• 1. Relevance

    Our goal is to make the students’ learning experience as real and meaningful as possible. Instead of just going through the steps of completing a project, the student will use the materials that they have created to set themselves up for their final job interview at the end of the course. They will also be able to use the portfolio and resume as a living document to continue to build on them as they go out into the real world and use them in their future real life job endeavors. We believe that this could give them self-motivation because these are real life skills that they will be able to use in the classroom and out of the school environment.

    2. Value

    One course objective is to bring value to the student’s career experience by having the student complete Job Shadowing or completing a picture project on the career goal if they their families are not able to conduct the Job Shadowing.  They also are to create a "Career Pathway Plan" with dates to show a timeline of the traning and formal education needed to obtain their career goal. 

    3. Real World Experiences

    Another objective of the class is to show relevance of subject matter to the applications of the students to their career goals. We do this with several activities such as class field trips to the career center and the work place. We also do this with “High School Day and Career Day where we have students from the high school come talk about how they are using their IGP’s and have parents, community leaders come in and talk about their careers, and the stuents complete a Job Shadoing project. 

    4.Career Specialist

    Students will be issued usernames and passwords to complete SCOIS assessments in the computer lab so they can develop their career plans.  Once assessments are completed students will save their results in the SCOIS system.  The completed Individual Graduation Plan (IGP) will show their career goal along with the core classes and required electives.  Parents are asked to meet with the student, Career Specialists, and the Guidance Counselor’s to review the child’s career plans. Contact letters are sent home to notify parents. Phone calls are also made to invite parents to attend a meeting.  All signed IGP’s will be placed in the student’s folders.  All 7th grade students are given the SCOIS Assessment as an introductory to the 16 career clusters in preparation for 8th grade Careers class.  

    Students will develop strategies to create a personal career portfolio that will include a resume and a job application along with other beneficial materials.  They will use these tools to conduct themselves in a job interview conducted in front of the class with the Career Specialists. 

    Career Specialist continue to support students in exploration of career clusters, scheduling parent meetings to discuss career awareness, and presenting professional workshops in career development.  Career Specialist continue to learn and become familiar with ways to improve and promote career development opportunities.

     5. Guidance & Counseling

    Grade 8

    Students are seen daily in small groups and/or individually to address personal, social, and academic concerns as needed.

    Students who are assigned to In School Suspension are seen by a counselor daily to discuss the importance of displaying appropriate behavior as well as decision making skills.

    Classroom guidance sessions have been scheduled and implemented this year to introduce students to the counselor, describe the duties and responsibilities of the counselor, and to address student concerns. School Counselors also work with the Career Department with Job Interviews and helping students with completing class activities when extra help is needed. 

    6. Career Teacher

    The career teacher is both a state certified teacher as well as a (GCDF) Global Career Development Facilitator. He is a long standing member of (ACTE) Association of Career and Technical Education. He has been a presenter at South Carolina Education and Business Summit and (MCP) Military Careers Pathway 101 Career Course for Educators. He has been a presenter on Carolina Careers with the ETV network and has won honorable Mention in the National ABC Awards Program in Careers.

    The career teacher will lead student through every process of career development over the nine week course which is listed in the “Course Summary” section of this paper.  

    1. Parent Involvement: Every parent will receive a parent letter that describes my classroom rules, procedures, grading policies, materials needed for class, classroom expectations, and rewards. I will also follow the district guidelines for discipline procedures. I will make phone calls, send letters, and make visits when needed. I also send home "Good News" letters and lastly I will send at least one interim for the course.

    7. Classroom Management:


    1. Learning About Students: At the beginning of each course every student will complete a "Student Information/Who I Want to be" worksheet. The class will then use this to learn about each other. I will also take one day to explain my believes and expectations to the students. This will lead us into our first lesson which is "What are our passions in life and how can we use them towards our careers"
    2. Class Profile: Class size is between 20 to 30 per class. Student's ages are between 11 to 14 (8th Graders). Most classes have an equal distribution of students based on gender and race. Student development levels are varied; the class will contain students with several different types of learning disabilities to students who are advanced. Lastly, student’s interest covers the spectrum of career opportunities.
    3.Communication of Class Rules: My classroom rules are posted at the back of the room. I also have them posted on my web site and I send a copy of them, at the beginning of the course, to my student’s parents as a homework assignment. I will spend a day during the first week of the course to go over each of my classroom rules.
    4. Non-Instructional Routines: Students who do not follow instruction or have a misbehavior problem will be given the opportunity to do some sort of act in place of being written up. Examples could be apologizing for a mistake or role modeling the correct behavior in front of class. The student will been given the choice of the alternative discipline of the follow the guidelines set by the school district.
    5. Student Evaluation: Students will be graded on each of the 16 career clusters by using worksheets, in class discussions, and by completing a career report on the job and career field of the student’s choice. The student will also have to create a career portfolio and job resume. They will have to correctly fill out a job application and lastly perform for a job interview.

