agriculture, food & natural resources • architecture ... food & natural resources •...
TRANSCRIPT
Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, A/V Technology & Communications • Business, Management & Administration • Education & Training • Finance • Government & Public Administration • Health Science • Hospitality & Tourism • Human Services • Information Technology • Law, Public Safety, Corrections & Security • Manufacturing • Marketing, Sales & Service • Science, Technology, Engineering & Mathematics • Transportation, Distribution & Logistics • Agriculture, Food & Natural Resources • Architecture & Construction
Career Activity File
Career Development MonthNovember 2007
• Arts, A/V Technology & Communications • Business, Management &
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 1
Introduction
The Guidance Division of the Oklahoma Department of Career and Technology Education is pleased to provide the 2007 Career Activity File to teachers and counselors. This booklet will provide some practical ideas and suggestions on implementing Career Clusters.
Employers in business and industry are facing challenges of worker shortages along with the retirements of baby boomers in record numbers. The Oklahoma Department of Career and Technology Education (CareerTech) will be using a Career Clusters framework to help learners of all ages prepare for the global, knowledge-based economy of today and tomorrow. This framework is the Oklahoma Career Clusters.
The CareerTech system is transitioning its educational delivery design to the Oklahoma Career Clusters framework, based on the National Career Clusters model. This model incorporates career majors and courses that are based upon industry-identified knowledge and skills, as well as credentials, to close the competency gaps within existing course offerings.
Career Clusters help learners focus their academics on their future profession and to take courses following their own career plan of study. An important component of the cluster concept is the extended learning opportunities, job shadowing, internships, and senior projects, which connect learners with their career focus.
Web site addresses were accurate, and all content on referenced Web sites was appropriate during development and production of this product. However, because Web sites sometimes change, the Guidance Division takes no responsibility for a site’s content. The inclusion of a Web site does not constitute an endorsement of that site’s other pages, products, or owners. You are encouraged to verify all Web sites prior to use.
Please duplicate and share the enclosed materials with parents, teachers, administrators, and others concerned with career development. You may view or download the Career Activity File at http://okcareertech.org/guidance/CareerInfo/caf.htm. For new and related information throughout the year, view the Guidance Web site at www.okcareertech.org/guidance.
Career Clusters resources and information may be found at www.okcareertech.org/okcareerclusters
The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, color, religion, national origin, sex/gender, age, disability, or veteran status. Inquiries concerning application of this policy may be referred to ODCTE, Compliance Coordinator, 1500 West Seventh Avenue, Stillwater, OK 74074-4364, 1-800-522-5810 or (405) 377-2000. This publication is printed and issued by the Oklahoma Department of Career and Technology Education as authorized by 70 O.S. 1981, Sec. 14-104, as amended. x,xxx copies have been prepared and distributed at a cost of $xxx.xx. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. 04-0xxxxx
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm2
Quotes
A goal without a deadline is just a dream. Unknown
Today’s failures can pave the way for tomorrow’s successes.Unknown
Opportunities come to those who are prepared. Unknown
If you can dream it, you can do it. Walt Disney
Dreams die because of lack of effort. Unknown
Learning is a treasure that will follow its owner everywhere. Unknown
Make your life itself a creative work of art. Mike Ray, The Highest Goal
Have you invested as much this year in your career as in your car? Molly Sargent, Organization Development Consultant and Trainer
If you look back, you’ll soon be going that way. American Proverb
A year from now you may wish you had started today. Karen Lamb
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 3
Contents
Introduction ................................................................................................................................................1Quotes .........................................................................................................................................................2
Career Clusters ..........................................................................................................................................4 Oklahoma Career Clusters — Key Messages .....................................................................................5 Career Cluster Framework .................................................................................................................6 Career Cluster Survey .........................................................................................................................7 Ideas for Involving Secondary Teachers in Career Clusters ...........................................................13 Career Cluster Focus .........................................................................................................................14 Local Business/Industry by Career Cluster .....................................................................................15 Career Cluster Curriculum Alignment .............................................................................................16 Career Cluster Program ....................................................................................................................18 Crosswalk Knowledge and Skills with Existing Curriculum ..........................................................20 Strategic Planning Checklist .............................................................................................................21 Career Clusters Knowledge and Skills Video ...................................................................................23 Career Clusters Critical Component Self-Assessment Form for Local-Level Implementation ........................................................................................................25 Sample of Health Science Career Cluster Action Plan ....................................................................32 Developing a Problem-Based Scenario: A Five-Step Process Model ..............................................34 Example of Problem-Based Scenario ................................................................................................35 Web Sites for Career Clusters ...........................................................................................................37 Activities for Career Clusters ............................................................................................................39 Samples of Career Cluster Pathway Models, Requirements, and Workforce Stats Human Service .......................................................................................................................42 Manufacturing ........................................................................................................................45 Marketing, Sales, and Service ...............................................................................................48 Transportation, Distribution and Logistics ..........................................................................51Career Games and Activities ..................................................................................................................54Lesson Plans Elementary/Middle Grades/High School ........................................................................60Information for Counselors and Teachers ..............................................................................................65High School Graduate and Non-Graduate Bookmarker ........................................................................67Bulletin Board Ideas ................................................................................................................................68Career Poster and Poetry Contest ..........................................................................................................70Labor Market Information ......................................................................................................................72
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm4
Career Clusters
Career Clusters are broad occupational groupings of specific industry-based jobs. The 16 Career Clusters provide an organizing tool or framework for schools, colleges, small learning communities, academies, magnet schools, Tech Prep sites, and HSTW sites.
