Presentation on theme: "Pathways Planning and Support through the Education and Career/Life Planning Program for Ontario Schools."— Presentation transcript:
1 Pathways Planning and Support through the Education and Career/Life Planning Program for Ontario Schools
2 “People often say that this or that person has not yet found themselves. But the self is not something one finds, it is something one creates”Thomas Szasz (Psychologist)“As you become more clear about who you really are, you’ll be better able to decide what is best for you – the first time around.”Oprah Winfrey, media personality and Philanthropist
3 “Fresh Starts/False Starts” Tilleczek, 2007 In talking about how they see youth and youth culture, parentsalso spoke about watching their teenage children and theirchildren’s friends grow up and begin to think about their futures.Participants saw this goal-oriented thinking as being a protectivefactor in their children’s lives. They also recognized how schoolprograms can help support this kind of thinking and how their ownroles have shifted to accommodate their maturing children.“It’s just, to me it’s, they’re going in a path and you, you’re trying to guide them but it’s their path”“One thing I think is good in the grade ten is that they take the careers…They actually have them research a program and where they would go…either to college or university and what they would take and how they would get there and so at least it gets the kids thinking about something that normally at this age they don’t think about.”
4 New Education and Career/Life Planning Program Overview VISION:All students leave secondary school with a clear plan for their initial postsecondary destination (apprenticeship training, college, community living, university, the workplace) and confidence in their ability to implement and revise their plans throughout their lives.Students are the architects of their lives!Creating Pathways to Success: “puts students at the centre of their own learning. Students are encouraged to discover themselves, explore opportunities, pursue their passions and design their personal pathways to success...It takes the whole education community (educators, administrators, students and parents), as well as the broader community to support students in this learning.”
5 New Education and Career/Life Planning Policy/Program Overview help students develop the knowledge and skills for developing and revising education and career/life plans during the course of their lives; andensure that all students have a plan in place for initial postsecondary destination (apprenticeship, college, community living, university, workplace).Features of the New Education and Career/Life Planning ProgramFocus on developmentally appropriate education and career/life planning programming K-12Framework for learning based on a four-step inquiry processEmphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondaryTools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.
7 Action – Creating Pathways to Success Activity – Lottery Scenario Using the 4-step Inquiry Process consider a scenario where you’ve won the lottery.At your tables, engage in a discussion about how the scenario may play out in the context of the four question.
8 Education and Career/Life Planning Program Individual Pathways Plan7-12CLASSROOMAreas of Learning andInquiry Questions (What?)Evidence of Learning(How?)SCHOOLCOMMUNITYWhere do the learning experiences occur to support students in developing education and career /life planning knowledge and skills?How is the evidence gathered? How is the learning documented?Learning Opportunities(Where?)Knowing YourselfExploring OpportunitiesMaking Decisions and Setting GoalsAchieving Goals and Making TransitionsFocus on developmentally appropriate education and career/life planning programming K-12Framework for learning based on a four-step inquiry processEmphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondaryTools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.
9 Links to Current Curriculum Who Am I?Grade 8 Health & Physical Education, Personal Skills (PS) 1.1“Use self-awareness & self-monitoring skills to help them understand their strengths & needs, take responsibility for their actions, recognize sources of stress & monitor their own progress…”Grade 10 Applied English, Overall Expectation 3“Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations”Specific Expectation – Metacognition 3.2“identify a few different skills in viewing, representing, reading and writing that help them improve their oral communication skills”1) In addition to the 3 strands in the new Health and Physical Education curriculum grades 1 –8 are an additional set of expectations presented at the start of each grade– living skills. These are the personal , interpersonal and critical and creative thinking skills that are essential to the achievement of expectations in the 3 strands. They make the learning in health and physical education personally relevant to students, as students learn to apply them in a variety of contexts that relate to their everyday lives.These “living skills” help students develop a better understanding of themselves and help them answer the question “Who Am I”The grade 9 – 12 curriculum will have a similar framework
10 Links to Current Curriculum What are my opportunities?Grade 9 – 12 ScienceStrand in all science courses “scientific investigation skills and career exploration”Specific Expectation A.2.1 “Identify and describe a variety of career related to the fields of science under study and the education and training necessary for these careers”2. The Arts, Grade 6 (Drama) Specific Expectation B3.2“Identify and describe key contributions drama and theatre make to the community e.g. provide opportunities for self-expression and creativity to both amateurs and professionals; provide employment for a wide variety of workers; encourage tourism; promote strengthening and healing in Aboriginal communities; Teacher prompts: “What careers related to theatre do not involve acting?”2) Similarly, the revised Grade 9 – 12 Science curriculum contain a common strand “scientific investigation skills and career exploration which helps students explore a variety of careers related to science helping them answer the question “What are my Opportunities.
