zilongwang/ReadingBank huggingface dataset:
1 The learner will know own strengths, qualities, skills and abilities The learner must know: Assessment Requirements Evidence Location 1.a Own strengths, qualities, skills and abilities Learners should identify an example (of each) of own: (a) strengths (b) qualities (c) skills (d) abilities The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b An area of weakness Learners should identify an area of weakness. 1.c Why this area of weakness needs to be improved Learners should state why this area of weakness needs to be improved. 2 The learner will know to find sources of information, advice and guidance for career planning The learner must know: Assessment Requirements Evidence Location 2.a Sources of help or information in relation to career planning Learners should identify a minimum of sources of The following assessment be used in the assessment of standard:
help or information in relation to career planning. tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b A source of relevant information for own career planning Learners should identify a source of relevant information for own career planning. 3 The learner will know how own abilities relate to progression opportunities The learner must know: Assessment Requirements Evidence Location 3.a Different progression opportunities Learners should identify a minimum of three different progression opportunities. The following assessment be used in the assessment of standard: tasks/questions and questions and answers
Personal & Professional Development Please give details of short courses and/or in-service training you have attended in last 5 years Title & nature of course Organised by From (MM/YYYY) To (MM/YYYY) Are there any other commitments you have, which might have an effect on your working hours (e.g. magistrate's or local government duties)? Yes No
1 The learner will know own strengths, qualities, skills and abilities The learner must know: Assessment Requirements Evidence Location 1.a Own strengths, qualities, skills and abilities Learners should describe an example (of each) of own: (a) strengths (b) qualities (c) skills (d) abilities The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b How these attributes are used in daily life Learners should describe how own strengths, qualities, skills and abilities are used in daily life. 1.c An area of weakness Learners should describe an area of weakness. 1.d Why this area of weakness needs to be improved Learners should explain why this area of weakness needs to be improved. 2 The learner will understand how to use sources of information, advice and guidance for career planning The learner must know: Assessment Requirements Evidence Location 2.a Sources of help or information in Learners should describe a minimum of three sources of
relation to career planning help or information in relation to career planning. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b How sources of help or information in relation to career planning are used Learners should give examples of how a minimum of three sources of help or information in relation to career planning are used. 2.c A source of relevant information for own career planning Learners should assess the relevance of information, advice and guidance to own career planning. 3 The learner will know how own abilities relate to progression opportunities The learner must know: Assessment Requirements Evidence Location
factors that impact employment opportunities, with 75% accuracy on the rubric. Develop a Career “shortlist” for the CCSD Graduation Project “Career Portfolio” utilizing the PA Career Guide, Holland COPS, O*Net and other current resources attaining 75% on the rubric. Performance evaluation: rubric Suggested Projects None Multiple Intelligence Verbal/Linguistic Intrapersonal Existentialists Resources 1. Worksheet: Job Selection Rationale Worksheet See attached 2. Website: O*Net 3. Handout: Student Specific COPS Summaries School Office 4. Handout: Job Selection Rational Worksheet Rubric See attached 5. Catalog: District Specific Course Selection Booklet/Pathways Map District Office 6. Worksheet: “The Short List” See attached 7. Handout: Short List Rubric See Attached Equipment/Materials/Software Computer with Internet access for each student Any supplier Suggested Learning Sequence Strategy Outline Resources/Equipment Performance Standard 1
Short List Rubric Advanced 3 pts Proficient 2 pts Basic 1 pt Below Basic 0 pts Interest Information is Recorded on Short List Both COPS and Holland Information is recorded accurately on Short List COPS and Holland Information is Recorded but 1 does not include accurate information Either COPS or Holland Information is missing but interest information that is included is accurate Both are missing or 1 or both are included but interest information is not accurate. Student identifies 3 resources that were utilized to complete the Short List 3 resources identified 2 resources identified 1 resource identified 0 resources identified Student short list includes 5 careers 5 careers listed 3-4 careers listed 1-2 careers listed 0 careers listed Student correctly identifies associated COPS clusters for career choices. All 5 careers accurately ID COPS Clusters 3-4 careers accurately ID COPS Clusters 1-2 careers accurately ID COPS Clusters 0 careers accurately ID COPS Clusters Student correctly identifies associated Holland type All 5 careers accurately ID Holland Type 3-4 careers accurately ID Holland Type 1-2 careers accurately ID Holland Type 0 careers accurately ID Holland Type Student accurately identifies High Priority Occupations and provides evidence All 5 Careers are accurately identified and evidence is provided for high occupations are 1-3 errors, either in identifying high priority occupations or providing evidence There are 4-6 errors, either in identifying high priority occupations or providing evidence There are 7 or more errors, either in identifying high priority occupations or providing evidence Students will receive 5 additional points if at 2 of their job choices are high priority occupations. 18 possible points
