Develop Your Future: Career Planning for Future Success

The Big Picture -Career Planning : The Big Picture -Career Planning T 1-1 module module 1 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 1-2 OBJECTIVES state three reasons why it is important to spend time and energy doing career exploration. list the influences you have had on your career thinking to date. list the topics that will be covered in the remainder of the curriculum. At the end of this module, you will be able to

REASONS WHY CAREER PLANNING IS IMPORTANT : T 1-3 REASONS WHY CAREER PLANNING IS IMPORTANT A major portion of your life is spent at work. Good career planning improves the chances that you will be satisfied with your work. Satisfaction in work affects other parts of your life. The amount of money earned through work affects your lifestyle. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

INFLUENCES ON CAREER DECISIONS : T 1-4 INFLUENCES ON CAREER DECISIONS Parents and other relatives Counselors and teachers Friends TV and/or the Internet Experiences School activities Coursework Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 5 : Module 1: The Big Picture – Career Planning Module 2: Focusing on Choices – Good Decision Making Module 3: A Self-Portrait – Self-Concept and Life Roles Module 4: The Album of Occupations – How Work is Organized Module 5: Focusing on Yourself – Learning About Your Interests and Skills T 1-5 COURSE DESCRIPTION Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

COURSE DESCRIPTION, continued : T 1-6 COURSE DESCRIPTION, continued Module 6: Polaroid or Digital – Job Characteristics Module 7: Zooming in on Favorites – Researching Occupations Module 8: Imaging Your Future – Connecting School to Work Module 9: A Personal Picture Album – Career Portfolio Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 7 : T 1-7 HOMEWORK FOR NEXT SESSION Record five decisions you have recently made. Summarize the alternatives, information considered, and the results of each decision. Using Snapshot 2: Decision Making in My Life Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Focusing on Choices –Good Decision Making : Focusing on Choices –Good Decision Making T 2-1 module module 2 DEVELOP YOUR FUTURE I

OBJECTIVES : T 2-2 OBJECTIVES describe different levels of decision making state the steps of a planful model of decision making apply the planful model to your personal career decision making At the end of this module, you will be able to Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

DEFINITIONS : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 2-3 DEFINITIONS Decision - selection of one alternative rather than another Alternative - different ways in which a problem may be solved, or a goal reached Goal - an event, condition, or outcome that we set for some future date Consequences - results, or outcomes, of making a decision

THE PLANFUL DECISION-MAKING MODEL : T 2-4 THE PLANFUL DECISION-MAKING MODEL Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

STEPS OF THE PLANFUL DECISION-MAKING MODEL : T 2-5 STEPS OF THE PLANFUL DECISION-MAKING MODEL Step 1: Identify the decision to be made. Step 2: Consider characteristics of self. Step 3: Identify alternatives. Step 4: Collect information about each alternative. Step 5: Put alternatives in priority order. Step 6: Take action. Step 7: Review the decision and possible outcomes. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 13 : T 2-6 HOMEWORK FOR NEXT SESSION How your parents see you How your friends see you How your teachers see you Write a one- or two-page description of yourself from three different perspectives or viewpoints: Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

A Self-Portrait – Self-Concept and Life Roles : A Self-Portrait – Self-Concept and Life Roles T 1-1 module module 3 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 3-2 OBJECTIVES define self-concept depict and describe your own self-concept state relationships between your personal self-concept and career choices you may make select and describe the roles you are currently playing At the end of this module, you will be able to

THE CAREER RAINBOW : T 3-3 THE CAREER RAINBOW This graphic is adapted from Dr. Donald Super’s theory. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

LIFE ROLES : T 3-4 LIFE ROLES Son/Daughter - time and energy spent in relating to your parents Student - time and energy spent in school and doing homework Friend - time and energy spent developing and keeping friendships Worker - time and energy spent in paid employment Spouse/Partner - time and energy spent in a marriage or other long-term relationship Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