11 Links to Curriculum Who do I want to become? Grade 4 Visual Arts D2.4 Identify and document their strengths, interests and areas for improvement as creators and viewers of art. (e.g. review note and sketches they have made during a visit to a gallery) Teacher prompts: “What do you notice first when you look at works of art? What do you consider when you give yourself time to think before deciding whether you like an art work.2. Grade 9 – 12 Technological Education – strand career explorationD2. identify careers in various technological fields, and describe the educational requirements for them.The third question is “Who do I want to become” not “What do I want to become.This speaks to the broader definition of a person’s career involving all parts of their life. This broader definition includes pursuits related to personal s strengths and interests whether in education, or volunteer, or paid worker or as a citizen.In the arts curriculum there are quite a number of expectations related to both creating art and as a consummer of art. Exploration in this area help students answer the question “who do I want to become?” in the broad senseAnswering this question is also linked to expectations in all the Technological Education courses in Grades 9 – 12 where there is a dedicated strand to career exploration.2)3) Moving forward with the revision of curriculum documents will continue this theme of integrating the education and career/life planning learning in the broader definition more explicitly into the expectations
12 What is my plan for achieving my goals? Links to CurriculumWhat is my plan for achieving my goals?Grade 2 Health and Physical Education – Living Skills, Personal Skills1.2 use adaptive, management and coping skills to help them respond to the various challenges they encounter as they participate in physical activities……. Student: “When I’m learning something new and I can’t do it right away, if I keep trying, I always get better. Not doing it perfectly helps me learn what not to do”.2. The Arts, Grades 1 -8 Music, Grade 7C2.3 “Identify and give examples of their strengths are areas for improvements as composers, musical performers, interpreters, and audience members” Teacher prompt: “Write a resume highlighting your achievements as a musician. What careers related to music would best suit your interests and areas of strength?”
13 Resources and Activities to Support Implementation Contextualized Learning Activities (CLAs);Differentiated Instruction - TLX and RAFTs;Ontario Skills Passport;Financial Literacy;Experiential Learning; andOnline resources – GLC Course, web-based IPPs.
14 Contextualized Learning Activities Make the course content authentic, relevant, and enable students to connect their learning to their Specialist High Skills Major (SHSM) sector.CLAs total 6 – 10 hours in length, and can be one large activity or a series of smaller activities.
15 Contextualized Learning Activities Website to Ontario Education Resources Bank OERB: https://resources.elearningontario.ca/d2l/homeClick on “Search” and type “CLA” in the simple search field.
16 Differentiated Instruction Teaching-Learning Examples (TLXs)developed by educators across the province to illustrate the use of a differentiated approach to instruction--variety of subject areas Grades 7 – 12Grade 8: Pathways Goal Setting & Action PlanningGrade 9: Community Involvement InvestigationGrade 10: Preparation for Transitions and ChangeCo-op: The 3”R”s of Reflective Learninginclude a variety of research and evidence-based instructional strategies as appropriate to the learning experienceare aligned with ministry curriculum and assessment policyare consistent with Learning for All, 2011 (draft)
17 RAFTSThe DI TLXs incorporate a variety of 'structures' that facilitate differentiation based on the readiness, interests or learning preferences of students. One of these structures is a RAFT.RAFT is an acronym for Role, Audience, Format, Topic. Students choose an option or the teacher selects it for them.For example, a student might assume the role of an employee (e.g., in urban planning role) addressing an audience (e.g., office manager) within a real estate company. The student might develop a short presentation, report or as a rationale for expenses related to a particular project.Examples at the tables.Students read across the columns to learn the role they are going to assume, the audience they will address, the format in which they will do the work, and the topic they are going to explore.
18 The OSP is a free, bilingual website that offers tools and resources to help students assess, build, document and track their Essential Skills and work habits and transfer them to everyday life and the next place they go – whether it’s further education, training or the workplace.The OSP also links to current information on educational, training, volunteer and labour market information and opportunities at the local and provincial levels.Training and other supports to assist boards in the implementation of the OSP are provided at an array of educational conferences and meetings.For more information on the OSP, you may contact Chantal Locatelli at orrecently “refreshed” the Ontario Skills Passport (OSP) website to make it more user-friendly and easier to access by learners, teachers and employers.
