Personal Orientation Program Support System

1. Your Guidance Department & POP We’re here to help you too….!

2. Specific competencies linked to the POP and its key features • Consolidates his/her personal profile • Makes connections between his/her personal qualities and discoveries • Considers the personal commitments required to reach his/her goals • Recognizes the impact of self-esteem on his/her aspirations • Sets objectives for his/her personal development • Determines his/her ways of making decisions • Shares his/her reflections • Compares his/her impressions with those of classmates • Broadens his/her reflection by drawing on that of others • Talks with parents or other trusted people Contemplates his/her learning and work possibilities • Considers possible career paths • Envisions the stages of his/her possible career paths • Recognizes opportunities and their related constraints • Considers his/her possible career paths in a time frame • Critically compares possible career paths

3. Contemplates his/her learning and work possibilities • Consolidates his/her personal profile • Makes connections between his/her personal qualities and discoveries • Considers the personal commitments required to reach his/her goals • Recognizes the impact of self-esteem on his/her aspirations • Sets objectives for his/her personal development • Determines his/her ways of making decisions

4. We support this competency with: • COUNSELLING • INDIVIDUAL PERSONAL • ACADEMIC • CAREER • Learning Styles information • Essential Skills information • CLASS VISITS • re: Education system • CEGEP info & applications • DEP info & applications • Organizing other visitors from businesses & programs

6. Specific competencies linked to the POP and its key features • Varies the means of exploration • Tries out work functions • Visits workplaces and educational institutions • Uses documentary resources in academic and career information  Meets with key people • Plans his/her exploration process • Determines some of his/her fields of interest • Defines the purpose of the exploration • Selects the means of exploration Sets out the steps of the process Carries out a process of career exploration • Looks critically at his/her exploration process • Compares his/her process with those of classmates • Assesses the usefulness of his/her processEnvisions other processes • Judges the quality of his/her process • Evaluates the relevance of the resources used

7. Carries out a process of career exploration • Varies the means of exploration • Tries out work functions • Visits workplaces and educational institutions • Uses documentary resources in academic and career information • Meets with key people

8. We support these competencies with: • TAKE OUR KIDS TO WORK DAY • November 7th, 2007 • Everything available online at www.takeourkidstowork.ca

10. …and: • CAREER INFO LIBRARY • Ours & Yours • Multiple resources by mail or online • Format for organizing info [ex]

12. To ‘kit’ or not to ‘kit’? • ‘Hands-on’ tools of the trade • Requires computer support • Consumable materials replenished • Class management time @ end for clean-up • One set per school? Per region? • Alternative - set of career ‘clusters’ with references

14. We also support these competencies with: • LBPSB CAREER FAIR • Nov 2006 all sec V students bussed here to PCHS • Programs & businesses from WI & Montreal • Next year POP classes too • Tuesday November 21st, 07

16. And, with the LBP Adult Ed. Dept: • CAREER OUTREACH TOUR • THIS YEAR March 28th & 29th • Parents’ session 29th • FREE BUSSING for students • WICC • GORDON ROBERSTON • PACC

17. … And we all have access to: • LBPSB COMMUNITY INTERACTIVE DATABASE • STUDENT TOURS • MOCK INTERVIEWS • JOB SHADOWING • BUSINESS PEOPLE TO VISIT CLASSES • MINI CAREER DAYS • PRESENTATION JUDGES • LESSON PLANS

20. … and:

32. Your Guidance Dept is ready and willing to help you with your POP. So many resources to share!