The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.

1. Continuing
to piece together
the CD Puzzle
Vanessa Lewis Division Office Board Room June 7, 2012

2. Agenda
• Welcome – CD Puzzle
• Career Fair Follow-up and Reflections
• Thinking About Assessment
• Influencer Training Reflections
• CD Portfolios
• CD Resources
• Change is in the Air! Reflections and Future Focus
• Celebrating Successes
• Matters of Business
• Dates to Remember
• Wrap up and Safe Travel Home

3. Our CD Puzzle
Essential pieces of the Career Development Puzzle
Wayne Sandbeck, Talie Chupik, Jill Long, Denise Schneider, Lynn Roth,
Evan Dobni, Kevin Gawletz, Heidi Marchant, Vanessa Lewis.
Welcome Shannon Stephenson and ‘newbies’!

4. Career Fair
• Roads to Success Career Fair
Video Reflection
• Review of Follow-up Notes and
Feedback
– Make any adjustments to document
• Round Table Reflections of
Successes/Challenges
– Blog Comment/Reflection
Please take some time to comment on your post
career fair reflections.
* As Career Development Lead Teachers, what do
you consider to be strengths of the recent career
fair? weaknesses?
* Does the Career Fair support the life/career
investigation process of our students?
* What do we want to remember for future
planning?
* General thoughts?
• Prizes for Students
• Recognition Certificates

5. Thinking About
Assessment
What do you think?
“Our current methods of testing and grading are, I
believe, deep-seated but unthinking habits. All too
often we give contrived tests, hand back scores that
have little meaning to students, and move on to the
next lessons, irrespective of the assessment results.
Assessment can be much more than this. It can
inspire and focus work to yield the kind of student
improvement we are always hoping for but rarely
see.” ~ Grant Wiggins (1998)
Verbal activity to be conducted in pairs:
A talks for 60 seconds – SWITCH! – B talks for 60 seconds
A talks for 40 seconds – SWITCH! – B talks for 40 seconds

6. Assessment
Definitions
• Read Assessment Definitions then Reflect
(page 1 and 2)
– What components of the definitions resonate
with you and why?
– Where do you see the greatest needs in our
school division?
– What might be potential arguments against
including authenticity in instruction and
assessment practices?
– What key messages do you wish to learn more
about?
– What key messages might you discuss/share
with parents and/or colleagues?

7. Key Differences Between
Typical Tests and
Authentic Tasks (Figure 2.1)

8. Elements of Authentic
Assessment
Would Meet Criteria Would Not Meet Criteria
Read ….
After reading about elements of authentic assessment (pages 3
and 4), what types of tasks from our subject area meet/do not
meet these criteria? Brainstorm: Would/Would not?

9. The Critical Thinking
Consortium Model and
Reading

10. TYPE 1 TYPE 2 TYPE 3
Factual Recall All Answers are Valid Critical Challenge
(Where’s Waldo?) (Personal Preference)
•Have a single correct •Ask students to express •Promote decision
answer or limited range a personal point of view making and problem
of responses or preference. solving through criterial
•Are often “right there” •Often not grounded in thinking.
questions. criteria but evoke an •Are often open ended
•Useful to assess emotional response. questions although there
students’ •Based on “gut” is a limited number of
comprehension of key reactions. reasonable answers.
facts and processes. •There are no wrong •Require thoughtful
answers. consideration of
evidence gathered
against a set of criteria.
•Tend to build on human
curiousity and require
investigation.
•Lead to the
convergence of new
learning with prior
understandings, ore the
application of criteria.

11. Thinking about Assessment
and Middle Level
Career Education
• Rework the Career Development
assignment (small groups).
• Process activity as whole group.
NOW
• Rework lesson plan (on your own)
or
• Can you think of a critical thinking
assignment you could create using
Relevance as a resource and adhering
to Career Ed Curriculum Outcomes?

12. Influencer Training

14. Portfolios
Career Development Perspective
• Introduction
Alone:
Take a moment to think about 3-5 artifacts that you could
use to describe yourself.
With a partner:
Take a few moments to share the artifacts with one
another and describe how they represent you.
As a whole group:
We will process this activity together in terms of how it
relates to the Career Development Model.