19 The new site can be accessed at http://ontario.ca/skillspassport . The OSP organizes information and tools for learners, teachers and employers.There is an Introduction and Tips for Teachers section that explains how they can use the OSP with ALL students in a wide range of educational contexts, including: classroom, co- operative education and other experiential learning opportunities, Specialist High Skills Major and Ontario Youth Apprenticeship Programs, Community Involvement, volunteer opportunities (e.g. SpeakUp and Students as Researchers Projects) and extracurricular activities.Show Video on Paramedics and Essential SkillsThe new site can be accessed at .
21 Background Information Financial Literacy Vision: Ontario students will have the skills and knowledge to take responsibility for managing their personal financial well‐being with confidence, competence, and a compassionate awareness of the world around them (A Sound Investment: Financial Literacy Education in Ontario Schools)Background InformationThe goal of the financial literacy initiative is to help students in grades 4-12 acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families.Students will also develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers.This is an integrated approach to financial literacy education based on existing curriculum. The Ministry of Education is supporting the integration of financial literacy within existing curriculum through the development of resources and supports that make curriculum connections. There will not be new courses or curriculum expectations.Beginning in Fall, 2011 elementary and secondary students are learning more about how to make informed financial choices and decisions.
22 Online Resources:Ontario Financial Literacy Videos Clips: Two highlights videos and ten elementary and eleven secondary videos show teachers implementing financial literacy across a broad range of grades, subjects, courses and pathways. These videos include reflections from teachers, administrators, students, parents, consultants and experts.. Lesson plans are included for each video illustrating additional context, links and assessment for learning. All materials are available on the financial literacy page of the EduGAINS site atSubject and Division Associations have developed subject‐specific resources using existing curriculum to address financial literacy knowledge and skills. Links to these resources are posted on EduGAINS.3. Scope and Sequence documents: In order to assist teachers with planning their programs while incorporating financial literacy knowledge and skills, the ministry has developed documents identifying existing expectations in the elementary and secondary curriculum, where connections can be made to financial literacy.Financial Literacy – Scope and Sequence of Expectations, Grades 4‐8 (PDF, 568 KB) -Financial Literacy – Scope and Sequence of Expectations, Grades 9‐12 (PDF, 1.44 MB) –Examples:Guidance – Exploring Postsecondary Funding OptionsSocial Science – Impact of Change on Types of WorkViewer guides include descriptions of the videos and reflective questions for before, during and after viewing. Viewer guides for Professional Learning Facilitators include time codes for each segment of the videos, making it easy to identify and highlight key themes throughout the videos. Viewer guides identifying highlights for school administrators to use with their school community are also available. Elementary and secondary highlights videos are also availableShow Financial Literacy Clip
23 Online Resources: E-Learning’s Grade 10 Career Studies Course Features:Full course with videos, podcasts, downloadable scripts;Can be fully online or blended, or teacher can use as much or as little of the course as he/she likes;Directly integrated with the new education and career/life planning policy document;The “My GPS” game relates to learning skills on report card;Game directs students through a variety of activities helping them to learn about and improve learning skills.To preview the course:Website: https://courses.elearningontario.ca/Select: e-Learning Ontario (not your own board)Username: preview_publicPassword: previewClick: submitGo to selection G and click on GLC2O-P Career Studies Gr. 10 Open Public (2013)SUsing the theme “Oh, The Places You Will Go” and the game-based interactive digital learning resource “My Personal GPS”, e-Learning Ontario is re-energizing the Career Studies course for use in the e-learning and blended learning environments. Students take a journey along their chosen pathway(s) to learn more about themselves -- their strengths, their talents, their interests, their learning skills and work habits -- and where these attributes might lead them in their future.how Clip –GLC Course/ What I want to do when I grow up?
