Cleo Thompson

Options Coordinator

AndoverHigh School

80 Shawsheen Road

Andover, Massachusetts01810

Northern EssexCommunity College Career Planning

CAREER OPTIONS Cleo Thompson: Extern Partnership

The World of Work Today

CAREER OPTIONS

Getting to know

Find someone who…

was born the same month as you
has a parent who was born in Methuen
has a family member living in a town in the LowerMerrimackValley other than Andover
has a family member who graduated from AndoverHigh School
can tell you what NECC stands for
Can tell you at least five majors offered at NECC
knows the two locations of NECC
Can tell you the name of MerrimackValley’s One- Stop in Lawrence
knows at least three subjects covered in a resume
can name the hospitals in the towns of Lawrence and Methuen

MerrimackValley Workforce Investment Board

Labor Force Blueprint

Career Options

Lesson #8

Format

Time: 40 minutes

Materials: Blueprint General Recommendations for each student

(Copies for each table)

MerrimackValley Workforce Investment Board

Labor Force Blueprint

NECC Career Explorer 2005 and “Work, Wages and Why You Should Go to College” handouts
Copy of Out of School Youth training opportunities available at ValleyWorks

Process

Review the General Recommendation in open discussion format.
Define Critical vs. Emerging industries with students.
Engage students in discussion as it pertains to the careers they have selected.
Review training opportunities available at ValleyWorks
Conclude unit with a review of NECC handouts

Career Search Sheets

Use your Career Information Systems (MassCIS Portfolio) to research three more careers.

Career______

______

TasksList______
Common Work Activities______

______
Working Conditions ______

______

Physical Demands______

______

Skills and Abilities______

______

Knowledge______

______

Preparation______

______

Hiring Practices______

______
Licensing / Certification______

______
Wages______

______

Employment______

______
Outlook______

______

Interests______

______
Advancement Opportunities______

______

Misc. Information

______

Career Options

Lesson #1

Format

Time: varies according to need: can be from 5 minutes to an hour.

Materials: White board and markers

Process

The teacher explains VERY BRIEFLY that chalk talk is a silent activity. No one may talk at all and anyone may add to the chalk talk as they please. You can comment on other people’s idea simply by drawing a connecting line to the comment.
The teacher writes the works career and resume on the board.
The teacher then hands a marker to each of the students.
Students write, as they feel moved. There are likely to be long silences- that is natural, so allow plenty of wait time before deciding it is over.
How the teacher chooses to interact with the Chalk Talk influences its outcome. The teacher can stand back and let it unfold or expand thinking by:
Circling other interesting ideas, thereby inviting comments to broaden
Writing questions about a participant comment
Adding his/her own reflections or ideas

June 2006, National School Reform Faculty, Chalk Talk; developed by Hilton Smith, foxfire fund.

ca‧reer/kəˈrɪər/ Pronunciation Key - Show Spelled Pronunciation[kuh-reer] Pronunciation Key - Show IPA Pronunciation–noun

1. / an occupation or profession, esp. one requiring special training, followed as one's lifework: He sought a career as a lawyer.
2. / a person's progress or general course of action through life or through a phase of life, as in some profession or undertaking: His career as a soldier ended with the armistice.
Dictionary.com Unabridged (v 1.0.1)
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.
ré‧su‧mé/ˈrɛzʊˌmeɪ, ˌrɛzʊˈmeɪ/ Pronunciation Key - Show Spelled Pronunciation[rez-oo-mey, rez-oo-mey] Pronunciation Key - Show IPA Pronunciation–noun / 1. a summing up; summary.
2. / a brief written account of personal, educational, and professional qualifications and experience, as that prepared by an applicant for a job.
Dictionary.com Unabridged (v 1.0.1)
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

End with discussion of the dictionary meanings.
Copy “chalk talk” comments (use for future discussions)

Career Options

Lesson #2

Format

Time: One 80 minute block.

Materials: White board and markers

“Getting to know” handout

Process: Have student spend the first 20-30 min. collecting information for the sheets.

After students have completed many of the questions, go around the room asking each student to reveal their answers one at a time in sequence until each student has given one answer. Continue to go around the room until each student has answered all questions.

