Career Development Subpages & Links:
| Individual Career Plan | Exploring Careers |
| 11th Hour in Your Teen's HS Career/FAQs | Your Career Connection |
Individual Career Plan
The learner goals and indicators in this document include the national career development guidelines developed by the National Occupational Information Coordinating Committee (NOICC). The competencies and indicators from the national career development guidelines were adapted to fit the model of the twelve key topics used in Ohio.
A crucial emphasis in Ohio's future at work is the development of an individual career plan (ICP) by the students before they enter ninth grade. The ICP is a learning process for students that actually begins in kindergarten and continues through the eighth grade, at which time students identify and explore their initial career plans. In their ICP document, eighth-grade students identify the educational plan needed to achieve those goals both at the secondary level and beyond. High school students have additional opportunities to explore and verify their educational and career goals, and to formally review, revise, and add to their ICP document annually.
The high schools years are vital to the ICP process because it is then that students validate or change the tentative career goals they have established. career development activities help them refine their ICP's into working documents that provide meaning to their secondary education and preparation for their postsecondary choices.
Structured means by which students gain knowledge of, understand, and express themselves
Learner Goal 1: Understand the influence of a positive self-concept.
Indicators
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Identify and appreciate personal interests, abilities, and skills.
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Demonstrate the ability to use peer feedback.
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Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals.
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Demonstrate an understanding of how the environment influences one's behavior.
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Demonstrate an understanding of the relationship between personal behavior and self-concept
Learner Goal 2: Develop skills to interact positively with others
Indicators
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Demonstrate effective interpersonal skills.
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Demonstrate interpersonal skills required for working with and for others.
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Demonstrate appropriate employer-employee interactions in various situations.
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Demonstrate how to express feelings and ideas in an appropriate manner.
Learner Goal 3: Understand the impact of growth and development.
Indicators
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Describe how developmental changes affect physical and mental health.
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Describe the effect of emotional and physical health on career decisions.
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Describe healthy ways of dealing with stress.
Demonstrate behaviors that maintain physical and mental health.
Suggested Activities:
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Journals-opendiary.com
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Wellness fair participation-wellnessweb.com
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Role-playing-careerkids.com
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Conflict-resolution skills-crenet.org
Formal and informal methods that enable students to measure and interpret achievement, aptitude, interest, and personality.
Learner Goal 1: Gain knowledge of individual achievements, aptitudes, interests, and personality.
Indicators
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Identify personal aptitudes and interests that have remained constant and those that have changed with age.
Identify general personality traits necessary for chosen individual career goal(s).
Learner goal 2: Develop skills to interpret assessments in relation to career choice.
Indicators
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Identify personal achievements, aptitudes, and interests necessary for chosen individual career goal(s).
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Demonstrate strategies to review and revise one's ICP document.
Suggested Activities:
Current and specific data concerning the world of work
Learner Goal: Develop skills to locate, evaluate, and interpret career information.
Indicators
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Describe the educational requirements of various occupations.
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Demonstrate the use of a range of resources (for example: handbooks, career materials, labor market information, and computerized career-information delivery systems).
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Demonstrate knowledge of various classification system that categorize occupations and industries (for example: the Dictionary of Occupational Titles).
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Describe the advantage and disadvantages of self-employment as a career option.
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Identify individuals in selected occupations as possible information resources, role models, or mentors.
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Identify how employment trends relate to education training.
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Describe the impact of factors such as population, climate, and geographic location on occupational opportunities.
Suggested Activities:
Experiential opportunities to explore career options related to individual choice
Learner Goal 1: Understand selected careers
Indicators
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Describe school and community resources to explore educational and occupational choices.
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Identify worker conditions, education and training, and employment opportunities related to selected careers.
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Identify career ladders possible within selected career goal(s).
Learner Goal 2: Understand and experience the process of preparation, exploration, reflection, and reevaluation.
Indicators
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Compare traits, skills, and characteristics required for specific career choices with individual's traits, skills, and characteristics.
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Tentatively resolve potential conflicts between personal characteristics and career choice areas.
