The Common Core State Standards are designed to clearly define what knowledge and skills students need to succeed in college and careers. The standards aim to ensure students graduate high school prepared for postsecondary education or workforce training. College and career readiness involves more than just meeting eligibility requirements and requires strong academic preparation.
This document provides a summary of career guidance seminar that discusses various career options after completing 10th and 12th standards. It describes the required qualities, courses, duration, eligibility and scope for careers in fields like engineering, medical, architecture, pharmacy, law, nursing, teaching, hotel management, animation, and more. It also discusses career options in distance education, industrial training institutes and ahead of times skills. The document aims to guide students in asking the right questions and choosing their fields and courses based on their interests and abilities.
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
This document provides information about career guidance, including its objectives, steps, and topics covered. The objectives of career guidance are to help students understand and develop skills for their career path and provide opportunities to understand their competencies, aspirations, and options. The main steps are to learn about yourself, learn about careers, and make a plan. Key topics covered include identifying interests, skills, values, and goals; exploring different jobs and careers; and considering your career path. The document also provides examples of careers that match different interests or skills.
The document discusses career planning and goal setting. It recommends setting goals to focus your career direction and considering your potential, personality, passions, purpose, and skills. The document also suggests committing to your goals, being a top performer, networking, and continuously developing your skills and pursuing new opportunities. Maintaining a positive attitude and being adaptable are important for career success.
This document provides guidance on choosing a college major, noting that while a major must eventually be selected, schools differ on timing and some allow custom majors. It recommends considering interests, skills, goals, and discussing options with counselors when selecting a major, and notes majors and minors don't have to relate but can complement each other, and double majors don't necessarily extend time in college.
This document provides guidance on career orientation and choosing a career path. It recommends having a dream and sharing it with a mentor, making a timeline of goals for the short and long-term, getting professional career guidance, researching options and learning from people currently in fields of interest. It also lists some unconventional career options for commerce students, such as entrepreneurship, agriculture, entertainment, social work, journalism and debunks some common career choice myths.
The document provides information about career planning and choosing a career. It outlines a 4-step career planning process of self-exploration, exploring options, matching options to self, and developing an action plan. Self-exploration involves assessing interests, values, skills, and personality. Options exploration involves researching occupations and industries of interest. Matching involves identifying possible occupations and evaluating alternatives. The action plan involves steps to achieve career goals like education, job search strategies, resumes and interviews.
The document discusses career guidance and provides advice. It defines career as how one wants to see their future and the meaning they want to give their life. Career guidance is likened to Newton's second law of force and acceleration, with mass representing a student's potential and acceleration their passion. The right direction through career guidance helps harness one's potential and passion. The document recommends analyzing one's personality, passions, capabilities, options and preparations when considering career choices. It also lists factors like academic records, family pressures, financial constraints and lack of information that can discourage career goals.
This document provides a summary of career guidance seminar that discusses various career options after completing 10th and 12th standards. It describes the required qualities, courses, duration, eligibility and scope for careers in fields like engineering, medical, architecture, pharmacy, law, nursing, teaching, hotel management, animation, and more. It also discusses career options in distance education, industrial training institutes and ahead of times skills. The document aims to guide students in asking the right questions and choosing their fields and courses based on their interests and abilities.
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
This document provides information about career guidance, including its objectives, steps, and topics covered. The objectives of career guidance are to help students understand and develop skills for their career path and provide opportunities to understand their competencies, aspirations, and options. The main steps are to learn about yourself, learn about careers, and make a plan. Key topics covered include identifying interests, skills, values, and goals; exploring different jobs and careers; and considering your career path. The document also provides examples of careers that match different interests or skills.
The document discusses career planning and goal setting. It recommends setting goals to focus your career direction and considering your potential, personality, passions, purpose, and skills. The document also suggests committing to your goals, being a top performer, networking, and continuously developing your skills and pursuing new opportunities. Maintaining a positive attitude and being adaptable are important for career success.
This document provides guidance on choosing a college major, noting that while a major must eventually be selected, schools differ on timing and some allow custom majors. It recommends considering interests, skills, goals, and discussing options with counselors when selecting a major, and notes majors and minors don't have to relate but can complement each other, and double majors don't necessarily extend time in college.
This document provides guidance on career orientation and choosing a career path. It recommends having a dream and sharing it with a mentor, making a timeline of goals for the short and long-term, getting professional career guidance, researching options and learning from people currently in fields of interest. It also lists some unconventional career options for commerce students, such as entrepreneurship, agriculture, entertainment, social work, journalism and debunks some common career choice myths.
The document provides information about career planning and choosing a career. It outlines a 4-step career planning process of self-exploration, exploring options, matching options to self, and developing an action plan. Self-exploration involves assessing interests, values, skills, and personality. Options exploration involves researching occupations and industries of interest. Matching involves identifying possible occupations and evaluating alternatives. The action plan involves steps to achieve career goals like education, job search strategies, resumes and interviews.
The document discusses career guidance and provides advice. It defines career as how one wants to see their future and the meaning they want to give their life. Career guidance is likened to Newton's second law of force and acceleration, with mass representing a student's potential and acceleration their passion. The right direction through career guidance helps harness one's potential and passion. The document recommends analyzing one's personality, passions, capabilities, options and preparations when considering career choices. It also lists factors like academic records, family pressures, financial constraints and lack of information that can discourage career goals.
Having the right career is important as it can determine pride, self-image, living standards, and social circles. Standard of living refers to quality of goods and services affordable and can be minimal for basic needs or high for additional wants. Choosing a career involves considering personality, interests, skills, life goals, and current job trends in fields like health, computers, education and business which are in demand now and foreseeably.
The document provides information about preparing for a job interview, including researching the company, dressing appropriately, arriving on time, displaying good body language and communication skills during the interview. It lists common interview questions and emphasizes the importance of ethics, transparency, accountability and availability of jobs. Key steps in preparing for an interview are rehearsing answers, researching the company, dressing professionally, arriving 10 minutes early and maintaining eye contact, an open posture and positive answers during the interview.
The document describes the PASS program, which aims to improve student achievement and develop college and career readiness skills. The program involves bi-weekly counseling sessions to review student progress and support goal attainment. Small group presentations also cover topics like study skills and test taking. To motivate students, the program provides rewards like praise, gift cards, and food. The presentation emphasizes developing a strategy for career and college readiness, including awareness, exploration, and decision making. It stresses the importance of post-secondary education for career opportunities and higher earnings.
The document discusses various career options after completing 12th grade. It outlines options in fields like commerce, arts, science, engineering, computers, IT, medical, and vocational courses. For each field, it lists relevant diploma, undergraduate, and postgraduate programs to pursue. It provides details on eligibility criteria, entrance exams, and opportunities for different career paths for students to consider after 12th grade.