Chalk Talk Activity

Review “chalk talk” from previous week.
Remind students to be silent while responding to the word on the board.
After discussion, inform students of the dictionary meaning.
Inform student that the next few weeks would be on career planning.

plan‧ning/ˈplænɪŋ/ Pronunciation Key - Show Spelled Pronunciation[plan-ing] Pronunciation Key - Show IPA Pronunciation–noun

the act or process of making a plan or plans. Dictionary.com Unabridged (v 1.0.1)
Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

Copy “chalk talk” comments (use for future discussions)

Career Options

Lesson #3

Format

Time: 40 minutes

Materials: Handout of Career Options (flow sheet)

Northern EssexCommunity College (9) Career Options (Career Planning)

Process

Open discussion of “Career Options
Use sheet to discuss services available at ValleyWorks for Out of School Youth
Discuss NECC Career Options

Business Management
Computer and Information Science
Education
Engineering
Graphic Design
Healthcare
Human Services
Liberal Arts
Paralegal Studies

Career Options

Lesson #4

Format

Time: 80 minutes

Materials: Opinion, Hopes and Dreams sheets

Speeches: Susan B. Anthony, John F. Kennedy and Martin Luther King Jr.

Process

Begin by introducing each of the authors of the speeches. Be brief since the speeches tell a story.
Have students fill out first two pages of worksheets. Allow students to complete sheets for homework.
Discuss first page in the last 20-30 minutes of class

Career Options

Lesson #5

Format

Time: 80 minutes

Materials: Opinion, Hopes and Dreams sheets

Speeches: Susan B. Anthony, John F. Kennedy and Martin Luther King Jr.

Markers

Process

Divide class into groups. Have students assign a note taker within the groups
Have student discuss their answers together
Students will reveal their passions. (optional)
Assigned note taker will then write the possible careers on the board
Students will end by reviewing NECC Career Options sheets

Career Options

Lesson #6

Format

Time: 80 minutes

Materials: Career Possibilities sheets

Computer room

Process

Review the Career Possibilities sheet with students
Review each heading
Remind student to select one career
Have student end by creating a Career Information System Portfolio

Career Options

Lesson #7

Format

Time: 80 minutes

Materials: Extra copies of the Career search sheets

Computer room

Process

Review the Career search sheet with students
Assist student in selection of careers using NECC Career Options /career sampler section for a list of careers
Remind students to fill out the worksheets
Use additional web site:
Have students end by saving information in their Career Information System Portfolio.

Do you have an opinion, hope or dream?

Review the following speeches and answer the questions.

On Women’s Right to Vote
by Susan B. Anthony, 1872
Philadelphia, PA

Civil Rights
by John F. Kennedy, June 11, 1963

"I Have a Dream", August 28, 1963

by Martin Luther King Jr.

What was the speech was about ?

Susan B. Anthony:

______
______

John F. Kennedy:

______

Martin Luther King Jr.:

______

If you could envision a change in your future what would it be?

______

Each of the writers of the speeches was passionete about their subject. What are you passionate about?

______

Susan B. Anthony was a mother, wife, teacher and American women's civil rights leader.
John F. Kennedy studied international affairs in college and was the Thirty-Fifth President of the United States (1961-1963).
Martin Luther King Jr. received a B.A. degree in Sociology, was a minister and was a Civil Rights leader

Brain storm possible career that address your passion.

______

Career Possibilities

Using your Possible Careers brainstorming excersize, conduct reseach on one of your possible careers using

Career Information System
Enter your town and zip code
Type of User
Alphabetical list of Occupations

Career______

______

TasksList______
Common Work Activities______

______
Working Conditions______

______

Physical Demands______

______
Skills and Abilities______

______

Knowledge______

______

Preparation______

______

Hiring Practices______

______
Licensing / Certification______

______
Wages______

______
Employment______

______
Outlook______

______

Interests______

______
Advancement Opportunities______

______

Setup your Career Information Systems (MassCIS Portfolio)

User name______

Password______

July 19, 2006 Northern Essex Community College 2 hours

Rose DittmerExtern Partnership Orientation

July 19, 2006 Northern EssexCommunity College

Rose Dittmer4 hours

Meet and discussed Externship goals Meet and discussed Externship goals

August 2, 2006 Northern EssexCommunity College

Grace Y. A. Dimmick, MSW Associate Dean Academic Affairs1 hour

Meet to discuss academic planning. Also learned about Bachelor degrees offered in conjunction with State Colleges

August 8, 2006 Northern EssexCommunity College

Marie McDonnell, LearningAccommodationsCenter1 hour

Learned about services provided through the LearningAccommodationsCenter

August 8, 2006Northern EssexCommunity College

Nora Sheridan, Associate Dean,

Admissions and One Stop Student Services 2.5 hour

Charles Diggs, Associate Director of Enrollment Services and Recruitment

Meet with Nora Sheridan and Charles Diggs to discuss NECC recruitment and programming.

August 9, 2006 Northern EssexCommunity College

Rose Dittmer

Tour of Lawrence Campus 1 hour

David Souza Valley Works Career Center .5 hours

Meet to discuss internship goals.