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Describe the impact of exploration activities on current career activities.
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Demonstrate occupational skills developed through volunteer experiences, part-time employment, or cooperative education programs.
Suggested Activities:
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Job Shadowing- Jobshadow.org
The process by which one uses all information to relate educational choices to future career goals
Learner Goal 1: Understand the relationship between educational achievement and career planning.
Indicators
- Demonstrate how to apply academic and vocational skills to achieve personal goals.
- Describe the relationship of academic and vocational skills to personal interests.
- Describe how education relates to the selection of college major, further training, and/or entry into the job market.
- Demonstrate skills that can apply to a variety of occupational requirements.
- Describe how learning skills are required in the workplace.
Learner Goal 2: Develop skills in career planning
Indicators
- Describe career plans that reflect the importance of lifelong learning.
- Demonstrate knowledge of postsecondary vocational and academic planning.
- Demonstrate the knowledge that changes may require retraining and upgrading of employees' skills.
- Demonstrate skills necessary to compare education and job opportunities.
Learner Goal 3: Skills to annually review and revise the ICP document
Indicators
- Identify experiences that have validated the specific career goal(s) listed on the ICP document.
- Identify experiences that have precipitated a change in the specific career goal(s) listed on the ICP document.
- Demonstrate skill necessary to modify the career goal(s) and educational plans on the ICP document.
- Demonstrate how parents and/or guardians have provided input to the ICP process and document.
- Demonstrate the correlation between the ICP document and the actual courses scheduled for ensuing years in high school.
- Demonstrate the correlation between the ICP document and postsecondary training or employment for graduating seniors.
An expansion of individual career choices, based on personal interests and abilities and not limited by sex, race, ethnicity, age, or handicap.
Learner Goal 1: Understand the continuous changes in male and female roles.
Indicators
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Identify Factors that have influenced the changing career patterns of women and men.
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Identify evidence of sex stereotyping and bias in educational programs and occupational settings.
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Demonstrate attitudes, behaviors, and skills that contribute to eliminating sex bias and stereotyping.
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Identify courses appropriate to tentative occupational choices.
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Describe the advantages and problems of nontraditional occupations.
Learner Goal 2: Understand equal career opportunity for all individuals regardless of race, ethnic background, and/or handicapping condition.
Indicators
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Identify evidence of current situations publicized in the news regarding equal opportunity.
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Describe appropriate steps of action a victim of bias could take.
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Demonstrate a knowledge of how one is personally affected by equal opportunity for all.
Suggested Activities:
Information related to social, economic, and technological changes and the individuals need to adapt to those changes
Learner Goal 1: Develop skills necessary to adapt and succeed in the twenty-first century.
Indicators
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Identify trends and changes projected for the future regarding personal career goals.
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Describe the impact of demographics on career choice.
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Describe the importance of lifelong learning as it relates to personal career goal(s).
Suggested Activities:
The work behaviors, abilities, and attitudes necessary to obtain, maintain, and advance in employment.
Learner Goal 1: Understand the need for a positive attitude toward work and learning.
Indicators
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Identify the positive contributions that workers make to society.
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Demonstrate knowledge of the social significance of various occupations.
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Demonstrate a positive attitude toward work.
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Demonstrate learning habits and skills that can be used as in various educational situations.
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Demonstrate positive work attitudes and behaviors.
Learner Goal 2: Develop skills to prepare to seek, obtain, maintain, and change jobs.
Indicators
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Demonstrate skills to locate, interpret, and use information about job openings and opportunities.
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Demonstrate academic or vocational skills required for a full-time or part-time job.
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Demonstrate skills and behaviors necessary for a successful job interview.
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Demonstrate skills in preparing a resume and completing a job applications.
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Identify specific job openings.
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Demonstrate employability skills necessary to obtain and maintain jobs.
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Demonstrate skills to assess occupational opportunities (for example: working conditions, benefits, and opportunities for change).
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Describe placement services available to make the transition from high school to civilian employment, the armed services, or postsecondary education and/or training.