Unit 7: Professional Development Students will demonstrate the importance of positive work ethics and soft skills in relation to educational and career success including, but not limited to, appearance, attendance, attitude, character, communication, cooperation, organizational skills, productivity, respect, honesty, motivation, creativity, leadership, critical thinking, risk-taking, flexibility, questioning, and problem-solving, and teamwork. Students will identify interests, abilities, aptitudes, values, and personality traits as they relate to career planning, to develop a keen understanding of the value and benefit of work, and to differentiate between jobs and careers. 40 Periods 1,800 Minutes 2. The student develops skills for success in the workplace. The student is expected to: (C) research positive interpersonal skills, including respect for diversity; (E) exhibit productive work habits, ethical practices, and a positive attitude; (H) evaluate the relationship of good physical and mental health to job success and personal achievement; (I) demonstrate effective methods to secure, maintain, and terminate employment; and (J) develop soft skills in a working environment 3. The student discusses work ethics, employer expectations, interactions with diverse populations, and communication skills in the workplace. The student is expected to: (B) research characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and ability to accept criticism 35 Periods 1,575 Minutes 6. The student applies the use of self-development techniques and interpersonal skills. The student is expected to: (A) identify and practice effective interpersonal and team-building skills with coworkers, managers, and customers; and (B) develop effective leadership skills through participation in activities such as career and technical student organizations
Clarify that only assessors, employees and employees of the Division of Property Taxation can possess an ad valorem license Right of Way Agents can provide value conclusions up to $25,000 without having to be licensed as an appraiser Remove references to “truthfulness, honesty and good moral character” and replace with “meets the fitness standards established by Board rule” 2/26/14 AQB released an exposure draft proposing to revise the 2015 Real Property Appraiser Qualification Criteria Delay background check implementation until January 1, 2017 Adopted verbatim the SAFE Act requirements Applicants are not eligible for an appraiser credential if: Revoked appraisers credential in the last 5 years guilty or no contest to a felony: Within the 5 period preceding the date of application At any time prior to application, if felony involved fraud, dishonesty, breach of trust or money laundering Applicant failed to demonstrate character and general fitness such as to command the confidence of the community and warrant a determination that the appraiser will operate honestly, fairly and ethically SB14-009 – Disclose Separate Mineral Estate HB14-1254 – Limit HOA Transfer Fees & Late Payment Penalties HB14-1136 – Regulation of Continuing Professional Education Current Events: Ad valorem rules Education: 35 hours of intro to mass appraisal 30 hours basic appraisal principles 30 hours basic appraisal procedures 15 USPAP Exam
Northeastern HS PA Department of Labor & Industry Ms. Melissa Boltz Secondary School Counselor Conestoga High School Ms. Karen Molchanow Executive Director State Board of Education Dr. Judith L. Bookhamer Executive Director PA School Counselors Association Ms. Lynda Morris Executive Director Capitol Region Partnership for Career Development Ms. Diane Bosak Deputy Secretary for Workforce Development PA Department of & Industry Dr. Jill Murray Executive VP/CAO Lackawanna College Mr. Jim Buckheit Executive Director PA Association of School Administrators Mr. John Nelson ACT National Programs Ms. Katherine Burdick Attorney Juvenile Law Center Dr. Nicholas Neupauer President Butler County Community College Dr. Lee Burket BCTE Bureau Director PA Department of Education Dr. Robert K. Nye Vice President for Academic Affairs Thaddeus Stevens College of Technology Dr. Leah M. Christman Superintendent Southern Lehigh School District Ms. Beth Olanoff Policy Director PA Department of Education Ms. Jackie Cullen Executive Director PA Association of Career and Technical Administrators Dr. Palmiero Director Pennsylvania Training and Technical Assistance Network Mr. Dailey Policy Consultant PA Business Council Mr. Pedro A. Rivera Secretary PA Department of Education Ms. Nancy Dischinat Executive Director Lehigh Valley Workforce Investment Board, Inc. Mr. Cary Schoener Senior Account Executive ACT Ms. Marla Doddo Services Manager Luzerne Schuylkill Workforce Investment Board, Inc. Dr. Becky Smerdon CEO/Managing Director Quill Research Associates, LLC Ms. Jackie Foor Director of Development & Data The Consortium for Public Education Ms. Abby Smith Director of Education Team Pennsylvania Foundation Dr. Vito A. Forlenza Pennsylvania Liaison Mid Atlantic Comprehensive Center at WestEd Mr. Matthew Stem Deputy Secretary OESE PA Department of Education
Idea Playing – Considering the problem statement from several different perspectives (age, gender, culture, ect…) Idea Refining – Developing a concrete representations of potential solutions. Students should take notes. Use an example with the class to help them understand. “A bicycle seat”. Check for understanding (thumbs up/thumbs down). React. 30 minutes Practice: Provide opportunities to practice independently or in groups Divide students into teams (pairs) and give them a project to innovate an item using the 4 Stage of Innovation we just learned. Students will use the provided worksheet to document their progress and build, draw, ect… their innovation 30 minutes Check for Understanding: Monitor what is being learned Each team will present their idea to the class. Close: Summarize, check, and answer questions Wrap-Up question: Describe how you felt doing this project. Did you find it difficult? Why? Was it easy for you? Why Support, Modifications, and Extensions Materials and Resources—What do you need to assemble and prepare before the lesson? Computers, supplies to create the innovation. Reflection—Did the students learn the content outlined in the lesson focus? Why or why not?