Career Clusters provide a way for schools to organize instruction and learner experiences around 16 broad categories that encompass virtually all occupations from entry through professional levels.
Each cluster (broad occupational grouping) contains from two to eleven pathways. A sample of the cluster and pathway model is located in this booklet. Each cluster should:
Be flexible, allowing learners to change career goals, career pathways, and Career Clusters as they gain new knowledge and different experiences supported by the business and industry partner(s) for the cluster.
Promote curriculum and instructional linkages, which help learners improve their academic and technical achievements as well as see practical application for their knowledge.
Include academically rigorous course sequences to strengthen future career mobility and ensure lifelong learning.
Include recommended CareerTech electives related to the career areas and allow all learners to be involved in work-based learning experiences as they refine their career focus.
Include a career planning process that individualizes and incorporates high academic standards and technical training to complement career goals.
Include a process for connections related to job placement or further learning within the community employer base.
About 15 years ago, the U.S. Department of Education divided the world of work into 16 groupings of occupations called Career Clusters. These groupings were based on common knowledge and skills required for success in a Career Cluster. The U.S. Department of Education provided seed money to begin the development of resources related to each of these clusters. When the seed money went away, the National Association of State Directors of Career Technical Education consortium took over the funding and oversight of this Career Clusters Initiative and named it the States’ Career Clusters Initiative. The State Directors represent Career Technical Education in all states and territories.
What Are Career Clusters?
The Career Clusters Knowledge and Skills topics are common in all 16 Career Clusters including the 80-plus pathways. The knowledge and skills statements have been organized into 10 topic areas within the context of each Career Cluster: academic foundation; communications; problem solving and critical thinking; information technology applications; systems; safety, health, and environmental; leadership and teamwork; ethics and legal responsibilities; employability and career development; and technical skills. They indicate what learners need to know and be able to do. In today’s workplace, all employers and employees must have skills and knowledge across these broad areas to remain successful.
National Advisory committees for each of the Career Clusters developed the knowledge and skills statements. They included representatives from business and industry, associations, state and government agencies, and secondary and postsecondary schools. These nationally validated knowledge and skills, which include performance elements and measurement criteria, provide a tool for curriculum and assessment developers as they prepare curriculum.
What Are the Career Clusters Knowledge and Skills?
Background Information
Career Activity File Career Clusters
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Oklahoma Career Clusters — Key Messages
Technological advances and global competition have transformed the nature of work. Tomorrow’s jobs will require more knowledge, better skills, and more flexible workers than ever before. Tomorrow’s workers must be prepared to change jobs and careers several times; this means they will need to continually update their knowledge and skills.
A key approach is to provide learners with relevant contexts for learning. Career Clusters link what learners learn in school with the knowledge and skills they need for success in college and careers.
Engaging instructional techniques, combined with valuable content, enable learners to see the relevance of their studies while pushing them to higher levels of rigor. Rigorous and relevant instruction should at once improve learner achievement while also better preparing learners for the workplace expectations of teamwork, communication skills, organization, and project management.
Career Clusters go beyond simple groupings of careers to include knowledge and skills, validated by business and industry, appropriate for the broad range of careers represented in each of the 16 clusters, as well as the skills and knowledge appropriate for each of the 80-plus pathways.
Career Clusters provide an instructional frame-work to guide schools through this transformation to educational delivery appropriate for the 21st century. This should include partnerships between secondary and postsecondary institutions to provide seamless, integrated plans of study for multiple Career Cluster Pathways.
Career Clusters connect educational systems.
- Career Clusters provide continuous learning opportunities to help learners advance in their careers. - Career Clusters create an easier transition to postsecondary education.
- Career Clusters support uniform curriculum alignment across education systems.
Career Clusters connect today’s preparation to tomorrow’s careers.
- Today’s jobs take a different type of training than in the past; therefore, a different type of instruction is needed.
- Career Clusters keep instruction relevant.
- Career Clusters provide options for the emerging workforce.
Learners are better prepared for career success when they can relate their educational experiences to their future goals and aspirations.
Career Clusters connect academic, technical, and employability skills.
- Career Clusters provide transferable skills for today’s workers.
- Career Clusters prepare learners to compete for high-demand, high-wage, and high-skill careers.
- Career Clusters provide a better-qualified workforce for business and industry.
- Career Clusters provide courses that are aligned to industry credentials.
Career Clusters provide the instructional framework for career and technology education to offer industry-focused, learner-centered, and performance-driven learning.
To prepare today’s learners for tomorrow, schools are working to help them achieve in challenging subjects.
Career Clusters provide a conceptual structure to expand educational and career opportunities for learners.
Career Activity File Career Clusters
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Oklahoma uses 16 Career Clusters as a way of organizing occupations and careers. These Career Clusters help educators tailor coursework and work experience around specific occupational groups to offer learners core academics and activities that match up with their interests and skills.
Each of the 16 Career Clusters is a grouping of occupations and broad industries based on commonalities.
Each Career Cluster represents the knowledge and skills, both academic and technical, that all learners within the cluster should achieve regardless of their pathway.
A Pathway is a subgrouping of related occupations and broad industries within a Career Cluster based on common knowledge and skills. Each cluster contains two to seven Career Pathways.
The Pathway represents the knowledge and skills, both academic and technical, necessary to pursue a full range of career opportunities within a pathway —ranging from entry level to management, including technical and professional career specialties.
A Career Major is a sequence of courses that prepares a learner for a career. It ensures that integration occurs between academic and occupational learning, transitions are established between secondary schools and postsecondary institutions, learners are prepared for employment in a broad Career Cluster, and learners receive a skill credential.