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Demonstrate an understanding that job opportunities often require relocation.
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Prepare a career passport to provide an accurate picture of ones skills and school performance.
Suggested Activities:
Decision-Making and Orientation
The process of developing plans specific to a determined outcome.
Learner Goal 1: Develop skills to make decisions and establish goals.
Indicators
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Demonstrate responsibility for making tentative educational and occupational choices.
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Identify alternatives in given decision-making situations.
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Describe personal strengths and weaknesses in relationship to postsecondary education and/or training requirements.
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Identify appropriate choices during high school that will lead to marketable skills for entry-level employment or advanced training.
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Identify and complete required steps toward transition from high school to entry into postsecondary education and/or training.
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Identify steps to apply for and secure financial assistance for postsecondary education and/or training.
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Establish short-term and long-term goals toward educational attainment and career entry.
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Review, revise, and validate an ICP document.
Suggested Activities:
School Based activities that encourage responsibility to and Citizenship within the community.
Learner Goal 1 Develop skills to become involved in the community.
Indicators
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Identify personal abilities that would be of benefit to organization within the community.
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Describe how work and community involvement are interrelated.
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Describe ways in which occupational skills and knowledge can be acquired through community involvement.
Learner Goal 2 Understand the specific opportunities available for community service.
Indicators
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Demonstrate skills necessary to aid in specific community projects, both as individuals and groups.
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Participate in community service specifically related to personal career goals.
Suggested Activities
Community service projects in one of the following area:
Poverty and homeless, Intergenerational events, Environmental Issues, Child-care, Cross-age Tutoring, Substance Abuse, Health Care, Fine Arts
Internships relating personal career exploration and community service
Information relating income, work, and economic concepts to individual career and money management.
Learner Goal 1 Develop Skills to relate income and money management to lifestyle.
Indicators
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Demonstrate skills necessary to function as a consumer and manage financial resources.
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Demonstrate specific income and benefit information for personal career goals.
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Demonstrate a plan to financially prepare for the education and training options defined in the ICP document
Learner Goal 2 Understand how societal needs and functions influence the nature and structure of work
Indicators
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Describe the effect of work on life-styles.
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Describe how society needs and functions affect the supply of goods and services.
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Describe how occupational and industrial trends relate to training and employment.
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Demonstrate an understanding if the global economy and how it affects each individual.
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Describe the influence of change in supply and demand for workers in different occupations.
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Describe the costs and benefits of self-employment as compared to working for others.
Learner Goal 3: Understand the interrelationship between of life roles.
Indicators
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Demonstrate knowledge of life stages.
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Describe factors that determine lifestyle (for example: socioeconomic status, culture, values, occupational choices, work habits).
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Describe ways in which occupational choices may affect lifestyle.
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Describe the contribution of work to a balanced and productive life.
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Describe ways in which work, family, and leisure roles are interrelated.
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Describe different career patterns and their potential effect on family patterns and lifestyle.
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Describe the impotence of leisure activities.
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Demonstrate ways that occupational skills and knowledge can be acquired through leisure.
Suggested Activities:
Assuring that vocational career options receive equal emphasis in an individual's educational planning.
Learner Goal: 1 Understand vocational options available
Indicators
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Demonstrate a knowledge of vocational training sites and programs in the community such as comprehensive school programs, vocational schools, tech-prep programs, technical schools, and community colleges.
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Identify secondary vocational programs related to personal career goals.
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Identify postsecondary vocational programs related to personal career goals.
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Integrate vocational training into the ICP document.
Learner Goal 2: Develop skills acquired through vocational education.
Indicators
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Identify immediate employment opportunities for vocational completers.
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Describe personal learning-style modes addressed through vocational completers.
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Describe the financial and advancement opportunities for vocational completers in a career area related to personal career goals.
The learner goals and indicators in this document include the National Career Development Guidelines developed by the National Occupational Information Coordinating Committee (NOICC). The competencies and Indicators from the National Career Development Guidelines were adapted to fit the model of the twelve key topics used in Ohio.
Created by: Tomas Baker & Angelo Mocella