This document provides information about various career options for young people in India after graduation. It discusses the process of career planning and lists five steps: self-assessment, exploring work options, narrowing options, deciding on the best option, and setting a career goal. It then describes several specific career paths like chartered accountancy, cost and management accountancy, banking, law, human resources, retail marketing, finance management, and various management fields. For each career, it discusses the required education, typical job responsibilities and duties, and ideal personality traits. The document aims to help graduates identify suitable careers and understand what is required to pursue different professional paths.
The document provides guidance on implementing a three-stage career exploration process to help students find their best career fit. The process includes: 1) Understanding Yourself by assessing interests, skills, values and personality; 2) Understanding Careers by researching career fields, requirements and outlook; 3) Putting It All Together by integrating personal fit, considerations and next steps. Participants will utilize career resources and apply decision-making skills to identify practical options and a plan for further education or experience.
Confused what to do after 12? There are numerous questions that drive one crazy as to which career option to choose?
Which stream to apply for? What are the courses available in that stream? Which are the different available options? How do i go about it ? etc
In this presentation various available options for students of class 12th in India have been mentioned. This will make one make an informed decision of one of the most crucial decisions of his/her life. So be wise, go through all the options, understand your potential and inclination towards certain subjects/courses and opt for that stream/field that suits you the best.
Good Luck!!
The document provides guidance on choosing a career, including the following steps:
1. Learn about yourself through self-assessment of your values, interests, skills and personality.
2. Consider your abilities and interests through career tests and consulting with career counselors.
3. Research career growth opportunities and salary information to help identify options that are in demand.
4. Choose course options after 10th grade based on your interests that align with career goals and opportunities. Science, arts, commerce, and vocational streams are outlined.
The document provides tips for choosing the right career path, including knowing your interests and hobbies, considering your skills, asking others for their perspective on your strengths, understanding yourself, being aware of your financial situation and education needs, and getting the proper training for your chosen career. Key advice is to pursue careers related to your interests and hobbies, use your skills to excel, and ensure you have the needed education or training for your career goals.
The document discusses various career options and paths after 10th, 12th, diploma including engineering, medical, agriculture, science streams. It provides information on entrance exams for different fields, top colleges, important factors to consider for career choice like interests, aptitude. Career paths discussed include doctor, engineer, teacher, entrepreneur, roles in armed forces, civil services, etc. It emphasizes self-assessment and choosing a field that matches one's talents and values.
This document discusses various career options available after completing 12th grade in India. It outlines fields such as arts, science, engineering, medicine, computer courses, fashion design, web design, defense, journalism, tourism, and more. It emphasizes considering one's interests, aptitude, qualifications, and ability before choosing a career. It then provides more details on career paths in various engineering fields, management, medical studies, design, fashion, dance/music, and hospitality. The document aims to guide students in exploring different career avenues and choosing a path aligned with their strengths.
The document discusses factors to consider when deciding on a career path, including skills, interests, personality, values and options available. It outlines questions students may have around career decisions and addresses what, why and how to decide on a career. The document also provides details on career options for students pursuing further work or higher education, including medical and non-medical fields in India and abroad.
This document provides guidance on career planning and choosing a career path. It discusses the importance of self-assessment to understand one's interests, values, and skills. It outlines a six step process for career exploration: 1) self-exploration, 2) assessing abilities, 3) examining values, 4) exploring career options, 5) reality check, and 6) narrowing choices and choosing a major. Various resources for career information are also listed, including professors, classmates, alumni, and career centers.
The document discusses various career opportunities in commerce after completing 12th standard, including options in fields like management, accountancy, banking, insurance, analytics, secretarial work, law, human resources, marketing, operations, and more. It provides details on the nature of work, required personality and skills, and important courses and institutes for different career paths in commerce and management.
This document provides guidance on career planning and selection. It discusses defining a career as more than just a livelihood, and the importance of time management, self-analysis, and considering one's education, vision, family, and society when planning a career path. It outlines the career cycle and 5 crucial factors to focus on: self-belief, gathering facts, perseverance, commitment, and planning. Tips are provided on course selection, developing necessary skills, matching interests to jobs, and effective reading strategies.
1) The document discusses factors that students consider when choosing a stream after Class 10, such as perceived intelligence level, prestige, ease, and family trends.
2) It notes that the intelligence levels are the same across streams and that career options exist in all streams.
3) The document recommends a three-step process for choosing a stream: self-assessment, exploring career options, and taking guidance from others. It emphasizes choosing a stream that matches one's interests and capabilities.
The document discusses various career options available for students after completing their 12th standard education in arts, science, or commerce streams. It outlines opportunities in fields like management, law, teaching, media, design, criminology, animation, travel and tourism, and creative arts. It provides details on eligibility requirements, duration of study, salary prospects, and growth opportunities for each discussed career path to help students make an informed choice about their professional future.
This document provides information to help individuals develop a career plan, including defining key terms, exploring aptitudes and occupations, understanding the differences between professions and trades, and discussing steps to gain work experience such as internships, apprenticeships, and networking. It emphasizes the importance of self-assessment, researching options, developing necessary skills, and gaining experience in order to choose and progress in a career.
1) The study examined how attachment patterns relate to success for first-year college students. It found that students high in attachment anxiety had worse academic performance than in high school and were more willing to engage in unethical behavior like cheating.
2) Insecurely attached students reported higher levels of anxiety and depression and had lower self-esteem and feelings of control over their academics than securely attached students.
3) Attachment patterns were also related to psychological health during the transition to college, with insecure students at a disadvantage and reporting more mental health issues than securely attached students.
College and Career Readiness and Success: How Riverside Can Lead the NationRiverside_COE
David Conley & Matt Coleman from the Educational Policy Improvement Center (EPIC) outline what it means to be college and career ready at the Desert Sands Unified School District in La Quinta, CA (11-21-2014)
Having the right career is important as it can determine pride, self-image, living standards, and social circles. Standard of living refers to quality of goods and services affordable and can be minimal for basic needs or high for additional wants. Choosing a career involves considering personality, interests, skills, life goals, and current job trends in fields like health, computers, education and business which are in demand now and foreseeably.
The document provides information about preparing for a job interview, including researching the company, dressing appropriately, arriving on time, displaying good body language and communication skills during the interview. It lists common interview questions and emphasizes the importance of ethics, transparency, accountability and availability of jobs. Key steps in preparing for an interview are rehearsing answers, researching the company, dressing professionally, arriving 10 minutes early and maintaining eye contact, an open posture and positive answers during the interview.
