Pathways Planning and Supportthrough the

Education and Career/Life Planning Program for Ontario Schools

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“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

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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 protective factor 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.”

“Fresh Starts/False Starts” Tilleczek, 2007

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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.”

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help students develop the knowledge and skills for developing and revising education and career/life plans during the course of their lives; and

ensure that all students have a plan in place for initial postsecondary destination (apprenticeship, college, community living, university, workplace).

New Education and Career/Life Planning Policy/Program Overview

Features of the New Education and Career/Life Planning Program• Focus on developmentally appropriate education and career/life planning programming K-12• Framework for learning based on a four-step inquiry process• Emphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and

transition plans to secondary and post-secondary• Tools 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.

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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.

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Individual Pathways Plan

7-12

CLASSROOM

Areas of Learning andInquiry Questions (What?)

Evidence of Learning(How?)

SCHOOL

COMMUNITY

Where 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?)

Education and Career/Life Planning Program

Knowing Yourself

Exploring Opportunities

Making Decisions and Setting Goals

Achieving Goals and Making Transitions

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Links to Current Curriculum

Who Am I?

1. 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…”

2. 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”

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Links to Current Curriculum

What are my opportunities?

1. 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?”

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Links to Curriculum

Who do I want to become?1. Grade 4 Visual ArtsD2.4 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.

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Links to CurriculumWhat is my plan for achieving my goals?

1. 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?”

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Resources and Activities to Support Implementation

1. Contextualized Learning Activities (CLAs);2. Differentiated Instruction - TLX and RAFTs;3. Ontario Skills Passport;4. Financial Literacy;5. Experiential Learning; and6. Online resources – GLC Course, web-based

IPPs.

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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.

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Website to Ontario Education Resources Bank OERB: https://resources.elearningontario.ca/d2l/home

Contextualized Learning Activities

Click on “Search” and type “CLA” in the simple search field.

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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 – 12

Grade 8: Pathways Goal Setting & Action PlanningGrade 9: Community Involvement InvestigationGrade 10: Preparation for Transitions and Change

Co-op: The 3”R”s of Reflective Learning

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• The 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 email as a rationale for expenses related to a particular project.

RAFTS

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• 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 416-315-7886 or chantal.locatelli@ontario.ca

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• 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.

The new site can be accessed at http://ontario.ca/skillspassport .

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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 Information • The 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.

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Online Resources: 1. 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 at www.edugains.ca.

2. Subject 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) - http://www.edu.gov.on.ca/eng/document/policy/FinLitGr4to8.pdf Financial Literacy – Scope and Sequence of Expectations, Grades 9 12 ‐ (PDF, 1.44 MB) – http://www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf

Examples:Guidance – Exploring Postsecondary Funding OptionsSocial Science – Impact of Change on Types of Work

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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: preview

Click: submitGo to selection G and click on GLC2O-P Career Studies Gr. 10 Open Public (2013)

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Experiential Learning: Forms of Experiential Learning and Career ExplorationExperience Description Key Requirements

Career explorationactivities

Activities 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 course• Counts towards the experiential learning component

required for an SHSM

• Preparation for every activity, including learning expectations, activity protocols, and health and safety

• Opportunity for students to reflect on the activity• Completed field-trip form and transportation agreement

Job shadowingOne-half to one day (in somecases up to three days)

One-on-one observation of a worker at a place of employment• May be incorporated into any credit course• Counts towards the experiential learning component

required for an SHSM

• Teacher selection of an appropriate placement in a safe work environment

• Preparation for the placement, including review of learning expectations, activity protocols, and health and safety

• Opportunity for students to reflect on the experience• Completed field-trip form and transportation agreement• WSIB coverage if placement is more than one day

Job twinningOne-half to one day

One-on-one observation of a cooperative education studentat his or her placement• May be incorporated into any credit course• Counts towards the experiential learning component

required for an SHSM

• Pairing of a student with a cooperative education student• Preparation for the placement, including review of learning

expectations, activity protocols, and health and safety• Opportunity for students to reflect on the experience• Completed field-trip form and transportation agreement

Work experience/virtualwork experienceOne to four weeks

A planned learning opportunity that provides students withrelatively short-term work experience. Virtual workexperience is facilitated through the use of communicationstechnology from the school.

• May be incorporated into any credit course• Counts towards the experiential learning component

required for an SHSM

• Placement assessment• Pre-placement instruction addressing job-readiness skills, placement expectations, and health and safety• Opportunity for students to reflect on the experience• Development of a learning plan• WSIB coverage

http://www.edu.gov.on.ca/eng/teachers/studentsuccess/exploration.pdf

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Individual Pathways Plan

7-12

CLASSROOM

Areas of Learning andInquiry Questions (What?)

Evidence of Learning(How?)

SCHOOL

COMMUNITY

Where 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?)

Education and Career/Life Planning Program

Knowing Yourself

Exploring Opportunities

Making Decisions and Setting Goals

Achieving Goals and Making Transitions

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Evidence of Learning in Education and Career/LifeIndividual Pathways Plan (IPP) Grades 7 – 12

• The 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: www.careercruising.com, 1.800.965.8541 MyBlueprint: www.myblueprint.ca, 1.888.901.5505

Creating Pathways to SuccessA preview for Grades 10 to 12 of the new Education

and Career/Life Planning Program for Ontario Schools, K – 12

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Focus on students in Grades 10-12

1. Opportunities provided to develop IPPs (ongoing), and review them twice/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 student learning in the Grade 10 Career Studies course and incorporated into the school’s established process for students’ selection of courses, in consultation with their parents, for Grade 11 and 12.

Short-term Implementation (2013-14)

Career Cruising’s Current IPP

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Career Cruising’s Course Planning Tool

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Career Cruising’s Current Tool for Postsecondary Transition Plan

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myBlueprint’s Current IPP

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myBlueprint’s Current IPP

myBlueprint’s Course Selection

Tool- High School Plans

myBlueprint’s Postsecondary Transition Plan

Tool

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myBlueprint’s Current IPP – Notes and

Reflections Section

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Example of Minimum

Completion Standards for the IPP

(Career Cruising)

Under Construction/Development

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Example of Minimum

Completion Standards for the IPP

(myBlueprint)

Under Construction/Development

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Example of a student-generated product developed through information collected in the IPP

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Engaging Student Voice in the Education and Career/Life Planning Program

Spectrum of Student Voice Oriented Activity

Expression Consultation

Volunteering opinions, creating art, celebrating, complaining, praising, objecting

Being asked for their opinion, providing feedback, serving on a focus group, completing a survey

e.g. Students using IPP and OSP; students express what they want to explore and learn about

e.g. Students influence the activities and opportunities available in the school

Engaging Student Voice in the Education and Career/Life Planning Program

Participation Partnership

Attending meetings or events in which decisions are made, frequent inclusion when issues are framed and actions planned

Formalized role in decision making, standard operations require (not just invite) student involvement, adults are trained in how to work collaboratively with youth partners

e.g. Open information sessions/forums for all students; specific invitations to disengaged students

e.g. Students on advisory committees

Engaging Student Voice in the Education and Career/Life Planning Program

Activism Leadership

Identifying 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 activities

e.g. Peer-to-peer mentorship and support; students from different grades learning from each other

e.g. Student Council Career/Life Planning subcommittee; integration with existing student governance

Engaging Student Voice in the Education and Career/Life Planning Program