     8. Course Long Range Plan   

    1. Priority of these objectives:
    2. 16 Career Clusters (basically 2 per week)
    3. Setting goals (find your passion in life)
    4. The importance of education.
    5. Career pathways with C.D.F. and I.G.P.s
    6. College levels, degrees and majors.
    7. Job Applications, Job Resumes, and Job Interviews.
    8. Priority of Objectives: If the class falls behind in the priority of objectives then we as a class we slow down to cover the most important objectives.
    9. Selection and Modification of Objectives: The objectives of this course are to give the students some idea on the career paths that they might want to follow as they go through their high school years. The objectives and standards have been modified slightly to support the state standards for Guidance Standards.
    10. Instructional Strategies:
    11. Learning Strategies: We will incorporate all different types of strategies during the entirety of the course. Some work will involve individual work, group work, active learning with applying for a job and creating a portfolio. Projects will have varied levels of understanding and requirements for grade. The class will have master students that will be leaders in the classroom as we complete certain group or class activities. The research project and portfolio will require some work in the classroom as well as outside the school. We will use the computer lab and the media center to complete students "Self Inventory" and research paper using SCOIS. We will have high school students to visit the class so that students can see how student in high school are using their I.G.P. Lastly, we will visit the Career Center so students can see how students are being taught in the specific trade fields.
    12. Instructional Materials: We will use the "United Streaming Videos", computers and the internet, to research types of jobs in each career cluster. We will use www.scois.net as our primary source of information. We will also use worksheets in the classroom in conjunction with the videos.
    13. Modification of Strategies: If our class population has more success in one certain type of strategy, then the classroom procedures will be modified to adapt to that most successful type of learning.

    9. Class Overview

    Students are required to go through Career Development Training. After this they must list the three Career Clusters that fit them and then one job that they would like to explore over the length of the school quarter. This will help them set a “Career Pathway Plan” for high school and post high school career. Students will start their “Career Pathway Planning” by writing an autobiography on whom they are, what they are good at, what their “passions” are, and what professional and personal “Life goals” they have for themselves.

    1. Students will complete their “Self Inventory” to find what areas of interest and strengths they have using SCOIS. They will then meet with the school’s Career Development Facilitators and set up their own “Individual Graduation Plan” which is a plan for what courses they need to take in high school to set themselves up for meeting the needs for their career choice. They will also complete a career autobiography which will help them discover who they are and who they want to be.
    2. They will participate in activities to learn the following.
    3. What skills or jobs are they passionate about
    4. What do they think they would like to do with their life
    5. Complete a Self Inventory to find career areas of interest or strength
    6. Complete Career Development Training
    7. Complete their Individual Graduation Program
    8. Set a professional goal
    9. Set a personal goal

    10. Course Summary

    1. The students will be introduced to the 16 career clusters. Also, they must complete a report that covers major topics and concepts that pertain to their career choice. Once students have obtained all the basic data and have gained a working knowledge of their job, they must create a portfolio on themselves.
    2. Complete a report on the job of their choice from the three career clusters that they had the most strengths and interest in.
    3. Complete a portfolio that will include the following:
    4. Cover Page
    5. Table of Contents
    6. Resume
    7. Job Application
    8. Autobiography
    9. Write a Career Autobiography
      1. A list of things in your biography
      2. Who are you?
      3. Who will you be in twenty years? (professional)
      4. Who will you be in twenty years? (Personal)

    10. Honors, Awards, and Credentials
    11. Self-Inventory with SCOIS
    12. Letters of Reference
    13.Hobbies and Sports
    14. Job Shadowing or Picture Project
    15.Pictorial Self History
    16.Research Paper
    17. Career Vocabulary
    18. Career Clusters
    19. Career Art

     11. 16 Career Clusters

    1. Students will continue to be introduced to the remainder of the 16 career clusters and they will start working on how to fill out a job application, create their own personal resume, and complete a “Career Pathway Plan” to include college degree, majors, and any other special training needed to reach their career goal.
    2. Complete a job application.
    3. Cover 16 Career Clusters in class
      1. Agriculture and Natural Resources
      2. Architecture and Construction
      3. Arts and Communication
      4. Finance
      5. Business, Management, and Administration
      6. Education and Training
      7. Government and Public Administration
      8. Health Science
      9. Hospitality and Tourism
      10. Humane Services
      11. Information Technology
      12. Manufacturing
      13. Law and Public Security
      14. Marketing and Sales
      15. Science and Engineering
      16. Transportation and Distribution

    12. Objectives 

    1. Students will write a resume that will bring together their portfolio and job application so that they all can be used for their job interview. Students will also be taught the basic principals to having a winning job interview.
    2. Students will learn how to write a Cover Letter.
    3. Students will learn how to write a Resume.
    4. Students will learn how to write a Thank You Letter.
    5. Students will learn how to conduct themselves and have a winning interview.
    6. Students will conduct interviews and be interviewed in a real life situation to include, dress, language, and office setting. All interviews will be taped so that students can then watch their classmates and themselves so that they can be critiqued. During the interview the students will have to provide the job application, portfolio, reference letters, and resume. They will learn the correct methods of how to not only participate in job interviews but also take control of them to gain the awards they seek.
    7. Students are provided an array of opportunities to make real life connections of their studies and activities in the classroom to real life people and situations. Students will have the chance to go on field trips to the business community, a walking field trip to the Florence Career Center, meet with high school and college students, and meet business leaders on “Career Day”.

     13. ASSESSMENT:  

    Types of Assessments: Daily feedback will come from class discussions and occasional lesson quizzes on topics covered in class. A course project (Portfolio) will be graded towards the end of the course. Students will be able to apply what they have learned throughout the course by participating in a job interview held during the last two weeks of the course. Each part of the interview process to include the portfolio, job application, and resume will be graded. The final interview will use all the parts mentioned to be part of the final grade which will be weighted as the largest grade in the class. Also, students will take a written final exam which will cover all career vocabulary words and Career cluster definitions covered over the duration of the course.