The document describes the PASS program, which aims to improve student achievement and develop college and career readiness skills. The program involves bi-weekly counseling sessions to review student progress and support goal attainment. Small group presentations also cover topics like study skills and test taking. To motivate students, the program provides rewards like praise, gift cards, and food. The presentation emphasizes developing a strategy for career and college readiness, including awareness, exploration, and decision making. It stresses the importance of post-secondary education for career opportunities and higher earnings.
The document discusses various career options after completing 12th grade. It outlines options in fields like commerce, arts, science, engineering, computers, IT, medical, and vocational courses. For each field, it lists relevant diploma, undergraduate, and postgraduate programs to pursue. It provides details on eligibility criteria, entrance exams, and opportunities for different career paths for students to consider after 12th grade.
This document provides information about various career options for young people in India after graduation. It discusses the process of career planning and lists five steps: self-assessment, exploring work options, narrowing options, deciding on the best option, and setting a career goal. It then describes several specific career paths like chartered accountancy, cost and management accountancy, banking, law, human resources, retail marketing, finance management, and various management fields. For each career, it discusses the required education, typical job responsibilities and duties, and ideal personality traits. The document aims to help graduates identify suitable careers and understand what is required to pursue different professional paths.
The document provides guidance on implementing a three-stage career exploration process to help students find their best career fit. The process includes: 1) Understanding Yourself by assessing interests, skills, values and personality; 2) Understanding Careers by researching career fields, requirements and outlook; 3) Putting It All Together by integrating personal fit, considerations and next steps. Participants will utilize career resources and apply decision-making skills to identify practical options and a plan for further education or experience.
Confused what to do after 12? There are numerous questions that drive one crazy as to which career option to choose?
Which stream to apply for? What are the courses available in that stream? Which are the different available options? How do i go about it ? etc
In this presentation various available options for students of class 12th in India have been mentioned. This will make one make an informed decision of one of the most crucial decisions of his/her life. So be wise, go through all the options, understand your potential and inclination towards certain subjects/courses and opt for that stream/field that suits you the best.
Good Luck!!
The document provides guidance on choosing a career, including the following steps:
1. Learn about yourself through self-assessment of your values, interests, skills and personality.
2. Consider your abilities and interests through career tests and consulting with career counselors.
3. Research career growth opportunities and salary information to help identify options that are in demand.
4. Choose course options after 10th grade based on your interests that align with career goals and opportunities. Science, arts, commerce, and vocational streams are outlined.
The document provides tips for choosing the right career path, including knowing your interests and hobbies, considering your skills, asking others for their perspective on your strengths, understanding yourself, being aware of your financial situation and education needs, and getting the proper training for your chosen career. Key advice is to pursue careers related to your interests and hobbies, use your skills to excel, and ensure you have the needed education or training for your career goals.
The document discusses various career options and paths after 10th, 12th, diploma including engineering, medical, agriculture, science streams. It provides information on entrance exams for different fields, top colleges, important factors to consider for career choice like interests, aptitude. Career paths discussed include doctor, engineer, teacher, entrepreneur, roles in armed forces, civil services, etc. It emphasizes self-assessment and choosing a field that matches one's talents and values.
This document discusses various career options available after completing 12th grade in India. It outlines fields such as arts, science, engineering, medicine, computer courses, fashion design, web design, defense, journalism, tourism, and more. It emphasizes considering one's interests, aptitude, qualifications, and ability before choosing a career. It then provides more details on career paths in various engineering fields, management, medical studies, design, fashion, dance/music, and hospitality. The document aims to guide students in exploring different career avenues and choosing a path aligned with their strengths.
The document discusses factors to consider when deciding on a career path, including skills, interests, personality, values and options available. It outlines questions students may have around career decisions and addresses what, why and how to decide on a career. The document also provides details on career options for students pursuing further work or higher education, including medical and non-medical fields in India and abroad.
This document provides guidance on career planning and choosing a career path. It discusses the importance of self-assessment to understand one's interests, values, and skills. It outlines a six step process for career exploration: 1) self-exploration, 2) assessing abilities, 3) examining values, 4) exploring career options, 5) reality check, and 6) narrowing choices and choosing a major. Various resources for career information are also listed, including professors, classmates, alumni, and career centers.
The document discusses various career opportunities in commerce after completing 12th standard, including options in fields like management, accountancy, banking, insurance, analytics, secretarial work, law, human resources, marketing, operations, and more. It provides details on the nature of work, required personality and skills, and important courses and institutes for different career paths in commerce and management.
This document provides guidance on career planning and selection. It discusses defining a career as more than just a livelihood, and the importance of time management, self-analysis, and considering one's education, vision, family, and society when planning a career path. It outlines the career cycle and 5 crucial factors to focus on: self-belief, gathering facts, perseverance, commitment, and planning. Tips are provided on course selection, developing necessary skills, matching interests to jobs, and effective reading strategies.
1) The document discusses factors that students consider when choosing a stream after Class 10, such as perceived intelligence level, prestige, ease, and family trends.
2) It notes that the intelligence levels are the same across streams and that career options exist in all streams.
3) The document recommends a three-step process for choosing a stream: self-assessment, exploring career options, and taking guidance from others. It emphasizes choosing a stream that matches one's interests and capabilities.
The document discusses various career options available for students after completing their 12th standard education in arts, science, or commerce streams. It outlines opportunities in fields like management, law, teaching, media, design, criminology, animation, travel and tourism, and creative arts. It provides details on eligibility requirements, duration of study, salary prospects, and growth opportunities for each discussed career path to help students make an informed choice about their professional future.
This document provides information to help individuals develop a career plan, including defining key terms, exploring aptitudes and occupations, understanding the differences between professions and trades, and discussing steps to gain work experience such as internships, apprenticeships, and networking. It emphasizes the importance of self-assessment, researching options, developing necessary skills, and gaining experience in order to choose and progress in a career.
1) The study examined how attachment patterns relate to success for first-year college students. It found that students high in attachment anxiety had worse academic performance than in high school and were more willing to engage in unethical behavior like cheating.
2) Insecurely attached students reported higher levels of anxiety and depression and had lower self-esteem and feelings of control over their academics than securely attached students.
3) Attachment patterns were also related to psychological health during the transition to college, with insecure students at a disadvantage and reporting more mental health issues than securely attached students.
College and Career Readiness and Success: How Riverside Can Lead the NationRiverside_COE
David Conley & Matt Coleman from the Educational Policy Improvement Center (EPIC) outline what it means to be college and career ready at the Desert Sands Unified School District in La Quinta, CA (11-21-2014)
This document compares students and employees and provides tips for students transitioning to employment. It notes that students are learning, while employees work for an organization in exchange for compensation. Key differences are that students have structured learning environments and personal support, while employees face unexpected changes, structured schedules, and organizational challenges. The document recommends that students gain knowledge, awareness of current events, learn networking, understand degrees don't guarantee jobs, evaluate employers, consider careers early, prepare for interviews, and gain work experience through internships to successfully transition to employment.