LIFE ROLES, continued : T 3-5 LIFE ROLES, continued Parent - time and energy spent raising and relating to children Homemaker - time and energy spent caring for a home and other daily needs Leisurite - time and energy spent in relaxation and recreation Citizen - time and energy spent in volunteer activities Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 19 : T 3-6 HOMEWORK FOR NEXT SESSION Put the 32 occupations into 16 pairs, not using the title of any occupation twice. Write down why you paired the two occupations. Using Snapshot 4: Pairing Occupations Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HEALTH SCIENCE : T 4-11 HEALTH SCIENCE typically work indoors may serve people’s physical or mental needs by providing direct services may do research related to health, disease, or nutrition may supervise facilities where people with physical or mental needs are located Occupations related to making or keeping people well; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HOSPITALITY AND TOURISM : T 4-12 HOSPITALITY AND TOURISM typically work indoors may manage restaurants, hotels, or amusement parks may plan travel for other people may advertise or sell all kinds of travel arrangements Occupations related to restaurants, hotels/motels, travel plans, or entertainment; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HUMAN SERVICES : T 4-13 HUMAN SERVICES typically work indoors help improve the lives of others in some way may provide personal care to others may provide counseling or other mental health services may provide spiritual care Occupations that serve the personal needs of others; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

INFORMATION TECHNOLOGY : T 4-14 INFORMATION TECHNOLOGY typically work indoors may write computer programs may manage computer databases may plan and operate computer networks Occupations related to providing computer or web-based services; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

LAW, PUBLIC SAFETY, AND SECURITY : T 4-15 LAW, PUBLIC SAFETY, AND SECURITY work indoors or outdoors protect people from crime protect people from fire or other harmful events enforce laws or the decisions of courts Occupations that protect the public; workers may Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

MANUFACTURING : T 4-16 MANUFACTURING typically work indoors may plan how products can be made may participate in making products may manage the production of products may check the quality of products Occupations related to making products; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

MARKETING, SALES, AND SERVICE : T 4-17 MARKETING, SALES, AND SERVICE typically work indoors may make plans to market products or services may sell products or services directly to others may manage the sale of products or services Occupations related to promoting and selling goods and services; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS : T 4-18 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS typically work indoors may do research in a laboratory setting may design new things, such as bridges or roads, and build them may assist those who design new things in a laboratory setting Occupations related to design, research, and development; workers Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

TRANSPORTATION, DISTRIBUTION, AND LOGISTICS : T 4-19 TRANSPORTATION, DISTRIBUTION, AND LOGISTICS work indoors or outdoors drive or pilot trucks, ships, trains, planes, and other forms of transportation manage people and activities related to moving goods Occupations related to moving people and materials; workers may Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 29 : T 4-20 HOMEWORK FOR NEXT SESSION Take the Kuder Career Search with Person Match (interest inventory) and the Kuder Skills Assessment-16 on the Internet. Print your reports and bring them to class. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Focusing on Yourself – Learning About Your Interestsand Skills : Focusing on Yourself – Learning About Your Interestsand Skills T 1-1 module module 5 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 5-2 OBJECTIVES identify the career clusters of your highest interests and skills describe what your personal profile of interests and skills means list occupations that you want to explore in depth At the end of this module, you will be able to

YOUR KUDER CAREER SEARCH REPORT : T 5-3 YOUR KUDER CAREER SEARCH REPORT Your areas of interest in Federal Career Cluster rank order List of person who answered the questions like you did and their occupations Lists of possible occupations (by education level) and access to their descriptions Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

KUDER CAREER SEARCH REPORT : T 5-4 KUDER CAREER SEARCH REPORT Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

PERSON MATCH : T 5-5 PERSON MATCH Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

LIST OF OCCUPATIONS : T 5-6 LIST OF OCCUPATIONS Your reports include a list of career specialties and occupations for each cluster. They are divided by the associated pathways for each cluster. Mark the titles of occupations you want to explore. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 36 : T 5-7 Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

KUDER SKILLS ASSESSMENT REPORT : T 5-8 KUDER SKILLS ASSESSMENT REPORT Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

COMPOSITE REPORT : T 5-9 COMPOSITE REPORT Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 39 : T 5-10 HOMEWORK FOR NEXT SESSION Complete Snapshot 5: Self-Assessment Summary Sheet List the five career clusters of your highest interests List the five career clusters of your highest skills Write down the titles of occupations in each of these clusters that you want to explore Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. Complete Snapshot 6: Your Fantasy Job and bring it to the next class session