Criteria 0 1 2 3 Nonverbal Skills Eye Contact Does not attempt to look at audience at all, reads notes the entire time Only focuses attention to one particular part of the class, does not scan audience Occasionally looks at someone or some groups during presentation Constantly looks at someone or some groups at all times Facial Expressions Has either a deadpan expression of shows a conflicting expression during entire presentation Occasionally displays both a deadpan and conflicting expression during presentation Occasionally demonstrates either a deadpan OR conflicting expression during presentation Gives audience clues to what the content of speech is about; Appropriate expression, never notice a deadpan or conflicting expression Gestures No gestures are notices Hand gestures are awkward Uses too many unnatural hand gestures Natural hand gestures are demonstrated Posture Sits during presentation or slumps Occasionally slums during presentation Stands up straight with both feet on the ground. Vocal Skills Enthusiasm Shows absolutely no interest in topic presented Shows some negativity toward topic presented Occasionally shows positive feelings about topic Demonstrates a strong positive feeling topic during entire presentation Vocalized Pauses (uh, well uh, um) 10 or more are noticed 6-9 are noticed 1-5 are noticed No vocalized pauses noticed Content Topic Announced Audience has no idea what the report is on Gives 1-2 details about the topic Gives more details to the audience about what report is over, but still not all Clearly explains what the report is covering Time Presentation is more than 2 minutes less than required time Presentation is 2 minutes less than required time Presentation is more than maximum time or 1 minute short Presentation within required time frame Completeness of Content One or more points left out Majority of points glossed over Majority of points covered in depth, some points glossed over Thoroughly explains all points
Anticipated Applied Appointed Approved Arranged Assembled Assessed Assigned Assisted Attained Audited Authorized Awarded - B - Balanced Billed Boosted Budgeted Built - C - Calculated Certified Chaired Changed Checked Coached Collaborated Collected Committed Communicated Compared Compiled Completed Conceptualized Conducted Consolidated Constructed Consulted Contributed Controlled Converted Conveyed Coordinated Copied Corresponded Counseled Created Critiqued Cultivated Cut - D - Dedicated Delegated Demonstrated Described Designated Designed Detailed Detected Determined Developed Devised Diagnosed Directed Disbursed Discovered Displayed Disseminated Distributed Documented Doubled Drafted - E - Earned Edited Educated Elected Elicited Eliminated Empowered Enabled Encouraged Enforced Enhanced Engineered Enlarged Envisioned Established Estimated Evaluated Examined Excelled Executed Exhibited Expanded Expedited Experienced Explained - F - Facilitated Familiarized Figured Finalized Financed Forecasted Formed Formulated Fostered Fulfilled Functioned as - G - Gained Gathered Generated Graded Grew Guided - H - Handled Headed Hired - I - Identified Implemented Improved Increased Influenced Informed Initiated Innovated Inspected Inspired Installed Instituted Instructed Insured Integrated Interpreted Interviewed Introduced Inventoried Investigated Issued Itemized - J - Joined Judged Justified - L - Launched Lectured Led Licensed - M - Maintained Managed Manufactured Marketed Mastered Met with Minimized Modified Monitored Motivated Multiplied - N - Negotiated Notified - O - Observed Obtained Officiated Operated Optimized Ordered Orchestrated Ordered Organized Outlined Overcame Overhauled Oversaw - P - Participated Performed Persuaded Pinpointed Pioneered Planned Predicted Prepared Presented Presided Prioritized Processed Produced Programmed Projected Promoted Proposed Proved Provided Publicized Purchased - R - Raised Realized Recommended Reconciled Recognized Recorded Recruited Reduced Referred Refined Reformed Regarded Reinforced Remedied Remodeled Reorganized Repaired Reported Represented Researched Resolved Restored Retrieved Revamped Reviewed Revised Revitalized - S - Saved Scheduled Screened Secured Selected Separated Served Set Set up Shaped Simplified Sold Solicited Solved Spearheaded Specified Staffed Standardized Streamlined Strengthened Studied Submitted Succeeded Suggested Summarized Supervised Supported Surpassed Surveyed Systematized - T - Tailored Taught Tested Trained Transcribed Transformed Translated Tripled Tutored - U - Underwrote Updated Upgraded Used Utilized - V - Validated - W - Won Wrote
Chad Lincoln 200 East Avenue 208.222.3333 Rexburg, ID clincoln@email.com August 8, 2011 John Wright, Project Manager Finance Company 789 Business Drive ID 83670 Dear Mr. Wright: I was referred to you by Diane Johnson from Any Company in Spokane, WA. Currently, I am a senior studying finance at BYU-Idaho and am looking forward to launching my career this May after I graduate. Diane recommended you as an excellent source of information on the finance industry. As an intern for ABC Paint Company, I gained a considerable amount of knowledge and experience in management and financial reports. I was exposed to the daily management tasks of a store as well as the corporate financial and sales data. It was beneficial to see first-hand what it takes to run a business from the financial and logistical sides. I also gained experience in payroll, accounts payable and accounts receivable as a Financial Assistant for the City of Rexburg. As Vice President of the Finance club, I have developed and put into practice my leadership and communication skills. My goal is to secure an position in the finance industry. I would appreciate hearing your advice on career opportunities, conducting an effective job search, and how best to uncover job leads. Thank you, in advance, for any insight and advice you would be willing to share. If possible, I would like to set up an informational interview with you. I will contact you early next week to make arrangements. Thank you for your consideration. Sincerely, {Signature} Chad Lincoln Enclosure Get Connected with LinkedIn www.linkedin.com