The document discusses understanding college and career readiness. It begins by noting the increasing proportion of students pursuing postsecondary education and a national shift towards emphasizing college and career readiness over basic skills. Next, it defines college and career readiness as being able to succeed without remediation in credit-bearing college courses or two-year programs. It then outlines four keys to readiness: thinking strategies, content knowledge, learning skills, and transition knowledge. Finally, it introduces several tools from the Educational Policy Improvement Center that aim to help schools better measure, teach, and connect students to college and career readiness.
21st Century Skills 8 b. Work IndependentlyScott Le Duc
This document provides guidance on developing a personal leadership skills development plan. It lists various leadership skills and recommends selecting three skills to focus on improving. It includes a template for a leadership growth plan which includes the skill to improve, growth objectives, activities to undertake, people who can help, indicators of success, and timeline. The plan is intended to help bridge the gap between discussing leadership and taking action to enhance leadership abilities. It also notes the importance of checking progress with a partner and repeating the skills development planning process regularly.
This document summarizes an information night for incoming 8th graders and their parents about Capital High School. It provides details about IB and AP classes, leadership opportunities, clubs, athletics, graduation requirements, the daily schedule, elective options including world languages, arts, and CTE courses. It introduces administrators and counselors and describes parent groups, the registration process, interventions available, and important dates for new students.
Pathways to High School Graduation - Career and Technology EducationRaise Your Hand Texas
Texas high school students need to gain proficiency in 21st century skills, and the state of Texas needs college and workforce-ready graduates for a 21st century economy.
According to a study sponsored by the Bill and Melinda Gates Foundation in 2006, 81 percent of dropouts responded that “real-world learning” and the opportunity “to see the connection between school and getting a job” may have encouraged them to finish high school.
The document promotes replacing apathy with investment in problem solving and training. It suggests asking students what problems they want to solve rather than what they want to be when they grow up. This frames the discussion around problem solving and the training needed. The document mentions an upcoming technology fair and encourages teachers to showcase their technology use in classes. It asks readers to consider what problems they want to solve and what tools they may need.
The document discusses the Workforce Innovation and Opportunity Act (WIOA) and how it relates to Career and Technical Education (CTE). Some key points:
- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
- A career pathway is defined as a combination of education, training, and support services that aligns with industry needs, prepares students for secondary and postsecondary options, and helps students enter a specific occupation or field.
The document provides information about the Career and Technical Education (CTE) program at Capital High School. It lists several hands-on CTE courses that provide field trips, guest speakers, work experience, and opportunities for college credit or certification in areas such as law and justice, digital design, espresso/smoothie making, personal finance, and Future Business Leaders of America. It also describes CTE courses in visual communications, photography/video, school news service, web design, general technology, computer-aided design, welding, and first aid certification.
College & Career Readiness: Information Literacy Skills Needed By College Bou...JulieLibrarian
This document discusses the information literacy skills needed by college-bound students. It presents data from national and local assessments showing that many students lack proficiency in skills such as developing effective search strategies, evaluating sources, and citing sources. Sample college assignments demonstrate expectations for skills like finding scholarly sources and understanding research processes. The document advocates for teacher-librarian and academic librarian partnerships to help high school students bridge gaps and prepare for college-level work through activities like collaborative research projects. The overall goal is ensuring student success in their freshman year and beyond.
Print this out and use it as a guide for writing your resume. This is a great tool for high school students and graduates translate their skills and experience to apply to real world careers.
Andragogy refers to the method and practice of teaching adult learners. Some key principles of andragogy include that adult learners are self-directed, draw on life experiences for new learning, are ready to learn when they see a need, want skills applicable to real-world problems, and are motivated by factors like self-esteem. Adult learners learn best when instruction integrates past experience, uses concrete examples, incorporates various methods, and allows hands-on problem solving in an informal environment.
This document provides guidance on creating an effective resume. It recommends including key personal information like name, address and contact details at the top. The next sections should highlight qualifications, education history, relevant experiences including jobs, volunteer work and responsibilities, awards and activities, computer skills, and references. Resumes should be one page maximum, use a consistent font, and focus on relevant qualifications rather than providing full life histories or unnecessary details like wages. The goal is to showcase skills and qualifications for the job in a clear, easy-to-read format.
10 Interview Tips For The High School StudentSharon Page
This document provides 10 tips for acing a first job interview. The tips include making a positive first impression by arriving early and having resume copies, dressing professionally, researching the employer, knowing your strengths and preparing CAR stories of challenges, actions, and results to highlight your skills and accomplishments, having prepared questions to ask the interviewer, determining if the position and company are a good fit, evaluating your feelings about the role and company after the interview, mapping out your career path with the employer, and following up after the interview with a thank you note and follow up call.
This document provides guidance for teens on creating an effective resume. It explains that a resume is important for applying to jobs and highlights relevant skills and experiences to include, such as education, work history, extracurricular activities, honors, and "good worker" skills. The document then walks through constructing each section of a resume, including contact information, skills summary, work experience, education, and honors. It offers tips for tailoring a resume when work or extracurricular experience is limited and advises proofreading for accuracy.
The documents discuss college and career readiness. College readiness means students have the English and math skills to succeed in entry-level college courses without remediation. Career readiness means students can succeed in job training programs. Research shows readiness is complex, involving cognitive strategies, content knowledge, behaviors like time management, and contextual awareness of college processes. The Common Core standards aim to ensure students graduate with these skills for college or careers.
London School of International Business offers online Level 5 Diploma in Education and Training in just 8 months.
Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
You can also pay through bank transfer/ EFT
Extra 5% discount available for those paying in full.
London School of International Level 5 Diploma in Health and Social Care in just 8 months.
Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
You can also pay through bank transfer/ EFT
Extra 5% discount available for those paying in full.
The document provides information to assist with career planning and education pathways. It includes sections on personal attributes, education history, activities, employment history, job descriptions, personal requirements, tertiary education options, and resources for course information and industry skills shortages. Key points covered are the different certificate levels at TAFE, options for completing the VCE or VCAL at secondary school, pathways from TAFE to university, apprenticeship information, and support services available.
Welcome to the Level 4 Diploma in Education and Training Management, a prestigious Ofqual-accredited qualification proudly presented by the London School of Business and Research, UK. This comprehensive program is designed for individuals aspiring to excel in educational leadership and management roles. Delivered entirely online, this course caters to the needs of working professionals, providing a flexible and accessible pathway to professional qualification.