A Course is an instructional unit that includes a set of defined competencies, a syllabus or course outline, and a measure of accountability, evaluation, or assessment.
A Course may be occupational, exploratory, academic, or foundational, but its primary focus is competency development.
Knowledge and Skills are industry-validated statements that describe what learners/employees need to know and be able to do for career success within a Cluster/Pathway.
Career Cluster Framework
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 7
Name
School Date
Activities that describe what I like to do:
__ Learn how things grow and stay alive.__ Make the best use of the earth’s natural resources.__ Hunt and/or fish.__ Protect the environment.__ Be outdoors in all kinds of weather.__ Plan, budget, and keep records.__ Operate machines and keep them in good repair.
Personal qualities that describe me:
__ Self-reliant__ Nature lover__ Physically active__ Planner__ Creative problem solver
School subjects I like:
__ Math__ Life Sciences__ Earth Sciences__ Chemistry__ Agriculture
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Activities that describe what I like to do:
__ Read and follow blueprints and/or instructions.__ Picture in my mind what a finished product looks like.__ Work with my hands.__ Perform work that requires precise results.__ Solve technical problems.__ Visit and learn from beautiful, historic, or interesting buildings.__ Follow logical, step-by-step procedures.
Personal qualities that describe me:
__ Curious__ Good at following directions__ Pay attention to details__ Good at visualizing possibilities__ Patient and persistent
School subjects I like:
__ Math__ Drafting__ Physical Sciences__ Construction Trades__ Electrical Trades/Heat, Air Conditioning and Refrigeration/ Technology Education
Activities that describe what I like to do:
__ Use my imagination to communicate new information to others.__ Perform in front of others.__ Read and write.__ Play a musical instrument.__ Perform creative, artistic activities.__ Use video and recording technology.__ Design brochures and posters.
Personal qualities that describe me:
__ Creative and imaginative__ Good communicator/good vocabulary__ Curious about new technology__ Relate well to feelings and thoughts of others__ Determined/tenacious
School subjects I like:
__ Art/Graphic design__ Music__ Speech & Drama__ Journalism/Literature__ Audiovisual Technologies
Activities that describe what I like to do:
__ Perform routine, organized activities but can be flexible.__ Work with numbers and detailed information. __ Be the leader in a group.__ Make business contact with people.__ Work with computer programs.__ Create reports and communicate ideas.__ Plan my work and follow instructions without close supervision.
Personal qualities that describe me:
__ Organized__ Practical and logical__ Patient__ Tactful__ Responsible
School subjects I like:
__ Computer Applications/ Business
and Information Technology__ Accounting__ Math__ English__ Economics
Career Cluster Survey
Directions: Place a check in the space next to the items that best describe you. You may make as many or as few checks in each box as you choose. Add up the number of checks in each box. Look to see what box has the highest number. Find the corresponding cluster on the pages immediately following this survey to see which cluster you may want to explore further.
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Career Activity File Career Clusters
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Activities that describe what I like to do:
__ Communicate with different types of people.__ Help others with their homework or to learn new things.__ Go to school.__ Direct and plan activities for others.__ Handle several responsibilities at once.__ Acquire new information.__ Help people overcome their challenges.
Personal qualities that describe me:
__ Friendly__ Decision maker__ Helpful__ Innovative/Inquisitive__ Good listener
School subjects I like:
__ Language Arts__ Social Studies__ Math__ Science__ Psychology
Activities that describe what I like to do:
__ Work with numbers.__ Work to meet a deadline.__ Make predictions based on existing facts.__ Have a framework of rules by which to operate.__ Analyze financial information and interpret it to others.__ Handle money with accuracy and reliability.__ Take pride in the way I dress and look.
Personal qualities that describe me:
__ Trustworthy__ Orderly__ Self-confident__ Logical__ Methodical or efficient
School subjects I like:
__ Accounting__ Math__ Economics__ Banking/Financial Services__ Business Law
Activities that describe what I like to do:
__ Be involved in politics.__ Negotiate, defend, and debate ideas and topics.__ Plan activities and work cooperatively with others.__ Work with details.__ Perform a variety of duties that may change often.__ Analyze information and interpret it to others.__ Travel and see things that are new to me.
Personal qualities that describe me:
__ Good communicator__ Competitive__ Service minded__ Well organized__ Problem solver
School subjects I like:
__ Government__ Language Arts__ History__ Math__ Foreign Language
Activities that describe what I like to do:
__ Work under pressure.__ Help sick people and animals.__ Make decisions based on logic and information.__ Participate in health and science classes.__ Respond quickly and calmly in emergencies.__ Work as a member of a team.__ Follow guidelines precisely and meet strict standards of accuracy.
Personal qualities that describe me:
__ Compassionate and caring__ Good at following directions__ Conscientious and careful__ Patient__ Good listener
School subjects I like:
__ Biological Sciences__ Chemistry__ Math__ Occupational Health classes__ Language Arts
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Career Activity File Career Clusters
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Activities that describe what I like to do:
__ Investigate new places and activities.__ Work with all ages and types of people.__ Organize activities in which other people enjoy themselves.__ Have a flexible schedule.__ Help people make up their minds.__ Communicate easily, tactfully, and courteously.__ Learn about other cultures.
