Developmental Career Education:
At each grade level at Moultonborough Academy, the guidance counselor provides a week-long, career development education unit in a regular classroom setting.¬† Lessons are developmentally appropriate, and are part of a district-wide comprehensive guidance program designed to prepare students for their future goals.¬† A brief overview of each unit is listed below according to grade level.¬†
Career Interview Report and Presentation:¬† Students are presented with the problem of how to find information about careers. ¬†One excellent source is the people in their community that are in that field.¬† Students will interview someone who does a career of interest.¬†They will present their findings to their peers in class and submit an essay summarizing the interview.¬†
Career Packet:¬†Students will explore their own interests, values, and skills as they relate to potential careers.
The Harrington O'Shea Interest Inventory:¬† Students will complete an interest inventory to determine what career clusters they should explore. Students are provided with a list of potential careers in their cluster, and then asked to select several careers that interest them the most.¬† This may reinforce interests they already have or provide them with new ideas.
‚ÄúMy Dream Job‚ÄĚ:¬† This exercise allows students to use their imagination to generate ideas and possibilities for their futures.¬† Students are encouraged to not to limit themselves and to follow their dreams.
Career Values:¬† Probably the most important factor in career decision-making, an examination of values associated with careers helps students determine what they should look for in an occupation.
NonTraditional Careers:¬† Students discuss their attitudes toward non-traditional versus tradition gender roles in careers.¬†
4-Year Educational Plan:¬† Provided with a program of study and the essential information about program offerings at Moultonborough Academy, students will develop a 4-year educational plan for high school.¬† This plan will help them to utilize courses and programs to best prepare them for a career.¬†Planning courses for high school helps students to understand electives, course sequences, and encourages them to take ownership of their education.¬†
Learning Style Inventory:¬† A basic learning style inventory is given to students to determine how they learn best.¬†¬† A student is generally an auditory learner, a visual learner, a kinesthetic learner, or a combination.¬† Students are provided with tips on how best to study and learn based on their own individual learning style.¬†
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‚ÄúWhere will I be when I am 30‚ÄĚ:¬† This activity asks students to take a holistic approach toward looking at their future goals.¬† They are asked to consider how lifestyle choices would match with their career plans.¬†
Self Directed Search Interest Inventory:¬† Students complete their second interest inventory in two years and are given the opportunity to compare the new results to the previous inventory.¬†¬†¬†¬†¬†¬†¬†
Career Research Project:¬† Based on the results of the interest inventory, students will research specific details of one career using internet sources.
College Research Project:¬† Students will research specific details on a potential post-secondary institution that could help them achieve their career goals.¬†
Career Development Portfolio:
The portfolio is kept for the student in the guidance office and holds all student work and research completed in the career education units.¬†Students have access to and update information each year during the career unit.¬† Students and parents are encouraged to make an appointment to review the contents of the portfolio at any time.¬† Contents are often used to help students make educational decisions in high school.¬†