Course Overview:
The Level 4 Diploma in Education and Training Management is a comprehensive exploration of the principles and practices integral to effective educational leadership. This program is crafted to equip participants with the knowledge and skills required for managerial roles within educational institutions. Delivered through our advanced online platform, it allows working professionals to seamlessly integrate their studies with their work commitments.
Key Features:
Ofqual Accreditation: This diploma is accredited by Ofqual, ensuring a qualification recognized for its quality and relevance in the field of education management.
Flexible Learning: Tailored for working professionals, our online platform enables you to shape your studies around your work schedule, making education accessible and convenient.
Assignment-Based Assessment: Bid farewell to traditional exams. Assessment is solely based on the submission of assignments, offering a practical and relevant evaluation of your educational management skills.
Educational Leadership: Our curriculum emphasizes strategic educational leadership, providing insights into effective management practices, curriculum development, and organizational leadership within educational settings.
Industry-Relevant Content: Stay ahead in the dynamic field of education management with a curriculum aligned with industry trends, ensuring you acquire skills that are immediately applicable in educational institutions.
Who Should Enroll?
This diploma is ideal for individuals aiming to advance their careers in education management. Whether you are a current educator, administrator, or a professional transitioning into educational leadership, this program caters to a diverse audience with a passion for enhancing the quality of education through effective management.
How to Enrol:
Enrolling in the Level 4 Diploma in Education and Training Management is simple. Visit our website https://www.lsbr.uk/course/othm-level-4-diploma-in-education-and-training-management/ to access detailed course information, entry requirements, and the enrollment process.
Everything you need to know about preparing students for the interview process RIVS
This document discusses how career centers can help prepare college students for the job interview process. It notes that over 40% of college students never visit their career center. Career centers can help students choose careers, prepare for interviews through mock interviews, and provide networking opportunities. They can also teach students how to perfect resumes and cover letters, negotiate job offers, know when to move on to new jobs, and build long-term career paths. The document includes sample interview questions for common college majors.
The document discusses various options for education and career paths after high school graduation. It describes that the amount of needed education depends on one's career goals, and lists 5 options including the military, vocational training, formal education, internships/apprenticeships, and self-employment. It emphasizes that learning is lifelong and a high school diploma or further education can increase earning potential and employability over a career.
These courses are for adults who want to become more confident in Reading, Writing and Maths, to help them embark on a dedicated programme of learning or to enhance their career prospects.
Functional skills can provide confidence and skills to enrol onto Further Education or just to support progress within current roles.
Improving these core skills can be the beginning of a journey to achieving long term personal, career or business goals.
Pathway Group offers these courses free of charge and operates at different levels, to ensure individuals, are set on the appropriate journey. Pathway Group delivers this programme on behalf of Serco.
The document discusses the definitions of college readiness and career readiness. While the terms are often used interchangeably, there are some key differences. College readiness focuses more on the academic courses needed for postsecondary education, while career readiness emphasizes both academic skills and technical or job-specific skills needed for employment. Career readiness also places greater importance on skills like problem solving, communication, and adaptability that are valued by employers. Both require core academic skills in areas like math and English, but career readiness integrates these with technical and employability skills through experiences like internships or experiential learning.
London School of International Business offers online Level 7 Diploma in Health and Social Care Management in just 8 months.
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The document summarizes the National Business Education Association's 2008 yearbook. It outlines business education standards and curriculum from K-12, community college, and university levels. The standards address topics like career exploration, technology skills, personal finance, and more. Business education aims to prepare students for both post-secondary education and careers through a variety of courses, certifications, and student organizations.
The Defense Logistics Agency is seeking an Inventory Management Specialist at the GS-07/09 level in Portsmouth, VA to manage inventory, analyze supply requirements, and ensure timely logistical support. Applicants must have at least 1 year of specialized experience at the GS-05 level for GS-07 or GS-07 level for GS-09, or an appropriate education level. Responsibilities include maintaining inventory records, developing supply plans, and resolving issues for commodity areas.
The document discusses vocational and BTEC qualifications. It explains that BTEC qualifications focus on developing practical skills through work-related activities and assessments. BTEC qualifications range from entry level to level 5 and above and cover a wide range of subject areas. The document provides details about different BTEC qualifications, including what is learned, how students are assessed, and potential progression routes after completion. It emphasizes that BTEC qualifications open doors to careers, apprenticeships, and higher education.
The document discusses vocational and BTEC qualifications. It explains that BTEC qualifications focus on developing practical skills through work-related activities and assessments. BTEC qualifications range from entry level to level 5 and above and cover a wide range of subject areas. The document provides details about different BTEC qualifications, including what is learned, how students are assessed, and potential progression pathways. It emphasizes that BTEC qualifications open doors to careers, apprenticeships, and higher education.
London School of International Business offers Level 3 Diploma in Education and Training
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London School of International Management Diploma in Health and Social Care broadly equivalent to Higher National Diploma (HND) in just 8 months.
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There are many ways to get into the skilled trades, but some methods will be better suited for you than others. If you are looking to enter the skilled trades, here is an overview of the most straightforward ways to jumpstart your new career. Learn more about technical schools, community college programs, union apprenticeships, and on-the-job training in this white paper as well as the strengths and weaknesses of each. For more information about technical programs at The Refrigeration School, contact an RSI Admissions Representative today. - See more at: http://www.refrigerationschool.com/blog/skilled-trades/white-paper-skilled-trades-career-training-so…
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intro to entrepreneurship course outline georgian collegemaamir farooq
This 3 sentence summary provides the key details about the intro to entrepreneurship course:
The course is designed to help students evaluate if they have the necessary business skills and commitment for entrepreneurship by learning about themselves and determining how entrepreneurship could play a role in their lives. Students will be introduced to concepts like environmentally sustainable practices, social entrepreneurship, and will learn the critical factors for identifying business opportunities and starting a new venture. Upon completing the course, students will be able to discuss entrepreneurs and their companies, research their own personal attributes for entrepreneurship, and identify the necessary skills for launching and operating a successful new business.
Similar to College and career readiness power point (20)
This document provides an overview of Nancy Schlossberg's Transition Theory. The theory examines factors that influence a person's ability to cope with transition, defined as any event or non-event that results in changed relationships, routines, assumptions, and roles. The theory identifies three types of transitions (anticipated, unanticipated, and nonevents), three adaptation outcomes, and four factors (situation, self, support, and strategies) that influence a person's ability to cope with transition. The theory has applications for student affairs professionals in helping students and adult learners cope with transitions.
The PSAT takes approximately 3.5 hours to administer and has sections for reading, writing and language, math with and without a calculator. An associate supervisor oversees each testing room and is responsible for seating charts, distributing materials, collecting them, and ensuring all testing policies are followed. They are supported by proctors and hall monitors. Testing materials include student guides, test booklets, answer documents and pencils. Strict security policies are in place before, during and after testing to protect materials. The document outlines policies for seating students, pre-administration, breaks, bathroom use, irregularities, dismissal and the roles and responsibilities of all involved.