Personal qualities that describe me:
__ Tactful__ Self-motivated__ Works well with others__ Outgoing__ Slow to anger
School subjects I like:
__ Language Arts/Speech__ Foreign Language__ Social Sciences__ Marketing__ Food Services
Activities that describe what I like to do:
__ Care about people, their needs, and their problems.__ Participate in community services and/or volunteering.__ Listen to other people’s viewpoints.__ Help people be at their best.__ Work with people from preschool age to old age.__ Think of new ways to do things.__ Make friends with different kinds of people.
Personal qualities that describe me:
__ Good communicator/good listener__ Caring__ Non-materialistic__ Uses intuition and logic__ Non-judgmental
School subjects I like:
__ Language Arts__ Psychology/Sociology__ Family & Consumer Sciences__ Finance__ Foreign Language
Activities that describe what I like to do:
__ Work with computers.__ Reason clearly and logically to solve complex problems.__ Use machines, techniques, and processes.__ Read technical materials and diagrams and solve technical problems.__ Adapt to change.__ Play video games and figure out how they work.__ Concentrate for long periods without being distracted.
Personal qualities that describe me:
__ Logical/analytical thinker__ Sees details in the big picture__ Persistent__ Good concentration skills__ Precise and accurate
School subjects I like:
__ Math__ Science__ Computer Tech/ Applications__ Communications__ Graphic Design
Activities that describe what I like to do:
__ Work under pressure or in the face of danger.__ Make decisions based on my own observations.__ Interact with other people.__ Be in positions of authority.__ Respect rules and regulations.__ Debate and win arguments.__ Observe and analyze people’s behavior.
Personal qualities that describe me:
__ Adventurous__ Dependable__ Community-minded__ Decisive__ Optimistic
School subjects I like:
__ Language Arts__ Psychology/Sociology__ Government/History__ Law Enforcement__ First Aid/First Responder
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Career Activity File Career Clusters
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Activities that describe what I like to do:
__ Work with my hands and learn best that way.__ Put things together.__ Do routine, organized and accurate work.__ Perform activities that produce tangible results.__ Apply math to work out solutions.__ Use hand and power tools and operate equipment/machinery.__ Visualize objects in three dimensions from flat drawings.
Personal qualities that describe me:
__ Practical__ Observant__ Physically active__ Step-by-step thinker__ Coordinated
School subjects I like:
__ Math-Geometry__ Chemistry__ Trade and Industry courses__ Physics__ Language Arts
Activities that describe what I like to do:
__ Shop and go to the mall.__ Be in charge.__ Make displays and promote ideas.__ Give presentations and enjoy public speaking.__ Persuade people to buy products or to participate in activities.__ Communicate my ideas to other people.__ Take advantage of opportunities to make extra money.
Personal qualities that describe me:
__ Enthusiastic__ Competitive__ Creative__ Self-motivated__ Persuasive
School subjects I like:
__ Language Arts__ Math__ Business Education/ Marketing__ Economics__ Computer Applications
Activities that describe what I like to do:
__ Interpret formulas.__ Find the answers to questions.__ Work in a laboratory.__ Figure out how things work and investigate new things.__ Explore new technology.__ Experiment to find the best way to do something.__ Pay attention to details and help things be precise.
Personal qualities that describe me:
__ Detail oriented__ Inquisitive__ Objective__ Methodical__ Mechanically inclined
School subjects I like:
__ Math__ Science__ Drafting/Computer- aided drafting__ Electronics/Computer Networking__ Technical classes/ Technology Education
Activities that describe what I like to do:
__ Travel.__ See well and have quick reflexes.__ Solve mechanical problems.__ Design efficient processes.__ Anticipate needs and prepare to meet them.__ Drive or ride.__ Move things one place to another.
Personal qualities that describe me:
__ Realistic__ Mechanical__ Coordinated__ Observant__ Planner
School subjects I like:
__ Math__ Trade and Industry courses__ Physical Sciences__ Economics__ Foreign Language
Disclaimer: Your interests may change over time. These survey results are intended to help you with informal career exploration. Consider more formal assessments and other resources or services to help you plan your career. This survey does not make any claims of statistical reliability.
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Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 11
The Sixteen Career Clusters
The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.
Careers in designing, planning, managing, building, and maintaining the built environment.
Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.
Business Management and Administration careers encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy.
Planning, managing, and providing education and training services, and related learning support services.
Planning, services for financial and investment planning, banking, insurance, and business financial management.
Executing governmental functions to include governance, national security, foreign service, planning, revenue and taxation, regulation, and management and administration at the local, state, and federal levels.
Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.
Hospitality and Tourism encompasses the management, marketing and operations of restaurants and other foodservices, lodging, attractions, and recreation events and travel-related services.
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Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm12
Preparing individuals for employment in career pathways that relate to families and human needs.
Building linkages in IT occupations framework for entry-level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services.
Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services.
Planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance, and manufacturing/process engineering.
Planning, managing, and performing marketing activities to reach organizational objectives.
Planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering), including laboratory and testing services, and research and development services.
Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail, and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment, and facility maintenance.
My top three clusters of interest are:1. ___________________________________________________________________________________________2. ___________________________________________________________________________________________3. ___________________________________________________________________________________________
For more information, check with a career counselor at your high school, CareerTech center, higher education institution, or one-stop career centers.
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These 16 Career Cluster icons are being used with permission of the:States’ Career Clusters Initiative, 2007, www.careerclusters.org
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Career Activity File Career Clusters
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Ideas for Involving Secondary Teachers in Career Clusters
• Increase emphasis on teacher internships and job shadowing so that teachers will be able to see how clusters are a part of their disciplines.
• Share information with parent organizations and consortia so that they may help encourage teachers to know more about clusters.
• Provide workshops for school districts/schools.