24 Experiential Learning: Forms of Experiential Learning and Career Exploration ExperienceDescriptionKey RequirementsCareer explorationactivitiesActivities that allow students to explore career opportunities through work-site tours, careerconferences or competitions (e.g., Skills Canada), simulation activities (e.g., Junior Achievement),and contact with a career mentor.May be incorporated into any credit courseCounts towards the experiential learning component required for an SHSMPreparation for every activity, including learning expectations, activity protocols, and health and safetyOpportunity for students to reflecton the activityCompleted field-trip form andtransportation agreementJob shadowingOne-half to one day (in somecases up to three days)One-on-one observation of a worker at a place of employmentTeacher selection of an appropriate placement in a safe work environmentPreparation for the placement, including review of learning expectations, activity protocols, and health and safetyOpportunity for students to reflect on the experienceCompleted field-trip form and transportation agreementWSIB coverage if placement is more than one dayJob twinningOne-half to one dayOne-on-one observation of a cooperative education studentat his or her placementPairing of a student with a cooperative education studentWork experience/virtualwork experienceOne to four weeksA planned learning opportunity that provides students withrelatively short-term work experience. Virtual workexperience is facilitated through the use of communicationstechnology from the school.Placement assessmentPre-placement instruction addressing job-readiness skills,placement expectations, and health and safetyDevelopment of a learning planWSIB coverage
25 Education and Career/Life Planning Program Individual Pathways Plan7-12CLASSROOMAreas of Learning andInquiry Questions (What?)Evidence of Learning(How?)SCHOOLCOMMUNITYWhere do the learning experiences occur to support students in developing education and career /life planning knowledge and skills?How is the evidence gathered? How is the learning documented?Learning Opportunities(Where?)Knowing YourselfExploring OpportunitiesMaking Decisions and Setting GoalsAchieving Goals and Making TransitionsFocus on developmentally appropriate education and career/life planning programming K-12Framework for learning based on a four-step inquiry processEmphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondaryTools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.
26 Evidence of Learning in Education and Career/Life Individual Pathways Plan (IPP) Grades 7 – 12The primary planning tool as students proceed through school to initial postsecondary destination.Provides students with a valuable archive of their learning and resources for planning.For each area of learning, students report and reflect on what they did, the skills and knowledge they used, what they learned and how they applied or plan to apply what they learned.Through OSAPAC, all schools with students in grades 7 to 12 have access to a web-based IPP as part of a four-year licensing agreement with Career Cruising.Support for student planning and a web-based IPP are also available to schools through myBlueprint.Contacts: Career Cruising:MyBlueprint:
27 Creating Pathways to Success A preview for Grades 10 to 12 of the new Education and Career/Life Planning Program for Ontario Schools, K – 12
28 Short-term Implementation (2013-14) Focus on students in Grades 10-12Opportunities provided to develop IPPs (ongoing), and review themtwice/year with a teacher/guidance counsellor & parent/guardian(one review should coincide with the course selection process)2. Postsecondary transition planning is included as part of studentlearning in the Grade 10 Career Studies course and incorporated intothe school’s established process for students’ selection of courses, inconsultation with their parents, for Grade 11 and 12.
33 myBlueprint’s Current IPP myBlueprint’s Course Selection Tool- High School PlansmyBlueprint’s Current IPPmyBlueprint’s Postsecondary Transition Plan Tool
34 myBlueprint’s Current IPP – Notes and Reflections Section
35 Example of Minimum Completion Standards for the IPP (Career Cruising)Under Construction/Development
36 Example of Minimum Completion Standards for the IPP (myBlueprint)Under Construction/Development
37 Example of a student-generated product developed through information collected in the IPP
38 Engaging Student Voice in the Education and Career/Life Planning ProgramSpectrum of Student Voice Oriented ActivityPeer-to-peer supportsStudent Success TeachersAcknowledging the some students considered “at-risk” may not even be on the spectrum – ways of engaging these students at the expression.
39 Engaging Student Voice in the Education and Career/Life Planning ProgramExpressionConsultationVolunteering opinions, creating art, celebrating, complaining, praising, objectingBeing asked for their opinion, providing feedback, serving on a focus group, completing a surveye.g. Students using IPP and OSP; students express what they want to explore and learn aboute.g. Students influence the activities and opportunities available in the school
40 Engaging Student Voice in the Education and Career/Life Planning ProgramParticipationPartnershipAttending meetings or events in which decisions are made, frequent inclusion when issues are framed and actions plannedFormalized role in decision making, standard operations require (not just invite) student involvement, adults are trained in how to work collaboratively with youth partnerse.g. Open information sessions/forums for all students; specific invitations to disengaged studentse.g. Students on advisory committees
41 Engaging Student Voice in the Education and Career/Life Planning ProgramActivismLeadershipIdentifying problems, generating solutions, organizing responses, agitating and/or educating for change both in and outside of school contexts(Co-)Planning, making decisions and accepting significant responsibility for outcomes, (co-)guiding group processes, (co-)conducting activitiese.g. Peer-to-peer mentorship and support; students from different grades learning from each othere.g. Student Council Career/Life Planning subcommittee; integration with existing student governance