the deadline (which is usually the beginning of May)

___ If you've been accepted by more than one college, take the time to notify the colleges you won't be attending of your decision

___ Keep track of and observe deadlines for sending in all required fees and paperwork

CAREER DEVELOPMENT GUIDANCE CURRICULUM

___ Continue to look for scholarship opportunities

___ Compare financial aid packages from different schools

___ Sign and send in a promissory note if you are borrowing money

___ Notify your college about any outside scholarships you receive

Reference:

ACT, Inc. (2011). ACT's Student College Planning Checklist. Retrieved July 15, 2011, from The ACT: http://www.actstudent.org/college/12.html