This sample paper on Career Passport offers a framework of relevant facts based on the recent research in the field. Read the introductory part, body and conclusion of the paper below.
Portfolios have long been used in some professions to showcase professional work and accomplishment. In instruction. portfolios have besides been used for appraisal. including self-assessment ( Lankes 1995 ; Pond et al. 1998 ) . Both calling portfolios and calling passports reflect this double focus—students assess themselves in the procedure of developing a merchandise. and the resulting merchandise show windows and paperss their experiences and accomplishments.
A differentiation is sometimes drawn between a portfolio as developmental and a passport as summational ( Bridging the Gap 1993 ) . With portfolios. more accent is put on the developmental procedure of self-assessment. planning. and goal-setting ; with passports. more accent is put on the concluding merchandise that sums up the consequences of the procedure and communicates them to others. In pattern. nevertheless. both passports and portfolios represent a combination of developmental procedure and summational merchandise.
The value of the passport or portfolio is besides double: pupils come to an consciousness of their ain accomplishments and experience. and employers have richer. more elaborate information for engaging determinations than is provided in transcripts and sheepskin. Equally early as the mid-1980s. Charner and Bhaerman ( 1986 ) advocated a Career Passport as a manner for secondary pupils to place and document their work and nonwork experiences and to interpret those experiences into statements of accomplishments specifically related to work.
The procedure was necessary for pupils to understand what they had to offer to employers ; the ensuing Career Passport provided employers with critical information to supplement the information in school transcripts or even sketchs.
The Ohio Individual Career Plan ( ICP ) and Career Passport. The Ohio Career Passport is the finishing touch of students’ calling decision-making procedure. begun before the 9th class ( Gahris n. d. The planning and determination devising involved in the ICP procedure lead to each student’s Career Passport. an single certificate lodging an array of formal paperss that pupils use in the following measure after high school. Components include a missive of confirmation from the school ; a student-developed sketch ; a pupil narrative placing calling ends and implicit in principle ; a transcript ( including attending ) ; sheepskin. certifications. licences. or other certificates ; and a list of any specific vocational plan competences. The province recommends lodging those constituents in a consistent. easy recognizable booklet.
Students develop ICPs through calling involvement and aptitude appraisal. geographic expedition experiences. sooner through occupation tailing. and one-year reappraisal and alteration in high school. The ICP and Career Passport can be developed in any statewide course of study country but most frequently this occurs in English or societal surveies. with aid from the computing machine teacher and counsel counsellor. Classroom support stuffs include simple. center. and high school Career Development Blueprints and sample activity packages ( Classroom Support Materials n. d. ) .
All Ohio schools are required to supply pupils the chance to finish the ICP and Career Passport in a structured schoolroom scene and local school boards may do the Career Passport a graduation demand for their territory. although parents may take non to hold their kid involved. The South Dakota Career and Life Planning Portfolio. The Career and Life Planning Portfolio is a aggregation of work that paperss a student’s accomplishments. abilities. and aspirations ( Division of Workforce and Career Preparation 1999 ; “DWCP Wins National Award” 2000 ) .
Normally organized in a standard jacket with color-coded booklets. certification can include both illustrations of work and information on calling and instruction planning. accomplishments employers want. projects/work samples. and assessment consequences. The Portfolio. which is non required. can be used for a assortment of educational intents. but its ultimate usage is to house the undertakings and work samples that demonstrate to a prospective employer that the pupil has the accomplishments and endowments the employer needs.
Based on a theoretical account developed by the Sioux Falls School District and tested at 25 province high schools. the Portfolio is accompanied by course of study stuffs. activities. and resources for instructors. Career Certificates The Wisconsin Employability Skills Certificate. The Employability Skills Certificate Program is designed for pupils who do non take part in the Cooperative Education Skills Certificate Program and the Youth Apprenticeship Program ( Lifework Education Team 2000 ) .
The Employability Skills Certificate. issued by the Wisconsin Department of Public Instruction. recognizes students’ command of the employability accomplishments identified by the U. S. Department of Labor’s Secretary’s Commission on Achieving Necessary Skills ( SCANS ) . To take part in the voluntary plan. local territories must supply three needed constituents: Direction and appraisal of SCANS skills—Instruction can be provided in any curriculum country. and presentation and appraisal can happen either in the school or in the community.