• Set up teaching partnerships that include teacher educators, academic teachers, and tech center teachers.
• Work with curriculum leaders in academic, technical, and higher education.
• Emphasize to audiences that the Career Clusters concept is not just an Oklahoma idea but a national one, with specific customization to Oklahoma.
• Share postsecondary information from your school’s report card with teachers to let them see some choices learners make. Teacher should see the importance of sharing relevant information about course work with learners and understand how their disciplines affect learner options after high school.
Introduction to Career Clusters Speaker’s Kit, www.okcareertech.org/okcareerclusters/resources
• Introduce clusters during pre-school staff development and group counseling sessions.
• Partner with teacher educators in the specific disciplines; try to encourage them to provide cluster presentations to their learners.
• Refer teachers to Career Clusters Web site (www.careerclusters.org).
• Use a career exploration software package such as OKCIS as a vehicle through which to share cluster information; include model lessons developed by educators.
• Form advisory groups with business partners and stakeholders.
• Use incentives for teachers: time off for integrating lessons using the clusters and stipends to attend training sessions.
• Use distance learning labs to reach a large group of teachers in a variety of schools.
• Work through the EXPLORE/PLAN process (involve teachers in the assessment phase) and connect the interpretation of results to
the Career Clusters crosswalk, available at www.okcareertech.org/guidance/crosswalk.htm
• During teacher sessions, have teachers take the Career Cluster Interest Survey so that they will understand the relationship between the World of Work Wheel in the EXPLORE/PLAN process and clusters.
• During teacher sessions, have teachers pair up. One teacher will role play being the learner and the other teacher will role play being the advisor as they work through a plan of study for the “learner.”
Career Activity File Career Clusters
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Career Cluster Focus
What Should My Career Cluster Focus Be?Use the following online Internet sources to help identify which of the 16 Career Clusters should be implemented first in your community. List in the space provided the high-growth Career Cluster title.
Oklahoma Employment Security CommissionThe Labor Market Information Unit produces industry and occupational employment projections for the state of Oklahoma and Workforce Investment Areas (WIA).
Location: http://www.oesc.state.ok.us/
Select from the center menu, Labor Market Statistics. Then select from the right menu, Employment Projections. Under the heading Long-term employment projections 2004 – 2014 for Oklahoma WIA, select the region from the drop-down menu under Occupational Projections.
Over the next 5-10 years, which occupations have high job growth? Career Cluster TitleExample: Registered Nurses Health Science____________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ________________________________________
StrategicAdvantage – Workforce Oklahoma CenterThe Economic Forecaster draws from numerous data sources for industry, occupation, and demographic data, and includes projections, based on current trends, 10 years into the future for every county in the United States.
Contact: Sheryl Hale, Innovative Program Research and Development Manager at 405-743-5553 or your local Workforce Center
Learner InterestGather data from OKCIS to determine the career areas your learners are interested in. Log on to the OKCIS administrative site at okcis.intocareers.org/administration, enter your administrative user name and password, and click on Site Usage. At the next screen, select Occupations under CIS Components. To list the names of the occupations, click “yes” under Include Popular Titles then choose up to 20 of your learners’ top occupations. You will then receive a list of the top occupations your learners have saved in their OKCIS portfolios.
Career Cluster Title
Local Business/Industry by Career Cluster (see page 15)
Career Activity File Career Clusters
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n,D
istr
ibut
ion
& L
ogis
tics
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm16
High Schools
• What core academic courses should be recommended for every high school learner interested in this Career Cluster?
• Are there elective courses in place that would enhance the career major for learners interested in this Career Cluster? (i.e., academy courses, computer courses, foreign language, etc.)
• Are there student organizations or activities for learners specifically related to this Career Cluster?
• Do learners have multiple work-based learning opportunities related to this cluster?
• Does the school have a plan of study with a cluster emphasis for learners? Does it include the career and technology education courses and college options?
• Are there classes, programs, or activities that need to be added to the high school schedule?
Career Cluster Curriculum Alignment
Technology Centers
• What current clusters are available for high school learners? Are there prerequisites for career major enrollment?
• Does the technology center use the learner’s plan of study from the high school and help that learner strengthen it with technology center courses and suggested high school courses? Are these plans used to help learners plan for cooperative alliance credits from college partners?
• Are foundation knowledge and skills for the cluster covered within the technology center courses?
• Is there duplication of curriculum/skills taught within current career majors?
• Do high school and adult programs offer learners who stay at the technology center and attend full-time adult programs a “fast-track” option or articulated credits for their previous work? Are there other incentives used to recruit high school learners into additional tech center career majors? (i.e., preference points, scholarships, etc.)
• Are there Cooperative Alliancec with local colleges for the career major taken at the technology center?
• If there is more than one technology center campus, are all instructors meeting the same curriculum standards in like career majors/courses?
• Do current career major offerings at the technology center meet the workforce needs of the community or region? How do you know?
Will all high schools offer the same Career Clusters for their learners? Of course not . . . be flexible and encourage each to build upon their strengths!
Are specific industries experiencing great change . . . workforce shortages, technology advances, and an aging population? Are your career majors keeping current with these issues? Explore your options!
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 17
Career Cluster Curriculum Alignment, cont.
Colleges• Do you currently have recruitment strategies
for learners who have been in high school and/or a technology center career major? (i.e., preference points, scholarships, etc.)
• Have you determined degree programs that could give learners alliance agreement credit or other fast-track options?
• Are technology center courses and college degree programs duplicating curriculum/skills that learners could get credit for and not repeat learning?
• Do the current degree programs meet the workforce needs of the community or region? How do you know?