Sample assessment outline Career and Enterprise – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Start and submission date Assessment task Investigation 20% 10% Semester 1 Week 3–4 Task 1: Traditional and contemporary career development theories – Investigate and deliver an oral presentation comparing a traditional career development theory with a contemporary career development theory and outline the impact on individual career development. 10% Semester 2 Week 12–13 Task 9: Issues of global business – Investigate issues of global business and present your findings in a written report. Production/ performance 10% 5% Semester 1 Week 12–13 Task 3: Corporate social responsibility – Prepare and deliver a presentation on corporate social responsibility. 5% Semester 2 Week 2–3 Task 6: Self-marketing – Create an advertisement to promote yourself for a particular occupation. Individual pathway plan/career portfolio 10% 5% Semester 1 Week 8–9 Task 2: Electronic individual pathway plan (IPP) and career portfolio – Develp or refine own electronic IPP and electronic career portfolio, including own personal and professional skills and attributes, term goals and long term goals. 5% Semester 2 Week 5–6 Task 7: Electronic individual pathway plan (IPP) and electronic career portfolio – Refine own electronic IPP and career portfolio. Response 30% 15% Semester 1 Week 14 Task 4: Organisational restructuring – Respond to an extended answer question in class under test conditions. 15% Semester 2 Week 11 Task 8: Efficiency, productivity and sustainability – Respond to short answer and extended answer questions in class under test conditions. Examination 30% 15% Semester 1 Week 15 Task 5: Semester 1 Examination – three hours using the examination design brief from the ATAR Year 12 syllabus Section One: four questions (60%) Section Two: two questions from a choice of (40%) 15% Semester 2 Week 15 Task 10: Semester 2 Examination – three hours using the examination design brief from the ATAR Year 12 syllabus Section One: six questions (60%) Section Two: two questions from a choice of (40%) Total 100% 100%
Sample assessment outline Career and Enterprise – Foundation Year 11 Unit 1 and Unit 2 Assessment type (from the syllabus) Assessment type weighting (from the syllabus) Assessment task weighting When/start and submission date Assessment task Investigation 30% 15% Semester 1 Week 11 Task 4: Personal organisation self-reflection and – the characteristics of an organised person, and produce a written report on their personal organisation and identify some strategies that could be used to improve personal organisation. 15% Semester 2 Week 9 Task 6: Gaining work – investigate the work search tools, resources and organisations used to gain work and present findings on the usefulness of each in the form of a PMI. Production/ performance 20% 10% Semester 1 Week 7 Task 3: of work – define the different types of work and work settings and perform an oral presentation explaining these and outlining personal preference. 10% Semester 2 Week 5 Task 5: Diversity in the workplace – work in a group of four to produce a multimedia presentation on the issue of diversity in the workplace. Individual pathway plan/career portfolio 30% 10% Semester 1 Week 4 Task 1: Individual pathway plan – create or update own IPP including personal skills, attributes, values and interests. 20% Semester 2 Week 14 Task 8: Career portfolio – create/review own career portfolio. Response 20% 10% Semester 1 Week 15 Task 2: Worksafe SmartMove General module – complete the Worksafe SmartMove General module from the WorkSafe SmartMove website. 10% Semester 2 Week 11 Task 7: Pay calculations – a series of questions based on stimulus material. 100% 100%
Sample assessment task Career and Enterprise – Foundation Year 12 Task 7 – Unit 4 Assessment type: Investigation Conditions: Period allowed for completion of the task: two with some time provided in class Task weighting: 15% of the school mark for this pair of units __________________________________________________________________________________ Investigate the application process for one course/training option of interest for each of the following: TAFE apprenticeship traineeship. Record your findings, using the structured overview template on the next page, and write a report outlining the application process for all three training options. The structured overview should: contain at least one point in each box use accurate spelling use language appropriate for a written report. Total = 30 marks Application process – Structured overview TAFE Name of course: Location of the application package Method of application Prerequisites for enrolment Supporting documentation required Dates for submission of applications