School-supervised work-based acquisition experience—Considerable flexibleness is allowed for local territories in supplying work-based learning experiences. which can include bing concerted instruction. work experience. internships. or service acquisition plans. A lower limit of 180 entire work hours is required ; occupation-related direction is non required. Career planning—Working with parents and school forces. each pupil develops a written Individual Career Plan ( ICP ) to do appropriate calling. educational. and occupational picks.
The ICP identifies tentative calling ends and concrete. specific stairss after high school to recognize those ends ; schools manage the ICP procedure and supply nonsubjective informations both for original development and periodic reevaluation. The Connecticut Career Certificate ( CCC ) . Part of the go oning School-to-Career ( STC ) system. the CCC verifies that a pupil has mastered a set of employability. academic. and proficient accomplishments identified in a partnership between the province Departments of Labor. Education. and Higher Education and the Connecticut Business and Industry Association ( Connecticut Department of Labor 2001 ; Stickney and Alamprese 2001 ) .
The CCC is awarded by state-approved local territories to pupils who achieve all needed competences in one of eight calling bunchs. Academic criterions ( reading. composing. communicating accomplishments. math. scientific discipline. and computing machine cognition ) are based on state-determined degrees of public presentation on one of four appraisals: Connecticut Mastery Test. administered to all 8th-grade pupils ; the Connecticut Academic Performance Test. administered to all 10th-grade pupils ; the voluntary Scholastic Assessment Test ; or the voluntary Comprehensive Adult Students Assessment System. Level C or D.
Employability criterions ( attitudes and properties. client service. teamwork. and adaptability ) . which are integrated curriculum models for all eight calling bunchs. are correlated with SCANS accomplishments. Both academic and employability criterions are common across all eight calling bunchs. whereas proficient accomplishments and criterions vary by bunch. The figure of CCCs awarded has increased from 101 statewide in 1997-98 to 569 in 2000-01.
More significant per centums of high school pupils participated in STC calling development activities—for illustration. 72 per centum in calling guidance and 50 per centum each in calling involvement studies and portfolio development. The Oregon Certificates of Mastery. By the school twelvemonth 2004-05. all Oregon high schools will be required to offer the Certificate of Advanced Mastery ( CAM ) . Designed to fix pupils for success in their following stairss after high school. the CAM paperss each student’s academic and career-related cognition and accomplishments ( Oregon Department of Education 2001 ) .
In the 2001 CAM theoretical account. academic accomplishments include province public presentation criterions in English ( reading. speech production. and composing ) math. scientific discipline. and societal scientific discipline ; these are four of the seven criterions required for the state’s Certificate of Initial Mastery ( CIM ) . which besides include art. 2nd linguistic communication. and physical instruction. CAM campaigners can run into the four required CIM public presentation criterions either through CIM cognition and accomplishment trials or through CIM work samples. The six career-related larning standards—”fundamental accomplishments indispensable for success in employment. college. household and community life” ( p. 2 ) —include personal direction. job work outing. communicating. teamwork. employment foundations. and calling development.
To gain a CAM. each pupil must develop. reappraisal. and update an instruction program for following stairss after high school ; develop an instruction profile to document advancement and accomplishment ; meet public presentation criterions for using academic and career-related cognition and accomplishments in new and complex state of affairss ; show career-related cognition and accomplishments ; take part in planned career-related acquisition experiences ; and fulfill the four CIM criterions.
Students can choose specific countries of their instruction profile to papers and communicate specific cognition and accomplishments to specific audiences. such as employers. and supplement that with a record of personal achievements. experiences. and accomplishments. Other illustrations could be added to those presented here.
Oklahoma’s 2001 Career Activity File: Career Portfolios K-12 ( 2001 ) . Arizona’s Career Pathways: An Execution and Resource Guide ( 1997 ) . and Michigan’s proposed Content Standards and Working Draft Benchmarks for Career and Employability Skills ( Using Employability Skills 1998 ) all address the same demand for pupils to pass on cognition and accomplishments non captured good by traditional sheepskin and transcripts.
Whether an empty construction to make full or a carefully defined certificate to gain. calling passports. portfolios. and certifications provide a new agencies for pupils to document the whole scope of cognition and skills—employability. academic. or technical—they have to offer to employers.
Effective patterns in developing and utilizing calling portfolios and passports involve specifying the functions of different histrions. turn toing issues of portfolio or passport design. and easing students’ developmental procedure ( Wonacott 2001 ) . Issues related to career passports. portfolios. and certifications that have non yet been addressed include pupil results and success ( e. g. . employment. get downing salary ) . plan coordination and cooperation across provinces. and the possible development of a national theoretical account.