What strategies could be implemented to work with local high schools and technology centers to ensure that learners are prepared to enter your programs immediately after high school graduation? Partnerships, Partnerships, Partnerships!
Partnerships• Is there a work group or advisory committee
that works to align a seamless education system for learners? Does this group have representation from high school, technology center, college, and the Career Cluster industry? Has the work group mapped all current programs/degree offerings and identified gaps?
• Do learners have access to a specific plan of study that can act as a “road map” for making course, program, and degree selections to meet career goals? Are learners required to update the plan of study on a yearly basis? Are individual plans of study shared with educational institutions as learners transition to the next level?
• Are the workforce needs of the community, partnership, region, and state being fully addressed?
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm18
Career Cluster Program
Information Technology Applications is one of 10 topics included in the foundation knowledge and skills statements representing all occupations within the scope of the cluster. This activity demonstrates how to crosswalk the existing curriculum with the cluster foundation of selected Career Clusters. This activity can be completed with the school’s chosen Career Cluster focus, using the foundation and pathway Career Clusters Knowledge and Skills.
Directions:To strengthen existing courses or add new courses:
Crosswalk the following foundation knowledge and skills to your existing curriculum. • Complete the “Crosswalk Knowledge and Skills with Existing Curriculum” handout (page 20). • Use this sheet to become familiar with the “Performance Elements” and “Measurement
Criteria” that will assist you in rating the courses/textbooks. • Revise the current curriculum to meet the needs of business and industry.
Does the existing course need to be strengthened?
Knowledge and Skills Topic: Information Technology Applications — “Presenting Information” is a foundation skill found in a majority of the Career Clusters.
How are the knowledge and skills structured? Cluster Topic Knowledge and Skills Statements Performance Elements Measurement Criteria
Arts, A/V Technology & Communications Statement: Use presentation applications.
Performance Element: Prepare presentations for training, sales, and information sharing.Measurement Criteria:
• Create a new presentation using both text and content layouts. • Change color scheme for a slide design. • Create/edit external graphic elements (e.g., a scanned photo), and insert into a slide. • Edit existing animations and action buttons. • Create new slide transitions.
Performance Element: Deliver presentations with supporting materials. Measurement Criteria: • Create and distribute presentation handouts or speaker notes. • Print either key slides or an entire presentation in handout or notes format. • Create an automated slide show.
Business, Management & Administration Statement: Use technology to express ideas and exchange business information.
Performance Element: Use multimedia to convey business ideas.Measurement Criteria:
• Prepare a graphic media presentation. • Prepare presentation notes for a variety of audiences.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 19
Career Cluster Program, cont.
Education & Training Statement: Use presentation applications.
Performance Element: Prepare and deliver presentations for training, sales, and information sharing.
Measurement Criteria: • Identify hardware items that support presentation software (e.g., scanners, digital cameras,
printers, and projection systems). • Insert a graph into a presentation. • Create computer presentation and handouts in accordance with basic principles of graphics,
design, and visual communication. • Run slide shows manually and automatically. • Edit presentations.
Information Technology Statement: Use presentation application.
Performance Element: Prepare presentations for training, sales, and information sharing.Measurement Criteria:
• Create computer presentation and handouts in accordance with basic principles of graphics design and visual communication.
• Insert graphic elements (e.g., graph, clip art, table) in a slide. • Edit presentations.
Manufacturing Statement: Use presentation applications.
Performance Element: Prepare presentations for training, sales, and information sharing.Measurement Criteria:
• Create computer presentations and handouts in accordance with basic principles of graphics design and visual communication.
• Insert graphic elements (e.g., graph, clip art, table) in a slide. • Edit presentations.
Performance Element: Deliver presentations with supporting materials.Measurement Criteria:
• Identify hardware items that support presentation software (e.g., scanners, digital cameras, printers, and projection systems).
• Print a single slide, an entire presentation, an outline, and notes. • Run slide show manually and automatically.
Marketing, Sales & Service Statement: Apply technological tools in marketing, sales and service to expedite work flow.
Performance Element: Demonstrate presentation software skills to prepare visual support for presentations.
Measurement Criteria: • Identify capabilities of presentation software programs. • Determine characteristics of effective presentation software documents. • Enter and store text in a presentation software document. • Import graphics into a presentation software document. • Develop builds and transitions for screens in a presentation software document. • Retrieve and edit presentation software screens. • Add/Delete screens in a presentation software document.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm20
SA
MP
LE
Cro
ssw
alk
Kn
ow
led
ge
and
Ski
lls (
K &
S)
wit
h E
xist
ing
Cu
rric
ulu
m
Clus
ter
Know
ledg
e Fo
unda
tion
Know
ledg
e Co
urse
/ Co
urse
/ Co
urse
/ Co
urse
/ Co
mm
ents
and
Skill
an
d Sk
ills
Stat
emen
ts
Book
Titl
e Bo
ok T
itle
Book
Titl
e Bo
ok T
itle
Topi
c
Rat
ing
1-3
Rat
ing
1-3
Rat
ing
1-3
Rat
ing
- 3
Arts
, A/V
In
form
atio
n U
se p
rese
ntat
ion
Tech
nolo
gy &
Te
chno
logy
ap
plic
atio
ns.
Com
mun
icat
ions
App
licat
ions
Busi
ness
, In
form
atio
n U
se te
chno
logy
to e
xpre
ssM
anag
emen
t &
Tech
nolo
gy
idea
s an
d ex
chan
geAd
min
istr
atio
n Ap
plic
atio
ns
busi
ness
info
rmat
ion.