Polaroid or Digital –Job Characteristics : Polaroid or Digital –Job Characteristics T 1-1 module module 6 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 6-2 OBJECTIVES state three job characteristics that are important to you understand the relationship of job characteristics to job satisfaction understand changing male and female roles At the end of this module, you will be able to

JOB CHARACTERISTICS : T 6-3 JOB CHARACTERISTICS Education level Work hours Work setting Independence level Gender (of others in the occupation) Variety level Supervision level Copyright © 2002, 2003 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

JOB CHARACTERISTICS, continued : T 6-4 JOB CHARACTERISTICS, continued Working with people (rather than machines or objects) Working with others (rather than alone) Pressure level Income level Travel requirement Responsibility level Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 44 : T 6-5 HOMEWORK FOR NEXT SESSION daily job duties education or training required job characteristics related to those you desire Talk with two adults who work full-time and find out about Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Zooming in on Favorites – Researching Occupations : Zooming in on Favorites – Researching Occupations T 1-1 module module 7 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 7-2 OBJECTIVES name at least three favorite occupations selected from your two highest clusters relating to your interests detail the work tasks, training required, employment outlook, and earnings for these three occupations At the end of this module, you will be able to

WHAT YOU NEED TO KNOW : T 7-3 WHAT YOU NEED TO KNOW Daily job duties Conditions of work Skills and education needed Earnings Career ladder Future employment outlook Desirable and undesirable features Where to get more information Copyright © 2002, 2003 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

WHY IT IS IMPORTANT TO KNOW ABOUT YOUR OCCUPATIONS : T 7-4 WHY IT IS IMPORTANT TO KNOW ABOUT YOUR OCCUPATIONS To know whether to continue to keep the occupation on your personal list. To know what kind of future education is needed. To know what courses to take in school.

Slide 49 : T 7-5 USING THE KUDER CAREER PLANNING SYSTEM TO GATHER INFORMATION ABOUT OCCUPATIONS Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. Re-enter your career portfolio by clicking on Returning Users in the menu and entering the user name and password you created when you took the Kuder Career Search with Person Match interest inventory and the Kuder Skills Assessment-16. (If you have not registered, click on New Users to complete the process.) Select Assessment Results then click on View next to the Kuder Career Search with Person Match. Click on the title of the highest-ranking cluster in your profile. Access the online Kuder Career Planning System at http://www.kuder.com (or your state-specific site) following the instructions below.

Slide 50 : T 7-6 USING THE KUDER CAREER PLANNING SYSTEM TO GATHER INFORMATION ABOUT OCCUPATIONS Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. Select Explore Occupations to select one of the career pathways for this cluster and note the list of career specialties and occupations in the right column. Select the title of an occupation you would like to explore. Click on See All the Details (This step is not necessary if you use the Occupation Search discussed in the note). Read about the occupation including educational requirements, work tasks, needed skills, wages, and employment outlook. Click on every option to get more information. Watch the video, if one is offered, by clicking on Watch a Short Career Video.

Slide 51 : T 7-7 USING THE KUDER CAREER PLANNING SYSTEM TO GATHER INFORMATION ABOUT OCCUPATIONS Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. Scroll to the bottom of the page and click on Wages and Trends to get the projected salary and employment outlook for this occupation in your state (this section automatically defaults to the individual’s state, but another may be selected from the drop down menu). Complete your worksheet for one occupation, and store its title in your Favorites List if you want to continue to consider this occupation. Repeat this process for two other occupations, which may come from this same cluster or your second highest-ranking cluster. Note: If you have not completed the Kuder Career Search with Person Match, begin by clicking on Explore Careers (left menu) > Career Clusters > then enter the title of the cluster of interest. If you wish to access a specific occupation directly, choose Explore Careers > Occupation Search > then enter an occupational title in the keyword field.

Slide 52 : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 7-8 HOMEWORK FOR NEXT SESSION Choose one occupation from today’s research that appeals to you. Call or visit a person who works in that occupation. Use Snapshot 9: Up Close and Personal as the basis for your interview.

