1. Career Development Series
An Introduction to the Four Career Units

2. Introduction to the Career Development Series
These 4 units were developed in conjunction with Brolin’s (1997) 4 stages of career development. Each unit addresses one of these stages and builds toward the next unit.
This series will help teachers develop and implement a quality career development program, in the classroom and beyond.
The 4 units, using Brolin’s stages are::
1)Career Awareness (elementary/middle school)
2)Career Exploration (middle school)
3)Career Preparation (high school)
4)Career Assimilation (high school)
Note: These units can be adapted for older students if they have not yet been exposed to careers or taught this information. They still need the early experiences and exposure, but at an age-appropriate level—keep the experiences but “modify” the style.

3. The Career Development Stages

4. Level One: Career Awareness
Career Exploration
Career Preparation
Career Assimilation
Level One: Career Awareness
Critical Knowledge and Skills:
Exposure to why people need and want to work; contributions to lifestyle and life choices
Exposure to a wide range of careers and jobs across the Occupational Outlook Handbook 10 career categories
Exposure to work expectations, education/training skill requirements, and social/communication skills

5. Level Two: Career Exploration
Career Awareness
Career Exploration
Career Development
Career Assimilation
Level Two: Career Exploration
Critical Knowledge and Skills:
Job shadowing and trial work experiences to narrow career choices from 4 to 1 or 2 preferred careers
Matching career requirements with personal abilities, skills, aptitudes, and preferred lifestyle; assessing careers for “best-match”
Developing a plan to meet requirements and achieve a “best match” career; continuing and extending the work experience to ensure that this “best match” reflects stable interests and skills

6. Level Three: Career Preparation
Career Awareness
Career Exploration
Career Preparation
Career Assimilation
Level Three: Career Preparation
Critical Knowledge and Skills:
Narrowing and confirmation of one career field; student may still explore a range of positions within this field
Increasing work experience opportunities to prepare for full-time work in the community; include vocational rehabilitation services as needed
Refine interviewing and job seeking skills for work experience positions, and develop job maintenance skills and social/communication skills to keep one’s position
Identify potential career advancement and self-advocacy opportunities and strategies

7. Level Four: Career Assimilation
Career Awareness
Career Exploration
Career Development
Career Assimilation
Level Four: Career Assimilation
Critical Knowledge and Skills:
Implementation of job seeking, interviewing, and related skills to locate and obtain a job of choice, in a location of choice
Ongoing match of work conditions and environment with personal lifestyle preferences and needs; use of problem-solving skills and employment resources (including vocational rehabilitation) if needed
Participation in work culture and employee activities, on and off-the-job, to support satisfaction between career and worker

8. Understanding by Design
The book “Understanding by Design” by Wiggins and McTighe lays out a framework for planning curriculum
Their process is called “backward design” because unlike most planning, the teacher begins with the results (the standards or goals to be accomplished) and then develops the curriculum to fit these standards and the students’ needs.
We have used this framework to design these units.

9. 3 Stages of Backward Design
Stage 1: Identify desired results
Determine the standards (national, state, and district) that you want accomplished
Determine unit goals
Be sure to take into consideration the students’ strengths and needs
Stage 2: Determine acceptable evidence
Use the 6 Facets of Understanding to create assessment items
This will allow for a variety of assessments of the students’ knowledge, not just a “test” at the end of the unit
Stage 3: Plan learning experiences and instruction
Instructional activities can be developed using the standards, goals, and facets already determined as a guideline

10. Resources for Teachers
America’s Career Info Net – Informed Career Decisions
Becker, R. L. (2000). Reading-Free Vocational Interest Inventory: 2 (R-FVII:2). Columbus, OH: Elbern Publications.
South Central Career Information System - Developing a Career Portfolio:
Education World – ways to incorporate career education into classroom activities
Quintessential Careers: Your Job Search Starts Here
Career Development and Employment – Making Career Decisions

11. Resource – Department of Labor
Job market and state activities at:
Bureau of Labor Statistics is a related link with national and state data at:
Occupational Outlook Handbook and it’s 10 career categories at:
Dictionary of Occupational Titles and its 9 career categories at:

12. Resource - NAVESNP
The National Association of Vocational Education Special Needs Personnel (NAVESNP)
An association designed for individuals involved in career, vocational, and special needs education. The members serve students with disabilities as well as other non-traditional students.
As a member, NAVESNP provides professional development, products, and networking among professionals.
Membership also includes three issues of the Journal for Vocational Special Needs Education as well as other regional newsletters.

13. Resource - NCSET
The National Center on Secondary Education and Transition is organized through the University of Minnesota. They have a variety of transition information:
NCSET unveiled a new website focused on students and using a “student friendly” format:

14. Resource – Choicemaker Series
Resource – Choicemaker Series
The Choicemaker Series is a set of books and videos that introduce students into finding their strengths, skills, and limitations. It also gives them the opportunity to create goals they can accomplish in a variety of areas in their lives.
A website is now available at:
One section of Choicemaker focuses on “Employment Goals”
Below are some worksheets from the “Choosing Employment Goals” workbook

15. Resource – Choicemaker Series…
Choice Maker Worksheets (that support unit activities)
Aides in students narrowing career choices
Subjects I Like #1
Subjects I Like #2
Subjects I like #3
Helps students analyze study/work habits
Study Habits
Study Habits Log
School Work Habits and Academic Skills #1
School Work Habits and Academic Skills #2
Helps students create a career path for the future
Timeline
Helps students prioritize goals
Choosing General Goals
Helps students rate themselves and compare to an employer’s ratings
Work, Social, and Personal Skills
Job Duties: How I Did Worksheet
Job Duties: How I Did Worksheet #2
Helps students organize their required coursework needed for graduation/career path
Graduation Checklist

16. References
Brolin, D. E. (1997). Life centered career education: A competency based approach. Reston, VA: The Council for Exceptional Children.
Luft, P. & Koch, L. (2005). “Career Development: Theories for Transition Planning”.  Transition Planning for Secondary Students with Disabilities.  Columbus, OH: Prentice Hall
Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Choicemaker: Self Determination Curriculum, Choosing Employment Goals. Longmount, CO: Sopris West
Ohio Department of Education. “Academic Content Standards.” 2004.
U.S. Department of Labor
Wiggins, G. & McTigue, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development