High School Block:
Career Pathway Mentorship 120
Career Pathway Mentorship 120 combines learning outcomes with hands-on experiences in placements tailored to a learner’s career pathway, focusing on the following goals:
- Examining and outlining the importance of mentorship in the workplace.
- Engaging in career connected learning through meaningful workplace or career pathway experiences.
- Demonstrating learning through reflective practice.
Career Pathway Mentorship 120 utilizes a three-point relationship between educators, learners, and community/industry partners supported through Policy 307. A positive learning experience for all will be planned and managed by partners to ensure a systematic progression for career exploration, career planning, and experiential learning. This course is an opportunity to explore a local career, job, or develop a career pathway to an occupation or vocation. Learners can choose 4, 8, or 12 credit hours depending on what is available in the schedule. Traditionally it is an 8-credit hour course. This course is in the subcluster of Career and Occupational learning for the high school graduation requirements.
Successful completion of Career Pathway Design 10 course may support learning and success in Career Pathway Mentorship 120. An application process for enrollment in this course is suggested. Samples application examples are provided in the companion document. It should also be noted that learners will be responsible to arrange transportation when required.
Whenever possible, educators are encouraged to seek out partnerships which meet learner interest. Support can be found through district personnel, the Experiential Learning team, with the Centres of Excellence leads, and EECD Learning Specialists.
EECD’s commitment to experiential learning for all learners is supported though Future NB and EECD’s relationships with community and industry partners. Processes and responsibilities for participating partners are available through the Experiential Learning Lead at EECD. It is essential that the emphasis in Career Pathway Mentorship 120 be focused on learning and career development, which are differentiated from part-time jobs and labour. For this reason, learners may not receive hourly wages, or a salary, for hours spent in the off-campus component during the school year and during school hours. However, we encourage partners and learners to continue a mutually beneficial relationship past the school year if both agree. If a partner wishes to hire a learner outside the pre-approved program requirements, the arrangement must be made directly between the learner and the employer, without involving the school or educator, and must comply with New Brunswick Labour Standards Legislation. The WorkSafe New Brunswick coverage arranged through EECD will apply only to the hours of participation in the program and does not apply when a learner receives an hourly wage or salary.
CONTEXTS AND CONCEPTS
Examine
- Safe and healthy workplaces
- Inclusive workplaces
- Models and domains of reflection
Engage
- Teamwork
- Communication
- Problem solving
- Formative reflection
Reflect
- Critical self-reflection
- Knowledge transfer
- Skills transfer
- Career Connected Learning
GRADE 12
Strand: Examine
Big Idea: Safe and healthy work environment
Skill Descriptor: Examine legislation, policies and practices meant to support safe working environments.
Global Competencies: CL, CM, CTPS, SASM
Achievement Indicators:
- Apply safety practices in the workplace
- Examine common workplace risk and injuries related to a preferred career pathway and ways to prevent them
- Determine employee and employer rights and responsibilities for sustaining and providing a safe working environment
- Identify ways effective health and wellness practices contribute to successful career habits
- Explore a variety of legislation, policies, and practices specific to human rights in the workplace (e.g., discrimination, harassment, right to refuse unsafe work and safety, equity policies)
Big Idea: Inclusive work environment
Skill Descriptor: Investigate inclusivity in work environments.
Global Competencies: CL, CM, CTPS, SASM, SGC
Achievement Indicators:
- Apply strategies of equity, diversity, inclusion, and accessibility inworkplace and career situations
- Discuss ways biases contribute to career pathway barriers and how to overcome these barriers
- Critically reflect on the importance of culturally sensitive communication and interactions and their impact on a positive work environment
- Demonstrate respectful behaviour of peers and colleagues, including their views and beliefs
Big Idea: Models of Reflection
Skill Descriptor: Explore models and domains of reflection.
Global Competencies: SASM, CTPS, CM
Achievement Indicators:
- Use the cognitive domain of reflection when reviewing a career pathway document
- Use the process reflection model when determining your career pathway
- Use critical reflection models to explore career design exemplars
- Utilise a variety of models to reflect on career pathways
- Use proper language and suitable cultural conventions to communicate reflections
Strand: Engage
Big Idea: Career pathway Connection
Skill Descriptor: Create a personal career pathway plan.
Global Competencies: CM, CTPS, SASM
Achievement Indicators:
- Create and/or update career related documents (e.g., resume, cover letter, portfolio examples, social media) to reflect relevant skills and competencies for chosen career pathway
- Practice and improve interview skills
- Identify how mentors support development of a preferred career pathway
- Identify how skills developed through extra-curricular involvement may support career success
Big Idea: Skill Development
Skill Descriptor: Identify skills and competencies connected to preferred career pathway and/or experiential placement.
Global Competencies: CL, CM, CTPS, ICE, SASM, SGC
Achievement Indicators:
- Examine personal communication skills and reflect on ways in which they can be further developed (e.g., Communication tool activity)
- Identify teamwork and collaboration skills of value for chosen career, job, or occupation
- Develop personal growth in teamwork and collaboration skills
- Examine problem solving strategies and determine ways they can be further developed
- Identify and connect global competencies to preferred career pathway
- Identify workplace roles and responsibilities related to preferred career pathway
- Identify and use personal skills and competencies that are applicable to preferred career pathway
- Practice formative reflection using a variety of reflection models and domains
- Collect evidence of skills development and artifacts demonstrating knowledge, learning, and capacity
- Demonstrates B1.1 and B1.2 language level for personal success
Strand: Reflect
Big Idea: Critical Self Reflection
Skill Descriptor: Model proper self-assessment.
Global Competencies: CM, CTPS, ICE, SASM
Achievement Indicators:
- Design a transition plan that consolidates the learners’ classroom and workplace learning
- Critically reflect on the ways knowledge, skills, and activities from the work placement inform the preferred career pathway
- Create/update personalized portfolio highlighting knowledge, skills, and abilities gained from workplace experiences using a variety of media
- Engage in summative reflection by creating self-reflective documents using specific models and domains of reflection
- Use feedback from educators, peers, and partners/mentors to improve career pathway materials, including portfolio, interview skills, job hunting, application, etc.
- Share a reflective summary of experiences and learnings with evidence and documentation, with peers, educators, and/or partners gained from the course and workplace experiences