1) The document provides information about required standardized tests for 9th, 10th, and 11th grade students in Michigan, including test dates and schedules.
2) 9th graders will take the PSAT 9, 10th graders the PSAT 10, and 11th graders the SAT and M-STEP tests.
3) The tests cover subjects like reading, writing, math, science and social studies and are meant to evaluate student progress and readiness for college and careers.
This document provides an overview and timeline for implementing the Spring 2016 administration of the SAT, PSAT 8/9, and PSAT 10 in Michigan. It outlines important dates, roles and responsibilities of various staff, and logistical planning details. Key dates include April 12-15 for most SAT testing, April 12-13 for most PSAT 8/9 and PSAT 10 testing, and April 26 for make-up exams. Roles like Test Center Supervisor, Associate Supervisor and Proctor are defined. Steps like setting up test centers, ordering materials, and completing student questionnaires are also summarized.
The SAT test consists of three sections: evidence-based reading and writing, mathematics, and an optional essay. The reading and writing section contains 52 reading questions and 44 writing questions testing vocabulary, command of evidence, and expression of ideas over 100 minutes. The math section contains 45 multiple choice and 13 student response questions on algebra, advanced math, problem solving, and data analysis over 80 minutes. An optional 50-minute essay requires analyzing a source text.
Michigan High School Testing Info. Night PowerPointmsweducational
This document summarizes information presented at a Michigan high school testing information night. It outlines the required tests for 9th, 10th, and 11th grade students, including the PSAT 9, PSAT 10, PSAT/NMSQT, M-STEP, SAT, and WorkKeys. Test details such as subject areas, number of questions, timing, and scoring are provided. Resources for additional information on understanding test scores and preparing for the redesigned SAT are also listed.
Michigan High School Testing Information Nightmsweducational
This document summarizes information presented at a high school about required testing for 9th, 10th, and 11th grade students in Michigan. It outlines the following:
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The document provides information and instructions for proctors administering the PSAT on October 14th. It outlines the timing and sections of the PSAT, which has no essay and takes approximately 3.5 hours. It describes the roles of Associate Supervisors, Proctors, and Hall Monitors in setting up the rooms, distributing and collecting materials, and monitoring students. Guidelines are provided for seating students, handling late or absent students, breaks, bathroom breaks, and dismissing students after the test. Procedures for irregularities during the test are also summarized.
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The document outlines a school's focus goals which include improving student achievement, retention, recruitment, safety and relationships. It also focuses on preventing bullying, substance abuse and behaviors hindering development. The goals are to prepare students to be college and career ready by developing strengths and skills for adulthood. Additional sections examine academic and non-academic factors influencing retention, performance and college success, finding high school GPA, ACT scores, academic self-confidence, goals, social involvement and socioeconomic status as top indicators.
This document provides instructions for administering online standardized tests to 11th grade students. It outlines the following key points:
- ELA and math tests will take place over two days in April, with science and social studies tests occurring in one-hour sessions over two days in April.
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The PASS program has the goals of improving student achievement and well-being, as well as developing college and career readiness skills. It provides bi-weekly counseling sessions to help students set goals and track their progress towards passing all classes over two trimesters. Small group presentations also cover topics like study skills, test taking, and personal development. The program rewards student effort through praise, gift cards, food rewards, and parties to motivate achievement. Evaluation of PASS showed that 68% of participating students improved their grades and credits earned towards graduation.
There are 14 categories of special education in Michigan: Cognitive Impairment, Emotional Impairment, Hearing Impairment, Visual Impairment, Physical Impairment, Other Health Impairment, Speech and Language Impairment, Early Childhood Development Delay, Specific Learning Disability, Severe Multiple Impairment, Autism Spectrum Disorder, Traumatic Brain Injury, Deaf-Blind, and Work Cited. Each category is defined and examples are provided of conditions that may fall under each category. Controversies regarding certain categories, like whether children with hearing impairments should learn sign language or receive cochlear implants, are also mentioned.
Reality therapy is a cognitive-behavioral approach developed by William Glasser that focuses on taking responsibility for one's actions and meeting needs in constructive ways. The counselor's role is to keep clients focused on the present and developing specific plans to improve behavior. The ultimate goal is for clients to feel better by gaining effective control over their lives and meeting needs without depriving others. Reality therapy uses techniques like confrontation, planning, and evaluating behaviors to help clients develop a success identity based on responsible fulfillment of needs.
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This document provides steps for students to plan for college, including thinking about their goals and interests, considering their college options, comparing different schools, applying to colleges of interest, planning their academic career and finances, and ultimately deciding where to attend. It outlines a 6-step process for students to follow as they prepare for their future education.
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is powerful.
3. Mastery learning, with an effect size of 0.58. When students focus on mastering tasks in a collaborative environment with feedback, their achievement improves.
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is very impactful.
3. Mastery learning, with an effect size of 0.58. Creating an environment where students learn at their own pace with support and collaboration leads to mastery.
This document discusses a study on the impact of Michigan's New Merit Curriculum (MMC) on at-risk and special education students. The researcher argues that by eliminating local graduation requirements and increasing state requirements to 16 credits, test scores will fall and graduation rates will decrease for these groups. Survey results from school administrators suggest graduation rates are likely to decrease as elective offerings and vocational education participation decline. Focus group discussions expressed concern for how special education and at-risk students will be able to meet the new standards without additional support. The researcher concludes the centralized MMC reform has reduced local control and could increase dropout rates for vulnerable students.
1) Students were instructed to fill out answer sheets and student packs for the AP exams, providing personal information like their name, address, phone number, email, school code, and AP number.
2) It was emphasized that students should provide consistent personal information from year to year to ensure their AP scores are associated with them correctly.
3) The answer sheets and student packs would be collected but returned to students for their first exam, and students were reminded to keep their AP number cards with them.
1. College and Career Readiness
Mission Statement
The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
The standards are designed to be robust and relevant to the
real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American
students fully prepared for the future, our communities will be
best positioned to compete successfully in the global economy.
3. College and Career Readiness
What is the difference between Readiness and Eligibility?
Today’s high school diploma certifies college eligibility via specified courses
taken and grades received.
College eligibility is not the same as college readiness. College and career
readiness is more complex and multi-dimensional than meeting eligibility
standards.
-Educational Policy Improvement Center, David Conley
5. College and Career Readiness
These standards define
the knowledge and skills
students should have
within their K-12
education careers so that
they will graduate high
school able to succeed in
entry-level, credit-bearing
academic college courses
and in workforce training
programs.