Imaging Your Future – Connecting School to Work : Imaging Your Future – Connecting School to Work T 1-1 module module 8 DEVELOP YOUR FUTURE I

OBJECTIVES : Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use. T 8-2 OBJECTIVES state the educational requirements for entry into occupations of your highest preference select an educational path that you plan to follow after high school select high school courses that will best prepare you for your occupational and educational choices At the end of this module, you will be able to

AFTER HIGH SCHOOL : T 8-3 AFTER HIGH SCHOOL Apprenticeship - training for a specific occupation through a combination of classroom and on-the-job experience Vocational-technical school - specialized training for specific occupations Community college - specialized training for specific occupations or the first two years of college in preparation for transfer Four-year college - completion of four years of education after high school, majoring in a specific area, to get a bachelor’s degree Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

AFTER HIGH SCHOOL, continued : T 8-4 AFTER HIGH SCHOOL, continued Military service - getting training for any of 150 occupations plus funds for additional education after leaving the military Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

AGRICULTURE, FOOD, AND NATURAL RESOURCES SAMPLE HIGH SCHOOL COURSES : T 8-5 AGRICULTURE, FOOD, AND NATURAL RESOURCES SAMPLE HIGH SCHOOL COURSES Biology Calculus Botany Chemistry Physics Physiology Nutrition Computer Programming Business Principles Marketing and Sales Accounting Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

ARCHITECTURE AND CONSTRUCTIONSAMPLE HIGH SCHOOL COURSES : T 8-6 ARCHITECTURE AND CONSTRUCTIONSAMPLE HIGH SCHOOL COURSES Art Graphic Design Computer-Aided Design Calculus Physics Carpentry Construction Trades Electricity Blue Print Reading Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

ARTS, A/V TECHNOLOGY, AND COMMUNICATIONS SAMPLE HIGH SCHOOL COURSES : T 8-7 ARTS, A/V TECHNOLOGY, AND COMMUNICATIONS SAMPLE HIGH SCHOOL COURSES Art Writing Graphic Arts Radio and TV Broadcasting Theatre Technology Journalism Film Making Drama Music Appreciation Public Speaking Digital Photo Imaging Multi-media Production Choreography Performing Arts Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

BUSINESS, MANAGEMENT, AND ADMINISTRATION SAMPLE HIGH SCHOOL COURSES : T 8-8 BUSINESS, MANAGEMENT, AND ADMINISTRATION SAMPLE HIGH SCHOOL COURSES Computer Science Entrepreneurship Accounting Business Finance Business Principles Record Keeping Virtual Enterprise Computer Applications Business Law Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

EDUCATION AND TRAININGSAMPLE HIGH SCHOOL COURSES : T 8-9 EDUCATION AND TRAININGSAMPLE HIGH SCHOOL COURSES Child Care and Guidance Psychology Human Development Speech Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

FINANCESAMPLE HIGH SCHOOL COURSES : T 8-10 FINANCESAMPLE HIGH SCHOOL COURSES Accounting Bookkeeping Business Principles Database Management Computer Applications Business Economics Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

GOVERNMENT AND PUBLIC ADMINISTRATION SAMPLE HIGH SCHOOL COURSES : T 8-11 GOVERNMENT AND PUBLIC ADMINISTRATION SAMPLE HIGH SCHOOL COURSES Business Principles Business Economics Business Finance Speech Psychology History Business Law Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HEALTH SCIENCESAMPLE HIGH SCHOOL COURSES : T 8-12 HEALTH SCIENCESAMPLE HIGH SCHOOL COURSES Biology Physiology Nutrition Chemistry Calculus Psychology Emergency Medical Treatment Zoology Physics Allied Health Sociology Child Development Pharmacy Technology Emergency Protective Services Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HOSPITALITY AND TOURISMSAMPLE HIGH SCHOOL COURSES : T 8-13 HOSPITALITY AND TOURISMSAMPLE HIGH SCHOOL COURSES Business Principles Business Finance Hospitality/Food Services Nutrition Entrepreneurship Sociology Hotel/Motel Management Travel and Tourism Psychology Public Speaking Record Keeping Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

HUMAN SERVICESSAMPLE HIGH SCHOOL COURSES : T 8-14 HUMAN SERVICESSAMPLE HIGH SCHOOL COURSES Child Development Psychology Cosmetology Business Principles Public Speaking Sociology Law Marketing Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

INFORMATION TECHNOLOGYSAMPLE HIGH SCHOOL COURSES : T 8-15 INFORMATION TECHNOLOGYSAMPLE HIGH SCHOOL COURSES Computer Programming Database Design Computer Graphics Web Design LAN Maintenance Business Principles Desktop Publishing Record Keeping Computer Presentations Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

