Career Fields Of Interest Using Free Online Tools

After taking the FOCUS 2 quizzes and completing the worksheet, I learned about a few of my career options. I have already chosen a degree plan, and know what direction I want to go in, but I am not sure of the specifics. The FOCUS 2 Career Exploration Worksheet helped me to discover some of those specifics.

Career and technical schools are educational facilities that allow students to explore a specific career or field that they are interested in. They offer approximately sixteen different career and technical choices and over 70 different sub-careers ranging from Education and Training, Government and Public Administration, Manufacturing, Information Technology, Finance, Science Technology, Engineering and Mathematics to Transportation, Distribution and Logistics plus other career fields of interest that appeal to the students. The Career and Technical Education Schools are able to fulfill the needs of employers who are looking for specific criteria when hiring a new employee to fill an available position within their company. () Since the students

According to my site supervisor, there is only one career lesson delivered to each grade level at the middle school. She said that it is not until students get to high school that the counselors really begin to focus on careers and future plans. Upon further research, I discovered that this was consistent across all middle schools in the district. I feel as though it is of utmost importance for students to be prepared and have a plan once they graduate high school. They need to be aware of their options and their career goals. In order to have a career goal and understand their post-secondary options, students must understand and gain exposure the various career paths and opportunities. It is never too early to begin planning for the future, developing career goals, and creating a post-secondary plan. For these reasons, I chose to focus, advocate for, and plan for individual planning activities that career paths to aid students in career planning.

The Career Pathing project consists of creating and distributing a survey that identifies common core competencies (knowledge, skills and abilities) that all SFSU faculty and staff employees must possess. The survey will be distributed to a focus group, which represents 150 individuals who are either faculty, staff, or students across SFSU.

To help clients through the process about their career goals they can explore their skills and limitation while balancing their interest and openness to the idea. As readily apparent, the information collected during the evaluation phase enables the counselor and client to use occupational information resources to access the appropriateness of the client’s expressed vocational objectives (Rubin and Roessler, 2008). Clients can utilize The New Guide for Occupational Exploration, use The Self-Directed Search, Occupational Outlook Handbook, also The Worker Traits Data Book. These resources inform the client on professional requirements, intellectual limitation in the profession and/any other needs the clients may need to explore for their given goal. Transferable skills

In recent years, there has been growing pressure for school districts to ensure that students graduate college and career ready. Moreover, educational laws now require schools to offer career guidance to their students. As a result, school leaders are utilizing a series of assessment tools to identify students’ interest and prepare them for a global society. According to Timmons, Podmostko, Bremer, Lavin, and Wills (2004), career interest inventories are designed to assist students in recognizing their predominant interests and preferences. In addition, they allow students to identify areas of strength as well as areas that may need improvement. Hulleman and Harackiewicz (2009) maintain that career assessments help low-performing students achieve

Finding a career is something that can take a long time to establish, so the earlier students can start thinking of their career goals the better off they will be when it comes to actually having to make those decisions. As a school counselor, I have decided to start a career exploration unit for 8th grade students. In this career exploration unit, I plan to use the skill profiler from career one step. This program will help students identify their skills and match different occupations based on their skill sets.

In Career Education we are researching our future career pathways that we want to pursue. This is important because when you decide to pursue a career that is something you want to do the rest of your life not just a clock in clock out type of job. A person can not just go to college with no idea what they want to do or where there life is going to go. When you pick a career it can not be a not certain choice. That career is what you will be doing your whole life. My main goal in finding a career is to become an orthodontist and eventually open up my own business.

The mission of Career Services is to assist students and other designated stakeholders in developing, evaluating, and/or implementing career, education, and employment decisions and goals that align with academic and experiential learning programs in an effort to promote student learning and development.

The intention of this study is to investigate enrollment in career and technical courses, participation in career and technical student organizations, work-based learning experiences, and admission into a two-year technical college, community college, four-year universities, or directly to work. This can only have been achieved through successful completion of a graduation program.

A career map encompasses detailed information that is thoroughly examined in order to implement a strategy to achieve goals for a successful career. The information within a career map includes imperative skills that have or have not been acquired that are representative of a specific career. In addition, career maps also allow you to question what you may want in terms of a career and the general goals needed to achieve them. Career maps help to solidify or build these questions by outlining universal and unique skills, experiences, and personal characteristics. Career maps are in essence the entire vision to your prospective career and outlines a specific plan that must remain fluid and interchangeable to opportunity.

The reality for career technical educators with regard to broadening representation of both men and women in nontraditional careers is that there needs to be a creative recruitment strategy designed that utilizes the enthusiasm and talents of successful role models (Lucci Jr., W., 2007). Effective recruitment and teaching practices can help educators create learning situations that are conducive for all students to learn, especially those nontraditional students in career clusters. Suggestions for recruiting nontraditional students include creating career-technical programs to reach all students, presenting career clusters in a way that shows how career pathways can align with interests, giving students multiple opportunities to explore both traditional and nontraditional careers. Educators should market career-technical programs to reach all students, making a concerted effort to attract nontraditional students through the use of photos and graphics that show both genders and various races in careers at the technical and professional levels (Clark, P., & Ohio State Univ., C. y., 2000).

Career Counseling, or Career Services depending on the institution, is frequently offered on a one-on-one basis, but at times this service is provided through group workshops, classes, or computerized guidance systems. Traditionally a standard function of the career services role is to help students develop job search skills however the scope of the

to make the people grow to their full potential and to retain skilled, competent and talented

The “future planning” program is an attempt to allow students the chance to observe possible jobs opportunities they may choose in the future. Specifically, we want to students, starting at a young age to be exposed to various workplaces by allowing them to actually see what occurs during a normal day in that profession. There would be allotted one on one time for the students to talk with the professionals and ask questions about whatever they would like, ranging from simply how do you like this job, to what did it take to get where you are today. We feel that even the younger students can appreciate and benefit from going on these “field trips”. We are hopeful that these experiences will allow student to understand that no matter the circumstances they come from, they have the opportunity to be successful.