Sample assessment outline Career and Enterprise – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting and submission date Assessment task Investigation 30% 5% Semester 1 Week 7–8 Task 2: Impact of global trends – investigate and deliver an oral presentation on two impacts of global trends on the workforce 10% Semester 1 Week 11 Task 4: Employment opportunities – investigate labour market information and produce a written report on possible employment opportunities 15% Semester 2 Week 2–4 Task 7: Conflict resolution – investigate two strategies and/or processes for resolving conflict in the workplace and produce a written report Production/ performance 20% 10% Semester 1 Week 10 Task 3: Profile matching – select a job and prepare a multimedia presentation to promote yourself to a potential employer 10% Semester 2 Week 11 Task 9: Innovative strategies – select a job opportunity and produce a presentation to promote yourself to an employment agency Individual pathway plan/ career portfolio 20% 5% Semester 1 Week 12–13 Task 5: Electronic individual pathway plan (IPP) – create or update own IPP, including your personal and professional skills and attributes, goals and long-term goals 15% Semester 2 Week 15 Task 10: Electronic career portfolio – create/update own career portfolio Response 15% 5% Semester 1 Week 2 Task 1: Personality and career choice – respond to an extended-answer question in class under test conditions 10% Semester 2 Week 9 Task 8: Solving a problem in a familiar work place – identify the problem, choose a problem-solving process and create an action plan to execute a solution Externally set task 15% 15% Semester 1 Week 14 Task 6: A written task of 50 minutes duration developed by the School Curriculum and Standards Authority and administered by the school Total 100% 100%
Sample assessment task Career and Enterprise – General Year 12 Task 1 – Unit 3 Assessment type: Response Conditions: Time for the task: 45 minutes Other conditions: in class – extended answer, under test conditions Task weighting 5% of the school mark for this pair of units __________________________________________________________________________________ According to Holland’s Theory of Career Choice (1985), most people are one of six personality types. Describe each of the six personality types, the work activities that match each personality type, and a career choice that would suit each. (18 marks) Identify your personality type and explain how this is linked to your planned career pathway. (4 marks) Total = 22 marks Marking key for sample assessment Task 1 – Unit 3 According to Holland’s Theory of Career Choice (1985), most people are one of six personality types. Describe each of the six personality types, the work activities that match each personality type, and a career choice that would suit each. Realistic personality type Description Marks Describes the personality type, lists possible work activities to match that personality and a career choice that would suit 3 Describes the personality type and lists possible work activities to match that personality or a career choice that would suit 2 Describes the personality type 1 Answer could include, but is not limited to: Realistic personality types are generally practical people Possible work activities include working with animals, machinery and/or tools Career choices could include a trade, farming or engineering Investigative personality type
pay structures, including: wage salary C11.2 Work health and safety Module description In this module students gain an insight into healthy and safe working practices based on the work health and safety (WHS) legislative requirements. The emphasis is on WHS being a responsibility of both the employee and the employer. Time allocation The notional time for this module is 20 class contact hours. Module content This core module includes the knowledge, understandings and skills described below. key words associated with work health and safety (WHS): ThinkSafe SAM workplace hazard safety signs safety equipment safety officer the concept of WHS the importance of WHS in different work settings, including: shop office factory mine site the role of instructions/manuals in providing information on safe use of tools and equipment the ThinkSafe SAM steps spot the hazard assess the risk make the changes identify potential hazards in a selected workplace and possible solutions to the identified hazards recognise and interpret safety information in a selected workplace, including: hazardous material signage safety instructions for machinery operation specific workplace safety warnings; for example, a sharps box in a pathology laboratory the uses of common safety equipment in the workplace, including: safety glasses steel capped boots
Unit 2: Respectful Relationships (Continued from Term 3…) How to work with others Help seeking Advocacy and action C4 – E 1, 5 C 5 – E 2 2 B.1.2.4 /B.1.2.1 3 B.1.3.3 4
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2018) Advisor: Total Required Credits for this Degree Program: 15 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Grade T/E/P** CTE Core Courses (6 units required) * CTE 592 Program Planning and Curriculum Development in Career and Technical Education * CTE 591 History and Philosophy of Career and Technical Education CTE Methods (3 units required): Select ONE course from the following courses: CTE 465 or CTE 565. * Additional Units of CTE Professional Courses (6 units required): Chosen with your advisor. * *
Linley Stewart Andrew Zambon Vet Coordinator Workplace Learning Coordinator RTO Manager Useful Links The information gained from the following list of websites may help students determine their post-school options. Apprenticeships and Traineeships . Australian Defence Force Academy Australia wide job search Career, employment, training information in Western Australia Career research Centrelink Job Resources Australia My Future University of Notre Dame University of Western Australia Vacancies Australia wide Western Australian Government (go to ‘Education and Training’) Curtin University Edith Cowan University Murdoch University Tertiary Institutions Services Centre