15. Portfolios
Career Development Perspective
• Definition
“A purposeful, integrated collection of
student work showing student effort,
progress, or achievement in one or
more areas. The collection is guided
by performance standards and
includes evidence of student’s self-
reflection and participation in setting
the focus, selecting contents, and
judging merit.”
~ Paulson and Paulson (1991)

16. Portfolios
Career Development Perspective
• Definition
“Learning or process portfolios involve a
focus on…’know thyself’, which can
lead to a lifetime of investigation. Self-
knowledge becomes an outcome of
learning.”
~ Researching Electronic Portfolios for Learner
Engagement: The REFLECT Initiative, page 428

17. Portfolios
As I think about Career As I think about Career
Development Development
Portfolios, what might Portfolios, what might
be benefits for… be challenges for…
Students? Students?
Parents? Parents?
Myself as a Career Myself as a Career
Counsellor? Counsellor?

18. Portfolios
A Portfolio By
Any Other Name
Is A
Portfolio
~ Metaphor Making ~

19. • The Telling a Story Metaphor
• Provides the viewer with a
sense that there is a
progression of development –
a beginning, middle, and an
end in a student’s learning
process.
• The Window Metaphor
Allows the teacher or other
evaluator to see how
something was created.

20. • The Laboratory Metaphor
• Encourages the student and
teacher to view portfolios as a
place where something, in this
case knowledge, is created.
• The Container of Evidence
Metaphor
• Creates an image of a concrete
place in which information is
stored to be used later to make
evaluative decisions.

21. • You don’t include ALL the
recordings, instead you
include the “done” ones.
• However, there is still an
opportunity to remix, create a
new single, or create a new
album as feedback, and
additional skills are acquired.
• A CD Metaphor
• Creating a Portfolio is like
producing a CD

22. Portfolios
Career Development Perspective
• Why Career Development Portfolios?
“…there are many purposes for portfolios:
there are portfolios that centre around
learning, assessment, employment,
marketing, and showcasing best work.”
“…well-designed portfolios represent important,
contextualized learning that requires complex
thinking and expressive skills.”
“…Portfolios encourage teachers and schools to
focus on important student outcomes,
provide parents and the community with
credible evidence of student achievement,
and inform policy and practice at every level
of the educational system.”

23. Portfolios
Career Development Perspective
• Why Career Development Portfolios?
“…a career portfolio is an excellent tool that
students can use to document their journeys
through the career development process. A
student’s portfolio should contain
information pertaining to self-assessment,
showcase exemplary student products or
projects, and reveal student personal
reflections.”
~ Wonacott (2001)

24. Portfolios
Organizational Flow for a Portfolio System
• Collect
everything into the working portfolio
• Select
pieces for the final portfolio
• Reflect
on your selections

25. Portfolios
Career Development Perspective
• Why Career Development Portfolios?
• Government mandated career curriculum
for Grade 6-9; portfolios align with
curriculum outcomes.
• Tool for learning and discovery
• Great organizational tool for students for
life/career planning
• Amazing self-assessment tool
• Sun West Initiative for Grade 10 through
12 Career Development Portfolios
• Etc.

26. Portfolios
Career Development Perspective
• Supports
• Grade 10 CD Portfolio Activity Package
• Student Exemplars
• Electronic Portfolio Sample
Time to Share and Reflect:
Let’s take time to review sample Portfolios that each of you
have brought to showcase.
What are the realities?
Does Career Cruising support paper
What is needed to better support portfolio implementation in your setting?
Supplies?

27. Resources
Career Development Resources
• My Blueprint Planner
• Rover
Activity
In groups, take time to explore the assigned resource.
After some time spent exploring, be prepared to share
finding and recommend possible usages to our whole
group.

28. Change is in the Air!
Reflections and Future Focus

29. Change is in the Air!
“If nothing ever changed,
there’d be no butterflies.”
– Author Unknown
Congratulations, Wayne and Lynn, on your retirements!
Congrats, Talie, on your new role at BCS2000.
Thank you and congratulations, Jill, for taking on the
Career Development Consultant role.
Thanks to Shannon for your interest in Career
Development at OHS.
Welcome to the ‘newbies’ who will be working as Career
Development Teachers in Plenty/Landis and in Jill’s
area. (Welcome Char!)
Thank you to all who plan to continue to learn and grow in
your current Career Development Roles next year.