LAW, PUBLIC SAFETY, AND SECURITYSAMPLE HIGH SCHOOL COURSES : T 8-16 LAW, PUBLIC SAFETY, AND SECURITYSAMPLE HIGH SCHOOL COURSES Psychology Writing Fire Services Criminology Law Sociology Critical Issues Criminal Justice Emergency Protective Services Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

MANUFACTURINGSAMPLE HIGH SCHOOL COURSES : T 8-17 MANUFACTURINGSAMPLE HIGH SCHOOL COURSES Manufacturing Technology Engineering Drafting Computer-Aided Design Robotics and Automation Machine Tool Technology Technical Drafting Blueprint Reading Business Principles Electrical Science Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

MARKETING, SALES, AND SERVICESAMPLE HIGH SCHOOL COURSES : T 8-18 MARKETING, SALES, AND SERVICESAMPLE HIGH SCHOOL COURSES E-Marketing Business Economics Business Finance Writing Web Design Entrepreneurship Store Operations Business Principles Accounting Business Law Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

SCIENCE, TECHNOLOGY, AND ENGINEERINGSAMPLE HIGH SCHOOL COURSES : T 8-19 SCIENCE, TECHNOLOGY, AND ENGINEERINGSAMPLE HIGH SCHOOL COURSES Computer Programming Marine Biology Chemistry Physics Calculus Computer-Aided Design Technical Writing Engineering Problem Solving Robotic Construction Systems Analysis Probability and Statistics Robotics and Automation LAN Maintenance Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

TRANSPORTATION, DISTRIBUTION, AND LOGISTICSSAMPLE HIGH SCHOOL COURSES : T 8-20 TRANSPORTATION, DISTRIBUTION, AND LOGISTICSSAMPLE HIGH SCHOOL COURSES Automotive Mechanics Electronics Machine Tool Technology Electrical Science Manufacturing Technology Robotics Business Law Business Principles Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 73 : T 8-21 HOMEWORK FOR NEXT SESSION Talk with your parent(s) and counselor and complete the template you printed out, listing courses you plan to take in high school. Put this plan into your online career portfolio. Talk with your parent(s) and counselor about Snapshot 10. See how they react to your choice of occupations, tentative high school plan, and thoughts for education after high school. Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

A Personal Picture Album – The Career Portfolio and Action Plan : A Personal Picture Album – The Career Portfolio and Action Plan T 1-1 module module 9 DEVELOP YOUR FUTURE I

OBJECTIVES : T 9-2 OBJECTIVES list and describe the kinds of information you should place in your portfolio describe how to use a portfolio to assist in career planning to maintain a personal career portfolio At the end of this module, you will be able to Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

CAREER PORTFOLIO : T 9-3 CAREER PORTFOLIO Your personal career portfolio is an organized collection of information about you… Schools attended Courses and grades Honors, accomplishments, and awards School and community activities Special skills and talents Results of tests and inventories Occupations being considered Educational plans Work experience Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

WAYS TO USE A PORTFOLIO : T 9-4 WAYS TO USE A PORTFOLIO To keep a record of results of inventories and tests To make plans for high school (or college) courses to be taken and record credits and grades To keep track of choices about occupations, majors, and schools and come back to explore and re-prioritize them further To keep a list of schools attended and dates To keep track of part-time and full-time jobs To keep notes about career plans To record in-school and out-of-school activities To develop, update, and store resumes that can be printed out or sent electronically to potential employers To keep information important to career planning organized in one place where it is easy to access and edit Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

KUDER CAREER PORTFOLIO : T 9-5 My Profile Take An Assessment Assessment Results Plan for the Future Explore Careers Choose A Major Select A College Find Financial Aid Get A Job KUDER CAREER PORTFOLIO Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.

Slide 79 : T 9-6 HOMEWORK FOR NEXT SESSION Do they think that the results of the inventories “fit” for me? What information about me would you add? What are your reactions to my plans for future education and occupational choices? Show your portfolio to your parents/guardian and ask: Copyright © 2005 by JoAnn Harris-Bowlsbey, Ed.D. and Nancy Perry, MSEd. All rights reserved. Permission granted by publisher to copy for student use.