Career Education 4 - KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Identify and appreciate personal attributes, skills, interests, and accomplishments and growth over time Recognize need for others who can support their learning and personal growth Recognize the intersection of personal and public digital identities (digital presence/footprint, modes of dress, diction, body language, representing self and communities) and the potential for both positive and negative consequences Demonstrate respect for differences in the classroom Use innovative (original, creative; taking an existing idea and making it better) thinking when solving problems Set realistic short- and longer-term learning goals, define a path, and monitor progress Make connections between effective work habits and success Demonstrate safe behaviours in a variety of environments Public identity is influenced by personal choices and decisions. Exploring our strengths and abilities can help us identify our goals. Leadership requires listening to and respecting the ideas of others. Family and community relationships can be a source of support and guidance when solving problems and making decisions. Good learning and work habits contribute to short- and long-term personal and career success. Questions to support students: Personal Development goal-setting strategies (Review and identify the steps required to help achieve short-term and long-term goals; S.M.A.R.T. goals (Specific, Measurable, Attainable, Realistic, Timely)) problem-solving and strategies Emergent leadership skills (communication, motivation, direction, support, initiative…) Connections to Community cultural and social awareness (achieved by exploring acknowledging cultural differences, honouring indigenous traditions) generational roles and responsibilities safety hazards and rules at school, at home, and in the community
Career Education 5 - KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Identify and appreciate personal attributes, skills, interests, and accomplishments and growth over time Recognize the need for others who can support their learning and personal growth Recognize intersection of their personal and public digital identities (digital presence/footprint, modes of dress, diction, body language, representing self and communities) and the potential for both positive and negative consequences Demonstrate respect for differences in the classroom Use innovative (original, creative; taking an existing idea and making it better) thinking when solving problems Set realistic short- and longer-term learning goals, define a path, and monitor progress Make connections between effective work habits and success Demonstrate safe behaviours in a variety of environments Question self and others about the role of technology in the changing workplace Public identity is influenced by personal choices and decisions. Exploring our strengths and abilities can help us identify our Leadership requires listening to and respecting the ideas of others. Family and community relationships can be a source of support and guidance when solving problems and making decisions. Good learning and work habits contribute to short- and long-term personal and career success. Questions to support students: Personal Development goal-setting strategies (Review and identify the required to help achieve short-term and long-term goals; S.M.A.R.T. goals (Specific, Measurable, Attainable, Realistic, Timely)) problem-solving and strategies Emergent leadership skills (communication, motivation, direction, support, initiative…) Connections to Community cultural and social awareness (achieved by exploring acknowledging cultural differences, honouring indigenous traditions) generational and responsibilities safety hazards and at school, at home, and in the community
Career education: Why is it important? The decisions that young people make at school have a big impact on their lives – affecting not just their further education, training or employment, but also their social lives, finances and health outcomes. A key function of secondary schools is to prepare students to transition successfully toward a future career path. This involves providing curriculum opportunities to build students’ general capabilities, support students’ interests and aspirations, and support them to make informed decisions about their subject choices and pathways. Students are more engaged in education and highly motivated about their future when they have a clear understanding of themselves and how they might live and work when they leave school. High quality career education and guidance is an essential part of schooling in preparing young Australians for their future. Careers are now increasingly seen not as being ‘chosen’ but as being constructed through the series of choices about learning and work that people make throughout their lives. Career education in this need not be confined to the few, it can, and must, be made accessible to all. The two key components of career education and career guidance are: career education – developing knowledge, skills and attitudes through a planned program of learning experiences in education and training settings which will assist all students to make informed decisions about their study and/or work options and enable effective participation in their working life. career guidance – assisting individuals to make educational, training and occupational choices and to manage their careers and move from a general understanding of life and work to a specific understanding of the realistic learning and work options that are open to them. Supporting students in making well informed choices about subjects can lead them to have a more optimistic outlook on life, sense of purpose and greater level of contribution that they make to their families and society. There are economic and social benefits when students are supported to make effective transitions from secondary school to further education, training or employment. Career education and guidance play an important role in curriculum that supports: students’ interests, strengths and aspirations students’ achievements students at risk of poor outcomes students making informed decisions about their subject choices and pathways.