Educ
atio
n &
In
form
atio
n U
se p
rese
ntat
ion
Trai
ning
Te
chno
logy
ap
plic
atio
ns.
Appl
icat
ions
Info
rmat
ion
Info
rmat
ion
Use
pre
sent
atio
nTe
chno
logy
Te
chno
logy
ap
plic
atio
ns.
Appl
icat
ions
Man
ufac
turin
g In
form
atio
n U
se p
rese
ntat
ion
Tech
nolo
gy
appl
icat
ions
.
Ap
plic
atio
ns
Mar
ketin
g,
Info
rmat
ion
Appl
y te
chno
logi
cal t
ools
Sale
s, &
Te
chno
logy
in
mar
ketin
g, s
ales
and
Serv
ice
Appl
icat
ions
se
rvic
e to
exp
edite
w
orkf
low
.
Cour
se:
Plac
e th
e na
me
of th
e co
urse
and
boo
k tit
le in
the
spac
e pr
ovid
ed.
Rat
ing
of C
ours
es:
Pr
ovid
e a
scor
e of
1 if
the
stat
emen
t is
men
tione
d in
the
cour
se b
ut n
ot c
over
ed.
Pr
ovid
e a
scor
e of
2 if
the
stat
emen
t is
cove
red.
Pr
ovid
e a
scor
e of
3 if
the
stat
emen
t is
cove
red
to m
eet o
bjec
tives
/com
pete
ncie
s.
NO
TE:
This
is o
ne m
etho
d of
how
a c
ross
wal
k w
ould
be
com
plet
ed. S
choo
ls c
ould
use
this
tem
plat
e w
ith th
eir C
aree
r Clu
ster
Foc
us
(one
of t
he 1
6 Ca
reer
Clu
ster
s).
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 21
Strategic Planning Checklist
Step 1: Become a Cluster Advocate and Develop OwnershipGoal: Drive the establishment of a strong Career Cluster System by leading confidently and creatively to make Career Clusters work. ❑ Involve staff in decision-making. ❑ Delegate responsibility. ❑ Seek business and community input. ❑ Be patient but persistent. ❑ Pay attention to details, but stay focused on
your larger, long-term goals. ❑ Be a visibly committed force for change. ❑ Learn from your mistakes. ❑ Take responsibility for the tough decisions.
Step 2: Build Broad Community PartnershipsGoal: Energize education with support from a broad base of community partners among business and industry, two-year and four-year colleges and universities, parents, teachers, counselors, and social service agencies. ❑ Identify potential partners. ❑ Work to build a diverse set of partnerships. ❑ Approach potential partners personally. ❑ Seek partners’ advice and guidance. ❑ Set up an organized structure for meetings
with partners. ❑ Pay attention to partners’ needs and
nurture the relationship. ❑ Don’t press partners to give more help than
they can comfortably give. ❑ Make it painless and convenient for
partners to help out.
Step 3: Provide Professional DevelopmentGoal: Organize resources to reorient faculty and staff to Career Clusters. ❑ Find creative ways to reorient faculty to
Career Clusters. ❑ Train educators in-house as well as sending
them to off-site conferences. ❑ Arrange schedules to cover for teachers in
training. ❑ Make a solid financial commitment to
professional development. ❑ Tap business partnerships to provide
resources including business-based teacher internships.
❑ Make sure all staff have mastered the material they are asked to teach.
❑ Provide career advancement and financial rewards to motivate staff to participate in professional development.
❑ Motivate staff by keeping them aware of and focused on the benefits of Career Clusters.
Step 4: Base Career Guidance on ClustersGoal: Reorganize guidance to drive Career Clusters implementation. ❑ Target every learner in the system. ❑ Begin career education in the elementary
grades and continue through all grades. ❑ Help all learners create a Plan of Study. ❑ Involve parents in the planning process. ❑ Review and update plans with learners
each year or more often as needed. ❑ Help learners arrange work-based learning
opportunities. ❑ Provide professional development for
counselors. ❑ Reach out to the community for support of
the Career Clusters.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm22
Step 5: Seek Financial ResourcesGoal: Mount an organized, thorough, creative fund-raising effort to set up Career Clusters. ❑ Treat fund-raising as a high priority. ❑ Research all possible sources of support. ❑ Consider grants not expressly targeted at
Career Clusters. ❑ Enlist business support. ❑ Use intermediary organizations to solicit
business aid. ❑ Consider establishing a tax-exempt fund-
raising foundation. ❑ Assess the school’s needs before seeking
support. ❑ Involve staff in the fund-raising effort. ❑ Put structures in place to manage grant
requirements.
Step 6: Develop Extended/Work-Based Learning OpportunitiesGoal: Realistically inventory the local job market. Create partnerships with local business and community leaders. ❑ Involve business partners in finding
learning opportunities. ❑ Offer learners a variety of learning
opportunities. ❑ Prepare learners for the demands of the
workplace. ❑ Assist learners with logistical needs. ❑ Intervene quickly when learners are having
difficulty or causing trouble. ❑ Collaborate with learners, parents, and
employers on a written plan. ❑ Award learners official recognition of
program participation.
Strategic Planning Checklist, cont.
Step 7: Align Career-Oriented CurriculaGoal: Reorient curricula to prepare learners for academic and career success. ❑ Reorganize curriculum around a Career
Clusters framework. ❑ Create new classes as needed, but ground
instruction in all classes in a career context.
❑ Involve teachers directly in curriculum development.
❑ Encourage faculty sharing of curriculum ideas.