30. Career Development
Reflections and Future Focus
• Background
• The Division recognizes the importance of career
development and views a comprehensive Career
Development Plan as essential in assisting students to
develop the skills and competencies they will need in
order to ensure successful transitions beyond our
educational system. The program is coordinated by the
Career Development Consultant. All schools with grades
9-12 in the Division have a designated Career
Development lead teacher. Components of the Career
Development Plan include:
• Middle Level Career Education
• Career Counselling
• CWEX
• Apprenticeship Credits
• Job Shadowing

31. Career Development
Reflections and Future Focus
• Continued Initiatives
• Career Education 9
• Grade 10 -12 Portfolio Building
• Grade 11 Inventories
• Grade 11/12 Career Counselling
• Support for various programs
• Apprenticeship Credits
• CWEX offered to all Sun West School Division Students
• Career Fair (alternate years)
• Interactive wiki/blog
• Regular PLT meetings
• CD Lead Teacher support
• Continuation of ongoing projects
• Increased communications with parents

32. Career Development
Reflections and Future Focus
• Future Focus
• Further emphasis on Middle Level Career Education
• Exploration of possible partnerships/projects in support
of Career Development
• Team input is always welcome and I am certain Jill and
Shari will dream up some great ideas! 

33. Change is in the Air!
An opportunity to CELEBRATE,
REFLECT, NETWORK, and SHARE!!

34. Career Connecting
What’s on your mind?
Time for Career Connecting and piecing together the puzzle.
-Share CELEBRATIONS, CHALLENGES, etc.
-Career Cruising
-Record-keeping, tracking career conversations, etc.
-Year-end wrap-up procedures. What should I be doing?
-Ways to communicate/share with parents/public
-A day in the life
-CWEX planning for 2012-2013
-Share CWEX, CD, Apprenticeship, etc. ‘success stories’ to be
compiled and used for communication with
parents.
- What is on your mind?
Make this time work for you…a chance to
network, share, and learn.

35. Career Connecting
Reflections
In reflecting on the 2011-2012 school year, successes I
experienced include:
As I wrap up this school year and/or begin thinking about
next, some areas I wish to focus on are:
Celebrate successes and make commitments
to yourself!

36. Change is in the Air!
We are all living the Career Development Model and are experiencing
change in various aspects of our life/career as change is constant
and learning is lifelong! Change is generally good, even if it may
not seem so at the time. Life is filled with change and it is
pertinent to personal and professional growth and development.
Embrace change!
With the end of the school year fast approaching, you are also very
deserving of a change in pace. Take care of yourselves so you are
feeling rejuvenated and ready for the fall. Change is refreshing!
Thanks to all of you for the incredible contributions you make to our
TEAM and the tremendous level of support you offer students in
regard to the career exploration process.

37. Matters of Business
• Evaluations
– CWEX Program (to employers), CD Grade 12 Student and Parent
Survey, CD Teacher and Principals Feedback
• Learning Communities at U of S
• SBC Information
• SK Trends Monitor
• Math Concerns
• Wiki/Blog Updates – how will you contribute?
• CWEX or other CD success stories – remember to share.
• CWEX Certificates and Thank You Cards
• Professional SMART Goal Reflections/Portfolio Updates
• SCWEA Conference 2012
October 10th and 12th, 2012 – Cypress Hills Regional Park.
• Other CD Related PD Opportunities
– SIAST Counsellor Sessions in October 2012
– U of S and U of R offer Counsellor Sessions
– You may have unique needs and interests we need to plan for.
• Supplies
• Other?

38. Dates to Remember
• August 23rd – CD PLT with Jill for Itinerants and Kevin
and anyone else not involved in a school based PLT
that day.
• August 24th – School Based Start-up Meetings
• August 27th – Outlook (1/2 Division) – CD Session for
CD LEAD Teachers and Middle Level Career Education
Teachers – a chance to network.
• August 28th – Kindersley (1/2 Division) - CD PLT for
CD LEAD Teacher and Middle Level Career Education
Teachers – a chance to network.
• August 29th – Convention – Wellness Focus
• August 30th – Convention – Student Support Focus
• 2012-2013 CD PLT meetings will be aligned with
school based PLT days.
• 2012-2013 CD LEAD Teacher meetings – dates TBD

39. Here’s to Change!
If we don't change, we don't
grow. If we don't grow, we
aren't really living.
Gail Sheehy
20 years from now you
will be disappointed by
the things you didn’t do
than by the one’s you did.
So throw off the
Any change, even a bowlines. Sail away from
change for the better, is the safe harbor. Catch the
always accompanied by trade winds in your sails.
drawbacks and Explore. Dream. Discover.
discomforts. When in Mark Twain
Arnold Bennett doubt,
choose
change.
Sincerely
Lily Leung ,