Career Goal Setting Worksheet It’s important to develop Goals. Those are goals that are Specific, Measurable, Attainable, Realistic, Timely My Long-Term Career Goal My Goals to Achieve My Long-Term Goal Action Steps Time Line Remember to break these goals into doable steps. Make sure you consider the SMART goal criteria: Specific Measurable Attainable Realistic Timely 1. 2. 3. 4. 5. Support Network Barriers
Career Immersions What is a Career Immersion? Career Immersions, or “career field-trips” connect students with employers in the employer’s real-world of work setting! Students receive a “behind the scenes” look at organizations and the variety of careers that exist within them! Students and employers participate in unique and interactive networking activities to allow students to expand their industry knowledge and apply what they are learning in the classroom! For employers, career immersions are unique opportunities to build relationships with UIS students and recruit passively for internships, part-time and full-time jobs! Sample Areas of Your Organization to Have Students Engage with: Resources, Marketing/Advertising, Finance/Accounting, Sales, Information Technology, Communication/Public Relations, Development/Fundraising, Management/Business, and many more! Suggested Agenda & Topic Items: ***These activities are suggested topics only. Please feel free to suggest additional topics and customize your immersion agenda. For assistance in developing your immersion, contact Alanna Cieslek at (217) 206-6508 or email at acies2@uis.edu Beginning of Immersion: Start with overview of organization/industry, company culture, careers within orginization Tour of organization with meet & greet of employees, career descriptions Meet & with UIS Alumni Employees and/or new hires What you would be doing if you worked in this area or department Middle of Immersion: Role play with employees, case studies, leadership styles, work Lunch with students and employees (optional) Create sample work products with students: press releases, business plans, PR pitches Have students sit in on actual meetings Have students pair up with employees to conduct informational interviews Have employees mock interview students Have employees provide students with resume and/or cover letter advice End of Immersion: What skills employer looks for when hiring, recruitment trends, tips Q&A session/discussion Open Networking, networking activities Discuss salary trends, negotiation, etc.
is a monthly magazine for long term and post-acute care professionals owned by the American Health Care Association and the National Center for Assisted Living. Additional headlines: “Unique Program Takes Seniors Around the World” “Surprising Program Takes Seniors Around the World” “Innovative Program takes Seniors Around the World” “Seniors Travel The World, No Plane Ticket Needed” “Seniors Travel the World, No Luggage Needed” “Seniors Travel the World, No Credit Card Needed” “Innovative Program Delivers Travel Sights and Sounds to Seniors” “Program Brings Travel Adventure to Seniors” “Seniors Travel the World Without Leaving Home” Image: *High-resolution image available upon request
Course Information Day Parkville Campus 10.00am – 2.30pm Dec 18 (Monday) Victoria University CHAT AND HOTLINE 1300 842 864 8.30am – 6.00pm Dec 15 (Friday) 10.00am – 3.00pm Dec 16 (Saturday) 10.00am – 3.00pm Dec 17 (Sunday) 8.30am – 6.00pm Dec 18 – 19 8.30am – 12.00pm Dec 20 (Wednesday) One-on-one Appointments 9.00am – 5.00pm Dec 15 (Friday) 10.00am – 3.00pm Dec 16 – 17 9.00am – 5.00pm Dec 18 – 19 COP Expo at Footscray Park Campus 3.30pm – 6.30pm Dec 19 (Tuesday) William Angliss Institute HOTLINE 1300 ANGLISS One-on-one consultations available 9.00am – 5.00pm Dec 18 – 20 This information is only a guideline and it is important that students check dates and times themselves.
Future Students Centre Drop-Ins - Melbourne Melbourne Advisory Day Bendigo Advisory Day 9.00am – 5.00pm 10.00am – 2.00pm 11.00am – 2.00pm Dec 12 - 16 Dec 13 (Tuesday) Dec 13 (Tuesday) Melbourne Polytechnic (03) 9269 8400 Monash University 1800 666 274 hotline Change of Preference Expo Building H, Caulfield Campus 9.00am – 5.00pm 3.00pm – 7.00pm Dec 14 (Wed) Navitas College of Public Safety 1800 783 661 RMIT University Hotline (03) 9925 2260 COP Expo – Arts, Design, Communication, Justice, International, & Community Services Courses COP Expo – Business Courses COP Expo – Science, Engineering & Health Courses RMIT Building 80 (Swanston Academic Building) http://inspired.rmit.edu.au/ 8.30am – 5.30pm 8.30am – 5.30pm 8.30am – 12.00pm 11.00am – 1.00pm 3.00pm – 5.00pm 11.00am – 1.00pm Dec 12 – 16 Dec 19 (Mon) Dec 20 (Tues) Dec 14 (Wed) Dec 14 (Wed) Dec 15 (Thur) Swinburne University Hotline 1300 275 794 Live Chat COP Expo Hawthorn Campus 6.00pm – 8.00pm 11.00am – 4.00pm Dec 12 – 20 Dec 13 (Tues) Dec 14 (Wed) University of Melbourne 13 63 52 Course Information Day Parkville Campus Online Support 9.00am – 5.00pm 10.00am – 2.30pm Dec 12 – 20 Dec 14 (Wed) Victoria University CHAT AND HOTLINE 1300 842 864 One-on-one Appointments COP Expo at Footscray Park Campus 8.30am – 6.00pm 8.30am – 6.00pm 8.30am – 12pm 9.00am – 5.00pm Dec 12 - 16 Dec 12 - 16 Dec 19 (Mon) Dec 14 (Wed) William Angliss Institute 1300 ANGLISS Course Information Expo – Melbourne Campus One-on-one consultations available 4.00pm – 6.00pm Dec 13 (Tues) studentcareers.brightongrammar.vic.edu.au
Internet Resources DiversityInc - http://www.diversityinc.com/ Society for Human Resource Management - http://www.shrm.org – look for section on Careers in Human Resource Management Jobs4HR.com - http://www.jobs4hr.com/ WetFeet.com - http://www.wetfeet.com/Content/Careers/ - Human Resources Industry Guide Workforce Management - http://www.workforce.com/ Publications Careers in Human Resources, Wetfeet Press, 2008. Vault Guide to Careers in Human Resources, Vault Inc, 2005. Note: Edited for the use of Cornell Institute for Public Affairs Fellows and alumni by the staff from the Office of Career Management. Written by Career Directors from the Association of Professional Schools of International Affairs.
