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Walking through Career Options

Walking through Career Options. Summer School Informational Program Walker Elementary School Lynsey Moats Summer 2011 LIBM 6371. The Basics of the Program. My program consisted of the implementation of a one day informational program during Walker’s first week of

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Walking through Career Options

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  1. Walking through Career Options Summer School Informational Program Walker Elementary School Lynsey Moats Summer 2011 LIBM 6371

  2. The Basics of the Program • My program consisted of the implementation of a one • day informational program during Walker’s first week of • summer school. • The theme of the first week was “Community & Careers.” • After collaborating with a teacher at Walker, I decided • to invite community members to come into the school to • present information about their careers.

  3. The Basics of the Program • I invited five community speakers including a banker, a • police officer, a fireman, a dental assistant, and a • Springdale Public Library representative. • Each community speaker was asked to prepare a fifteen • minute presentation based upon the following questions. 1. Introduction (name, family, hobbies, etc) 2. Where do you work? 3. What post-secondary training or schooling have you completed? 4. Do you plan to continue your education? 5. How has that training/schooling assisted you in your career? 6. What work related activities do you do on a regular/daily basis? 7. What do you like the most about your job? 8. What is the most challenging aspect of your job?

  4. A Core Belief of Walker Elementary “We believe students, faculty, staff, families, and community members are partners. They should all feel welcome and have a personal responsibility in the educational success and culture of our school” (Walker, 2011). Walker Elementary. (2011). Core Beliefs. Retrieved June 17, 2011 from http://walker.springdaleschools.org/

  5. Goals of the Program • Provide students with new experiences and resources • by bringing in community speakers to present • information about their careers. • Request community speakers to distribute promotional • items to the students. • Allow students to participate in book drawings.

  6. Logistics of the Program • The program began in the LMC with a brief • introduction of the program. • Presenters were stationed in five different classrooms, • and the students rotated to the different rooms. • As a concluding activity, all students returned to the • LMC to participate in book drawings and complete • evaluation forms. • The total program lasted about two hours.

  7. Logistics of the Program

  8. Logistics of the Program Since the students traveled from classroom to classroom, I provided each student with a yellow treat bag to use to carry the items they received from each presenter.

  9. The Loan Officer: Mr. Jose Hernandez Hernandez described various careers within the field of banking. Hernandez said that the most challenging aspect of his job is telling customers “no” when they do not qualify for a loan. He also discussed the benefits of saving money.

  10. The Banker: Mr. Jose Hernandez Hernandez distributed a document that listed all the career options in banking, a multi-colored pen, and a banking activity book to the students.

  11. The Firemen:Station Six In addition to discussing their daily duties and the importance of education within their field, the firemen talked about the importance of working together and fire safety tips.

  12. The Firemen:Station Six The firemen from Station Six brought stickers to distribute to the students.

  13. The Police Officers: Mr. Brian Treat & Mr. Tommy Wooten Treat and Wooten described the various responsibilities of police officers. They also encouraged students to get involved and stay involved with school activities. Based on the evaluations at the end, the police officers were one of the students’ favorite aspects of the program.

  14. The Police Officers: Mr. Brian Treat & Mr. Tommy Wooten The police officers brought stickers to distribute to the students.

  15. The Dental Assistant: Ms. Brittany Eaton In addition to discussing her career and education, Eaton drew a diagram to illustrate how a root canal is performed.

  16. The Dental Assistant: Ms. Brittany Eaton Eaton also researched and shared intriguing dental facts. For instance, did you know that: • George Washington’s dentures were made from • walrus, hippopotamus, cows teeth and elephant • tusks. • Some cheeses have been found to protect teeth • from decay. • Each person’s set of teeth is unique—much like • their fingerprints. Even identical twins have different • teeth. B. Eaton, personal communication, June 29, 2011.

  17. The Dental Assistant: Ms. Brittany Eaton Eaton distributed a color coded diagram of all the teeth and a toothbrush that already had toothpaste in the bristles to each student. The students were very impressed with the toothbrush!

  18. The Springdale Public Library: Ms. Ashley Jackson Ms. Jackson discussed activities and resources that are available to students at the SPL and showed the students how to access the catalog.

  19. The Springdale Public Library: Ms. Ashley Jackson After Jackson demonstrated how the students could utilize the catalog, she also showed them how to access online games through the library’s website. She even played a few of the games with the students to peek their interest.

  20. The Springdale Public Library: Ms. Ashley Jackson Trudy Hill, Children’s Librarian at SPL, donated bookmarks and pencils for Jackson to distribute during the program. I created the brochure shown about library activities specifically designed for students in grades 1st—6th and only included the events that are still available this summer.

  21. Book Donations

  22. Book Donations Mrs. Isabell, a teacher at Walker Elementary, also donated a few books for the drawings so that students would have a wider selection. After the drawings, I returned all additional books to Mrs. Isabell.

  23. Book Drawings To ensure that a child from each grade level won a book, I created four different drawings. I wrote the different grade level teachers’ names on each cup and then placed students’ names in the respective cups. At the end, I combined all names into one container and did two additional drawings.

  24. Book Drawings To increase student engagement, I had various students draw names from the cups. The teachers helped the students select a book at an appropriate reading level.

  25. Book Drawings A total of six students went home with a new book.

  26. Evaluations • At the end of the program, I requested the community speakers, teachers, and students to complete evaluations. Below are a few comments from the forms. • “I wish the program was longer.” –Multiple Students • “The thing I liked the best about the program was the prizes.” –Multiple Students • “The best aspect of the program was the variety of careers represented.” –Teacher • “Everything was very thought out! Great job!” –Teacher • “The best aspect of the program was keeping the students moving through the different groups.” –Teacher • “This was a great experience!” –Community Speaker • j • “Had a great time, would do it again!” –Community Speaker

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