August 2006Empire beauty school 1.5 hours

Michelle Paress Admissions Representative

Discussed benefits of a training program for students considering the field of Cosmetology and fashion

August 31, 2006Middlesex Community College 3 hours

Reginald N. Nichols, Assistant Director of Admissions
Tour of campus and department

August 29, 2006

Rose Dittmer- Externship follow-up2 hours

September 6, 2006ValleyWorksCareerCenter

Disability Navigator 1 hour

September 6, 2006

Frank O’Connor, Jr. .5 hour

Business Service Representative,

September 6, 2006

Chris Shannon Merrimack Valley Workforce Investment Board 2.0 hours Youth Workforce Specialist

MerrimackValley Workforce Investment Board

Ms. Shannon provided training information and materials for an out of school youth directory.

September 7, 2006

Elizabeth Kirk Division of Grants Administration 1.5 hour

Grants Development Manager

Ms. Kirk reviewed the criteria for Out of School Youth grants. Discussed outcome expectations for grant proposals.

September 8, 2006

Elizabeth Kirk Division of Grants Administration 1.5 hour

Grants Development Manager

Ms. Kirk reviewed a grant that was funded and outlined upcoming grants that are currently under review.

Total Hours for Northern EssexCommunity College9.5

Total Hours for ValleyWorks5.0

Total Hours for MiddlesexCommunity College3.0

Total Hours for Empire beauty school1.5

Total Hours MVWIB2.0

Externship Orientation and Follow-up4.0

Total25

On Women's Right to Vote (
by Susan B. Anthony1872 Philadelphia, PA

Susan B. Anthony delivered this address when she illegally cast a vote during the 1872 presidential elections. Her vote was illegal because women did not have the right to vote at the time.

Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to deny.

The preamble of the Federal Constitution says:

We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government -- the ballot.

For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land. By it the blessings of liberty are forever withheld from women and their female posterity.

To them this government has no just powers derived from the consent of the governed. To them this government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household - which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every home of the nation. Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold office.

The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to make any law, or to enforce any old law, that shall abridge their privileges or immunities. Hence, every discrimination against women in the constitutions and laws of the several states is today null and void, precisely as is every one against Negroes.

Civil Rights (Message
by John F. Kennedy June 11, 1963

Good evening my fellow citizens:

This afternoon, following a series of threats and defiant statements, the presence of Alabama National Guardsmen was required on the University of Alabama to carry out the final and unequivocal order of the United States District Court of the Northern District of Alabama. That order called for the admission of two clearly qualified young Alabama residents who happened to have been born Negro.

That they were admitted peacefully on the campus is due in good measure to the conduct of the students of the University of Alabama, who met their responsibilities in a constructive way.

I hope that every American, regardless of where he lives, will stop and examine his conscience about this and other related incidents. This Nation was founded by men of many nations and backgrounds. It was founded on the principle that all men are created equal, and that the rights of every man are diminished when the rights of one man are threatened.

Today we are committed to a worldwide struggle to promote and protect the rights of all who wish to be free. And when Americans are sent to Viet Nam or West Berlin, we do not ask for whites only. It ought to be possible, therefore, for American students of any color to attend any public institution they select without having to be backed up by troops.

It ought to be possible for American consumers of any color to receive equal service in places of public accommodation, such as hotels and restaurants and theaters and retail stores, without being forced to resort to demonstrations in the street, and it ought to be possible for American citizens of any color to register and to vote in a free election without interference or fear of reprisal.

It ought to be possible, in short, for every American to enjoy the privileges of being American without regard to his race or his color. In short, every American ought to have the right to be treated as he would wish to be treated, as one would wish his children to be treated. But this is not the case.

The Negro baby born in America today, regardless of the section of the Nation in which he is born, has about one-half as much chance of completing a high school as a white baby born in the same place on the same day, one-third as much chance of completing college, one-third as much chance of becoming a professional man, twice as much chance of becoming unemployed, about one-seventh as much chance of earning $10,000 a year, a life expectancy which is 7 years shorter, and the prospects of earning only half as much.

This is not a sectional issue. Difficulties over segregation and discrimination exist in every city, in every State of the Union, producing in many cities a rising tide of discontent that threatens the public safety. Nor is this a partisan issue. In a time of domestic crisis men of good will and generosity should be able to unite regardless of party or politics. This is not even a legal or legislative issue alone. It is better to settle these matters in the courts than on the streets, and new laws are needed at every level, but law alone cannot make men see right.

We are confronted primarily with a moral issue. It is as old as the scriptures and is as clear as the American Constitution. The heart of the question is whether all Americans are to be afforded equal rights and equal opportunities, whether we are going to treat our fellow Americans as we want to be treated. If an American, because his skin is dark, cannot eat lunch in a restaurant open to the public, if he cannot send his children to the best public school available, if he cannot vote for the public officials who represent him, if, in short, he cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place?