CAREER OPPORTUNITIES IN THE US FEDERAL GOVERNMENT/FEDERAL INTERNSHIPS Description of the Field The US Federal Government is the largest employer in the United States, with presently 1.8 million civilian employees. It is responsible for: protecting the environment regulating worker health and safety ensuring the safety of the nation’s food supply overseeing air traffic control operations forging international partnerships in an era of globalization fighting ongoing battles against poverty, disease, homelessness, and illegal drug use conducting a global war against terrorism. International affairs positions in government do not just exist in agencies such as the Department of State and the Agency for International Development as almost every federal department and agency maintains an international affairs division. Federal job hunters are encouraged to explore a wide variety of agencies that may be involved with international policymaking. Hiring within the federal government is decentralized. Each agency manages its own hiring and is best viewed as a separate employer. the US Office of Personnel Management (OPM), which functions as the federal government’s human resource division, regulates hiring practices and provides vacancy information for the entire federal government, it is necessary to contact the human resource office for each agency to obtain detailed information about its particular career opportunities. Career Paths and Entry Salaries There are two main public sector tracks to consider: foreign service and civil service. Foreign Service Officers spend the majority of their time outside the U.S., with occasional stateside rotations. The only means of entry into the Foreign Service is via the examination process and placements can take up to two years, so if this is a career path students are considering seriously, they should aim to take the written examination during the spring before or during their first year of a 2-year Master’s program. The oral examination is offered at different times throughout the ensuing fall and winter. It can take up to a year to be placed following successful completion of the oral examination phase, as more candidates pass than there are positions to fill. Civil Service positions can be gained through the competitive hiring process (i.e. government positions posted to usajobs.com and other sites) or through application to the Presidential Management Fellowship program, which is a 2-year, fast-track program for graduate students. There are also fellowship programs that allow entrée into entry-level positions. Hiring for full-time civil service positions happens throughout the year as positions become open. The application process for the specific
B.Tech/B.E Computers/IT Course duration: 4 years Centres: IITs and some reputed institutes. B-Tech. (Information and Communication Technology) Eligibility: 10+2 (Physics, Maths) Based on Ranking of AIEEE Centre: Dhirubhai Ambani Institute of Information and Technology, Gandhinagar, Gujarat. Degree courses in Computer hardware and Networking Centre: Jet king, Institute, Pune. Other courses: Bachelor of Arts (BA) in Computer Science Bachelor of Mathematics in Computer Science Bachelor of Engineering (BEng) in Computer Science Bachelor of Computing in Computer Science Bachelor of Computer Security in Computer Science Bachelor of Science in Information Technology (B.Sc IT) Bachelor’s Degree in Web Development Bachelor’s Degree in Web Design & Multimedia Bachelor of Science in Web Application Development Bachelor of Science in Graphics and Multimedia Courses after Graduation B.Sc. Applied in Geographic Information system and Remote Sensing Course duration: 12 months. Centre: Department of Geography University of Pune, M.Sc (Computers) Eligibility: Bachelors degree. Duration: 3 years Mode of admissions: Institutes criterion Centre: Reputed Universities and colleges. Masters of Computer Applications (MCA) Eligibility: Bachelors degree. Duration: 3 yrs Centres: Reputed Universities and colleges and many private institutes Masters of Computer Management (MCM) Eligibility: Graduate possessing 45% marks from any faculty. Duration: 2 years Centres: Reputed Universities and colleges and many private institutes. MBA programme in Advanced Information technology Centre: International Institute of Information Technology (I2IT). Pune Infotech Park, Hinjawadi, Other courses: Master of Business Administration in Computer Information Systems. Master of Science in Computer Information Systems (MSIS). Master of Software Engineering Master of Science in Software Engineering Master of Science in Computer Engineering