-Common Core State Standards
6. College and Career Readiness
College readiness can be defined
operationally as the level of
preparation a student needs in
order to enroll and succeed—
without remediation—in a creditbearing general education course
at a postsecondary institution
that offers a baccalaureate degree
or transfer to a baccalaureate
degree.
-Toward a More Comprehensive Conception of
College Readiness, David Conley, Educational
Policy Improvement Center
7. College and Career Readiness
Being “college-ready” means being
prepared for any postsecondary
education or training experience,
including study at two- and four-year
institutions leading to a
postsecondary credential (i.e.
certificate, license, Associate’s or
Bachelor’s degree). Being ready for
college means that a high school
graduate has the English and
mathematics skills necessary to
qualify for and succeed in entrylevel, credit-bearing college courses
without the need for remedial
coursework.
-Achieve, American Diploma Project Network
8. College and Career Readiness
ACT defines “college
readiness” as students having
approximately a 75% chance
of earning a grade of C or
higher or a 50% chance of
earning a grade of B or higher
in first-year college English
Composition; College Algebra;
History, Psychology, Sociology,
Political Science, or
Economics; and Biology
(credit- bearing courses)
-ACT
9. College and Career Readiness
These standards define the
knowledge and skills
students should have within
their K-12 education careers
so that they will graduate
high school able to succeed
in entry-level, creditbearing academic college
courses and in workforce
training programs.
-Common Core State Standards
10. College and Career Readiness
The definition of “ready” is a
student who can succeed—
without remediation—in
credit-bearing general
education courses or a twoyear associates or certificate
program that leads to a
career in the O-NET job zone
3 classification.
-Beyond Business as Usual-Key State Actions to Boost
College and Career Readiness, PowerPoint
presentation, David Conley
11. College and Career Readiness
Being ready for a career
means that a high school
graduate has the English,
and mathematics
knowledge and skills
necessary to qualify for and
succeed in the
postsecondary job training
and/or education necessary
for their chosen career.
Achieve, American Diploma Project Network
12. College and Career Readiness
We focus on Job Zone 3
because the occupations
in this zone are likely to
offer a wage sufficient
to support a small
family, provide
potential for career
advancement and are
projected to increase in
the future
-ACT
13. College and Career Readiness
O*NET (Occupational Information Network) – US DOL
Job Zones
Overview
A Job Zone is a group of occupations that are similar in:
• how much education people need to do the work,
• how much related experience people need to do the
work, and
• how much on-the-job training people need to do the
work.
14. Job Zone One: Little or No
Preparation Needed
Education Some of these occupations may require a high school
diploma or GED certificate.
Related Little or no previous work-related skill, knowledge, or
Experience experience is needed for these occupations. For example,
a person can become a waiter or waitress even if he/she
has never worked before.
Job Training Employees in these occupations need anywhere from a
few days to a few months of training. Usually, an
experienced worker could show you how to do the job.
Job Zone These occupations involve following instructions and
Examples helping others.
Examples include taxi drivers, amusement and recreation
attendants, counter and rental clerks, construction
laborers, continuous mining machine operators, and
waiters/waitresses.
15. Job Zone Two: Some
Preparation Needed
Education These occupations usually require a high school diploma.
Related Some previous work-related skill, knowledge, or experience
Experience is usually needed. For example, a teller would benefit from
experience working directly with the public.
Job Training Employees in these occupations need anywhere from a few
months to one year of working with experienced employees.
A recognized apprenticeship program may be associated with
these occupations.
Job Zone These occupations often involve using your knowledge and
Examples skills to help others.
Examples include sheet metal workers, forest fire fighters,
customer service representatives, physical therapist aides,
salespersons (retail), and tellers.
16. Job Zone Three: Medium
Preparation Needed
Education Most occupations in this zone require training in vocational schools,
related on-the-job experience, or an associate's degree.
Related Previous work-related skill, knowledge, or experience is required for
Experience these occupations. For example, an electrician must have
completed three or four years of apprenticeship or several years of
vocational training, and often must have passed a licensing exam, in
order to perform the job.
Job Training Employees in these occupations usually need one or two years of
training involving both on-the-job experience and informal training
with experienced workers. A recognized apprenticeship program
may be associated with these occupations.
Job Zone These occupations usually involve using communication and
Examples organizational skills to coordinate, supervise, manage, or train
others to accomplish goals.
Examples include food service managers, electricians, agricultural
technicians, legal secretaries, interviewers, and insurance sales
agents.
17. Job Zone Four: Considerable
Preparation Needed
Education Most of these occupations require a four-year bachelor's degree,
but some do not.
Related A considerable amount of work-related skill, knowledge, or
Experience experience is needed for these occupations. For example, an
accountant must complete four years of college and work for
several years in accounting to be considered qualified.
Job Training Employees in these occupations usually need several years of
work-related experience, on-the-job training, and/or vocational
training.
Job Zone Many of these occupations involve coordinating, supervising,
Examples managing, or training others.
Examples include accountants, sales managers, database
administrators, teachers, chemists, environmental engineers,
criminal investigators, and special agents.
18. Job Zone Five: Extensive
Preparation Needed
Education Most of these occupations require graduate school. For example,
they may require a master's degree, and some require a Ph.D.,
M.D., or J.D. (law degree).
Related Extensive skill, knowledge, and experience are needed for these
Experience occupations. Many require more than five years of experience. For
example, surgeons must complete four years of college and an
additional five to seven years of specialized medical training to be
able to do their job.
Job Training Employees may need some on-the-job training, but most of these
occupations assume that the person will already have the required
skills, knowledge, work-related experience, and/or training.
Job Zone These occupations often involve coordinating, training, supervising,
Examples or managing the activities of others to accomplish goals. Very
advanced communication and organizational skills are required.
Examples include librarians, lawyers, aerospace engineers, wildlife
biologists, school psychologists, surgeons, treasurers, and
controllers.
19. College and Career Readiness
ACT study provides empirical
evidence that, whether
planning to enter college or
workforce training programs
after graduation, high school
students need to be educated
to a comparable level of
readiness in reading and
mathematics.
Graduates need this level of
readiness if they are to
succeed in college-level
courses without remediation
and to enter workforce
training programs ready to
learn job-specific skills.
20. College and Career Readiness
A synopsis of the research
College and Career Readiness are complex and
multidimensional . Research has indicated a
number of cognitive, metacognitive,
psychosocial and career development factors
which are critical to college and career
success.
21. The Four Dimensions of College
Readiness
Key Cognitive Strategies
• Problem formulation, research,
• interpretation, communication,
precision and accuracy.
Contextual Skills
and Awareness
Academic
Behaviors
Key Content Knowledge
• Key foundational content and
“big ideas” from core subjects.
Academic Behaviors
• Self-management skills:
time management, study skills,
goal setting, self-awareness,
and persistence.
