01+World+of+Work+and+Careers


 * Standard 1: Students will be knowledgeable about the world of work, explore career options and relate personal skills, aptitudes, and abilities to education planning and future career decision making.**


 * Objective 1:** Identify and practice the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span including recognizing that completion of high school with essential academic and CTE course work provides a wide range of substantial post-secondary and career options.
 * Indicators:**
 * 1)  Develop personal abilities, skills, interests, values, and motivations in terms of future goals.
 * 2)  Develop a positive attitude toward work and learning by understanding the importance of responsibility, dependability, integrity, and work ethic.
 * 3)  Apply time-management and task-management skills.
 * 4)  Apply knowledge of learning styles to positively influence school performance.
 * 5)  Demonstrate the ability to work independently, as well as cooperatively with other students.
 * 6)  Develop a broad range of interests and abilities, connecting to school in positive ways.
 * 7)  Demonstrate the ability to balance family life, school, homework, extracurricular activities and leisure time.
 * 8)  Use assessment results to maximize academic ability and achievement.
 * 9)  Use problem-solving and decision-making skills to assess progress toward educational goals.
 * 10)  Understand the relationship between classroom performance, success in school and success in life.
 * 11) Identify next-step planning options consistent with interests, achievement, aptitudes, and abilities.


 * Objective 2:** Learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
 * Indicators:**
 * 1) Understand that the changing nature of work requires adaptability, lifelong learning, and acquiring new skills.
 * 2)  Understand how family and socio economic background can influence or restrict career choices and the opportunities in traditional and nontraditional career choices.
 * 3)  Develop skills to locate and evaluate career information through researching the statewide Career Information Delivery System (CIDS), labor market information, the Internet, and other sources.
 * 4)  Understand the relationship between work, societal needs, and a global economy.
 * 5)  Understand that there are rights and responsibilities of employers and employees.
 * 6)  Learn to understand and respect individual uniqueness in the workplace.
 * 7)  Understand employability skills such as those identified by the Secretary’s Commission of Achieving Necessary Skills (SCANS) document.
 * 8) Determine values that impact life/career planning in terms of family, community involvement, work, and leisure.Participate in a variety of work-based learning experiences that connect academic preparation with hands-on career development experiences, i.e. guest speakers, field studies, job shadows and career fairs.


 * Objective 3:** Assess and apply interests, personal skills, aptitudes and abilities to education planning and future career decisions.
 * Indicators:**
 * 1)  Understand the relationship between education, training, and the world of work.
 * 2)  Explore life/career options and alternatives.
 * 3) Complete and utilize career assessments.
 * 4)  Acquire job seeking skills such as writing a resume, completing a job application, and interviewing.
 * 5)  Understand employability and job readiness skills through work-based learning activities.
 * 6)  Understand how life roles, personal beliefs and attitudes affect career decision-making.
 * 7)  Connect decisions about course selections, next-step planning, and career transitions in terms of future goals and CTE pathways.
 * 8)  Develop a written Student Education Plan or Student Education Occupation Plan, including establishing challenging academic goals and outlining short-term steps to achieve future life/career goals. Actively involve parent(s) or guardian(s) in the SEP/SEOP process.
 * 9)  Identify post-secondary options consistent with interests, achievement, aptitude, and abilities recognizing the potential in occupations as being open for choice without restrictions based on sex, race, ethnic heritage, age, creed or disability.
 * 10) Evaluate academic achievement in terms of life/career plans.