Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Foreword It has been well-established that most jobs that pay family sustaining wages require some postsecondary education. This trend is expected to grow over the coming decades. In response, the National College Transition Network (NCTN) was founded at World Education to bridge the gap between what Adult Basic Education (ABE), Adult Secondary Education (ASE), GED, or English for Speakers of Other Languages (ESOL) programs traditionally offer and what most nontraditional learners need to succeed in postsecondary education. One of the issues we hear repeatedly from adult education teachers, counselors, and administrators around the country is that they need more tools and training to help students think about and plan for life beyond the GED or beyond English proficiency. Adult learners’ career awareness is typically informed by whatever exposure they have had to the world of work through personal experience, family, and friends. Often, this means they’re not aware of nor encouraged to explore their own potential for upgrading their skills and moving out of entry-level, low-wage jobs. Adult educators should be equipped to teach learners how to find and interpret labor market research and investigate information about training and educational programs and requirements. In addition, educators can play a significant role by encouraging learners to explore, identify, and cultivate their own interests, skills, and work values, and aim for jobs that require greater skill and pay family sustaining wages. When SABES, the System for Adult Basic Education Support (the Massachusetts ABE professional development organization), released the Integrating Career Awareness into the ABE and ESOL Classroom (ICA) curriculum guide, we recognized it as a valuable resource. The goal of the curriculum is to encourage all students, at all levels, to begin thinking about and articulating short- and long-term career, educational and life goals. It provides classroom-ready, flexible lessons, handouts, and online resources to prepare instructors and counselors to guide students through a supportive, realistic career awareness and planning process that encourages students to identify and tap their often unspoken dreams. Because the focus of NCTN is on transitions to postsecondary education, we worked with SABES staff to expand the section on Career Planning Skills to include additional lessons and activities for students to research and navigate postsecondary programs that serve their career goals. However, it is important to emphasize that this curriculum was designed for ABE and intermediate level ESOL students as well as ASE/GED students. In the College Transition context, it can be seen as helping programs to grow their own future college transition students. Before launching this curriculum nationally, we had the opportunity to pilot it in New England with funding from the Nellie Mae Education Foundation. The New England Career Awareness Pilot gave adult education instructors and counselors the opportunity to explore the career planning process using the Integrating Career Awareness into the ABE and ESOL Classroom (ICA) curriculum. Pilot activities included a daylong workshop to introduce the curriculum, followed by a six-week online course for instructors and counselors who wanted to delve more deeply into the curriculum and develop a plan for piloting the curriculum in their classroom and counseling activities. In addition to testing the curriculum, we wanted to test a professional development model featuring a sustained process of study, planning, and implementation activities with the support of a group of peers and experts. In this case, the curriculum authors, Martha Oesch and Carol Bower, served as training facilitators and project advisors. Too often new materials, no matter how well received, end up sitting unused on practitioners’ desks because they don’t have adequate time to plan for integrating them into their curriculum. In this case, practitioners made a six-month commitment and were supported with a stipend so that they could devote time to planning and Integrating Career Awareness into the ABE & ESOL Classroom | Foreword | 10
integrating the material. We received valuable feedback from pilot participants that informed revisions and additions to this edition of the curriculum. The response to the curriculum and the online course has been extremely positive: The Career Awareness Curriculum is wonderful, and the course helped me to focus and appreciate how the lessons could be used in my classroom. The lesson planning activities were especially useful! The course is 100% applicable to my work in adult education! It gave me access to up-to-date resources and equipped me to help my students move forward with a comprehensive career planning process. This course was right on target. The content and facilitation were fabulous! Because New England practitioners have found the online course Integrating Career Awareness so valuable, NCTN will be launching it nationally in late 2009. The course prepares participants for implementing a sequence of career planning lessons in their classroom or counseling activities. The course also guides participants through a series of activities to help them gain familiarity with online and community resources used in the career planning lessons so that they can present these lessons to students with greater confidence and knowledge of the local context. For more information about the Integrating Career Awareness online professional development course or to order additional copies of this curriculum, write to literacy@worlded.org. For more information about NCTN, see www.collegetransition.org. Sandy Goodman Director, New England College Transition Project National College Transition Network Boston, Massachusetts Integrating Career Awareness into the ABE & ESOL Classroom | Foreword | 11
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
Page 8 and 9: Handouts All of the handouts are li
Page 12 and 13: How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 22 and 23: • Having a positive attitude •
Page 24 and 25: In this lesson, the students are go
Page 26 and 27: Extension Activity Ask the students
Page 28 and 29: L e s s o n 1 The Career Planning P
Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
Page 34 and 35: L e s s o n 3 Introduction to Goal
Page 36 and 37: Student Goal Scenarios 1. Farouk mo
Page 38 and 39: L e s s o n 4 We All Have Transfera
Page 40 and 41: Reading Guide for “Jesusita Novar
Page 42 and 43: L e s s o n 5 , p a r t 1 Making a
Page 44 and 45: Life Line Presentation Guide Identi
Page 46 and 47: Things I Have Done Working With Peo
Page 48 and 49: L e s s o n 6 Things I Like Learnin
Page 50 and 51: L e s s o n 7 Identifying Skills Le
Page 52 and 53: Creative/Artistic ___ artistic ___
Page 54 and 55: Think about and write down in the c
Page 56 and 57: L e s s o n 9 Skills Auction Learni
Page 58 and 59: L e s s o n 1 0 Identifying Job Val
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Job Values Inventory This exercise
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L e s s o n 1 1 Prioritizing Job Va
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Job Values Inventory Summary List y
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Have students put their names and d
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Section III Occupational Exploratio
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Day of Activity: Students can do th
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• What is the best school for ___
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Career Exploration on the Internet
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9. Future Advancement What are the
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L e s s o n 2 Labor Market Trends a
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L e s s o n 3 Informational Intervi
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Why? Informational Interview Guide
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Informational Interview Log Name of
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Brainstorm a list of questions that
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L e s s o n 5 Career Ladders Learni
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L e s s o n 6 Workers’ Rights: La
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Workers’ Rights Vocabulary favori
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Labor Unions Purpose: A union is an
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L e s s o n 1 Reality Checking Lear
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Extension Activity Have students ex
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L e s s o n 3 Overcoming Obstacles
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L e s s o n 4 Different Types of De
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L e s s o n 5 Setting Goals Learnin
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• You need to practice setting go
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SMART Goal Worksheet Today’s Date
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L e s s o n 6 Support Systems Learn
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Problem-Solving Worksheet Name: ___
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Extension Activities In small group
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Reading drawings/graphs/maps Using
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College Awareness Assessment Name:
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ANSWER KEY College Awareness Assess
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College Vocabulary 101 FINANCIAL AI
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credit hour co-requisite classes de
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L e s s o n 1 1 Smart Consumer of E
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Be a Smart Consumer of Education: A
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L e s s o n 1 2 Exploring Options f
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What Are My Options? Proprietary Sc
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Proprietary Schools Proprietary sch
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L e s s o n 1 3 The Admissions Proc
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Learning About the Admissions Proce
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Learning About College Placement Te
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more information, including tips, i
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Types of College Placement Tests CO
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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