Key Content
Knowledge
Contextual Skills and Awareness (College Knowledge)
Key
Cognitive
Strategies
• Admissions requirements, college types and missions,
affording college, college culture, and relations with
professors.
Educational Policy Improvement Center, David Conley
22. ACT Pyramid for Success
Impact of Cognitive, Psychosocial, and Career Factors on Education and Workplace Success, ACT
23. In the Workplace
Carefulness—tendency to think and plan carefully before acting or speaking.
Cooperation—tendency to be likable and cordial in interpersonal situations.
Creativity—tendency to be imaginative and to think "outside the box."
Discipline—tendency to be responsible, dependable, and follow through with tasks
without becoming distracted or bored.
Goodwill—tendency to be forgiving and to believe that others are well intentioned.
Influence—tendency to impact and dominate social situations by speaking without
hesitation and often becoming a group leader.
Optimism—tendency toward having a positive outlook and confidence in successful
outcomes.
Order—tendency to be neat and well organized.
Savvy—tendency to read other people's motives, understand office politics, and
anticipate the needs and intentions of others.
Sociability—tendency to enjoy being in other people's company and to work with
others.
Stability—tendency to maintain composure and rationality in situations of actual or
perceived stress.
Striving—tendency to have high aspiration levels and to work hard to achieve goals.
24. Language in the Common Core
Standards
Students Who are College and Career Ready in Reading,
Writing, Speaking, Listening, and Language
• They demonstrate independence.
• They build strong content knowledge.
• They respond to the varying demands of audience, task,
purpose, and discipline.
• They comprehend as well as critique.
• They value evidence.
• They use technology and digital media strategically and
capably.
• They come to understand other perspectives and cultures.
25. Language in the Common Core
Standards
• The high school standards call on students to
practice applying mathematical ways of thinking
to real world issues and challenges; they prepare
students to think and reason mathematically.
• The high school standards set a rigorous
definition of college and career readiness, by
helping students develop a depth of
understanding and ability to apply mathematics
to novel situations, as college students and
employees regularly do.
This describes the “end game” according to the Common Core State Standards.
Today, our goal is to begin the conversation around College and Career Readiness, work to help you define these terms. Our hope is that within 2 years, your district will be able to communicate these terms with appropriate definitions and outcomes described to your staff, community, parents and students. For today, remember this is an introduction, and a place to begin.
First, what readiness is NOT. For our purposes (and that described in the CCSS) Readiness is not eligibility. This is stated to clarify the difference between eligibility and readiness. We want to focus on readiness.
Activity: Please write a short definition of College Readiness and a short definition of Career Readiness. Discuss at your table - What is your “end game”
Today, we will begin this conversation. We will post references and resources on the website for you to explore. Our hope is that in 2 years, your district may be able to define this/clarify this for your staff, community, parents and students. Today we will introduce and begin…ONLY
AFTER THE DISCUSSION - We will quickly review “definitions” from four sources: The Common Core Standards, David Conley and the Educational Policy Improvement Center, Achieve-The American Diploma Project and ACT.
This is form the Common Core State Standards-this definition describes BOTH College and Career Readiness.
David Conley describes College Readiness as…
Definition from Achieve, American Diploma Project- College Readiness
Definition from ACT-You will recognize this from work with EXPLORE and PLAN and the ACT where the College Readiness Benchmarks are described by achievement levels or scores on the assessments.
Again, College and Career Readiness from the Common Core State Standards
This definition from David Conley (ppt posted)
Career Readiness from Achieve
This is Career Ready from ACT.
Please look at the definitions you drafted. Did you see any recurring themes in the definitions you wrote, or in the four examples?
Did any of your examples include O*NET Job Zone 3? I am going to take just a minute to explain O*NET because this is referenced in many of the Career Ready documentation and definitions that are used in the literature and research.
Definition of Job Zones. Use for reference to compare what Job Zone 3 describes. Quickly flip through slides.
Question: Is this level of preparation sufficient for our students?
What do you think? Should this be our end game as educators?
Job Zone 3 is often describes as Middle Jobs, jobs that require some postsecondary training, but not necessarily a bachelor’s degree. Middle Skilled jobs are where the most growth is predicted to occur (45% of jobs) Lower skilled jobs are disappearing (22%) and the rate of jobs requiring BS/MS is approximately consistent with job demands (33%) Job Zone 3 jobs pay on average about $40K. Read and reference Pathways to Prosperity summary.
Job Zone 4 includes teachers.
Job Zone 5 includes school psychologists and administrators.
This concordance study compared ACT type skills to O*Net Job Zone 3 skills and concluded that students need the same rigorous education to succeed. Reference curriculum profiles for apprenticeship training programs – carpenter, millwright, electrician, brick mason, iron workers etc. (WorkKeys Level 5-5-5)
This is a brief comparison of two models which examine what is often called “soft-skills”. These soft skills (as well as cognitive skills) are sited in numerous reports and research—usually describing why students are NOT ready for college or NOT ready for work. Educators need to pay attention to these as well. Note that many docs will be posted on website for further research.
This report is posted on the website. Key cognitive strategies include critical thinking and problem solving. Key content knowledge include English, Mathematics, Science, Social Studies, World Languages and the Arts. Academic Behaviors include self-awareness, self-monitoring, self-control., persistence. Contexual Skills and Awareness means you KNOW HOW TO GO, and what to do when you get there.
Full report posted on the website. Big Five-Salient Personality Constructs are: Conscientiousness, Extraversion, Emotional Stability, Agreeableness and Openess. These are consistent in behavioral research and across cultures and time. Manifest and measured differently depending on age
In the workplace these have similar, but different titles—these behavior based attributes are essential to readiness and success. In other words these are constant over culture and time. Consistent measures again based on Big Five-Salient Personality Constructs: Conscientiousness, Extraversion, Emotional Stability, Agreeableness and Openess.
Review your definitions of College and Career Readiness again—Did you include any of these metacoginitve, psychosocial factors in your definition? Is Self Management or regulation part of your definition? How about “knowing how to go” or Career Development?
Question: What behavioral attributes or personality constructs do you recognize in this (content) language? There is an attempt from the authors to integrate these very important measures of success into the content.
Examples from Math standards – same as previous
I have one final activity for you to complete, but before I present the assignment, do you have any questions or is there some additional clarification needed?
At your table briefly answer these questions about College and Career Readiness.
What? Do you need to do to ensure these concepts are included as you work toward the standards.
So What? – What happens if you do not clearly define these concepts for your staff, parents, students, community?
Now What? What might you need to do so that these concepts are integrated?
Again-let me remind you that today our goal is to simple open this conversation and keep these concepts in the forefront as you work through some of the technical work today.