❑ Be responsive to learner needs. ❑ Make curriculum development a flexible,
ongoing process. ❑ Seek community input and fit curricula
with community-based learning opportunities.
❑ Work to align curricula with instruction at two- and four-year colleges.
Step 8: Achieve Transition AgreementsGoal: Assess geographic availabilities of business, higher education, and technical training options. ❑ Create relationships with decision makers
within these institutions. ❑ Follow process of postsecondary schools
to apply for articulation agreements; for example:
✦ Articulation committee is set up with high school and postsecondary representatives.
✦ Articulation committee reviews high school courses to determine if they meet college standards.
❑ Career Cluster coordinator drafts articulation agreement based on review.
❑ Representatives of high school and college approve draft.
❑ Network with other educators to craft comprehensive articulation agreements.
Permission granted from Indiana Department of Workforce Development and South Carolina State Department of Education
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 23
Career Cluster Knowledge and Skills Video
Have your learners view the video to learn what skills and abilities are needed in the workforce.
Skills and AbilityLocation: http://www.acinet.org/acinet/Select: “Videos” from the center of your screen.Click On: “Skills and Ability Videos” <http://www.acinet.org/acinet/videos_by_ ability.asp?id=27&nodeid=31>Description: Videos about skills and abilities
people use to do certain types of work. Those pertaining to the knowledge and skills topics are listed below the topic definition.
Waiting for the video to show could take as long as one minute for the Internet to connect to the media. The videos will last one-to-two minutes. Be sure to check the volume level on your computer.
10 Knowledge and Skills Topics, Definitions, and Videos
1. Academic Foundation - Obtain the cluster-specific academic
knowledge and skills required to pursue the full range of career and postsecondary education opportunities within the Career Cluster. All learners should meet their state’s academic standards. Critical linkages of academics are indicated in conjunction with performance elements for each foundation/pathway topic.
View Skills and Ability Videos – None
2. Communications - Use oral and written communication
skills in creating, expressing, and interpreting information and ideas, including technical terminology and information.
View Skills and Ability Videos – Auditory/Speech and Verbal
3. Employability and Career Development - Know and understand the importance of
employability skills. - Explore, plan, and effectively manage
careers.
View Skills and Ability Videos – Basic Skills and Personal Qualities
4. Ethics and Legal Responsibilities - Know and understand the importance
of professional ethics and legal responsibilities.
View Skills and Ability Videos – Interpersonal Skills and Personal Qualities
5. Information Technology - Use information technology tools specific
to the Career Cluster to access. manage, integrate, and create information.
View Skills and Ability Videos – Perceptual and Using Information
6. Leadership and Teamwork - Use leadership and teamwork skills in
collaborating with others to accomplish organizational goals and objectives.
View Skills and Ability Videos – Interpersonal Skills and Resource Management
7. Problem Solving and Critical Thinking - Solve problems using critical thinking
skills (analyze, synthesize, and evaluate) independently and in teams.
View Skills and Ability Videos – Idea Generation/Reasoning and Thinking
Skills
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm24
8. Safety, Health, and Environment - Understand the importance of health,
safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
- Follow organizational policies and procedures and contribute to continuous improvement in performance and compliance.
View Skills and Ability Videos – Attentiveness, Endurance, Visual and Flexibility, Balance, and Coordination
9. Systems - Understand roles within teams, work
units, departments, organizations, interorganizational systems, and the larger environment.
- Identify how key organizational systems affect organizational performance and the quality of products and services.
View Skills and Ability Videos – Spatial and Using Systems
10. Technical Skills - Use the technical knowledge and
skills required to pursue the full range of careers for all pathways in the Career Cluster, including knowledge of design, operation, and maintenance of technological systems critical to the Career Cluster.
View Skills and Ability Videos – Control Movement, Fine Manipulative, and Using Technology
Sample of Knowledge and Skills StatementsAn example of a knowledge and skill statement, performance element, and measurement criteria for the Architecture and Construction cluster is as follows:
Knowledge and Skills Statement – Perform math operations to complete jobsite/workplace tasks such as estimating and distributing materials and supplies.
Performance Elements – Use geometric formulas to determine areas and volumes of various structures.
Measurement Criteria – Calculate areas and volumes of structures.
Measurement Criteria – Estimate materials and supplies needed.
Career Clusters Knowledge and Skills Statements by ClusterLocation: www.okcareertech.org/guidance/
Career%20Path/okcareertech/student/career_ clusters.htmSelect: cluster iconClick On: Knowledge and Skills Needed by
clicking on the “red” arrow.
Career Clusters Knowledge and Skills Statements by PathwayLocation: www.careerclusters.orgSelect: “16 Career Clusters and Related
Resources”Drop Down Button: Choose “Career Cluster
Resources/Leaders”Click On: Cluster icon and then scroll down to
the bottom of the pageClick On: “View”
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 25
Car
eer
Clu
ster
s C
riti
cal C
om
po
nen
tS
elf-
Ass
essm
ent
Fo
rm f
or
Lo
cal-
Lev
el Im
ple
men
tati
on
Ran
k yo
ur
prog
ress
for
eac
h C
riti
cal C
ompo
nen
t ac
cord
ing
to t
he
mea
sure
men
t li
sted
. Det
erm
ine
the
leve
l th
at m
ost
clos
ely
alig
ns
wit
h t
he
prog
ress
mad
e to
war
ds im
plem
enta
tion
of
the
Car
eer
Clu
ster
. Rec
ord
the
rati
ng
for
each
Cri
tica
l Com
pon
ent
usi
ng
the
foll
owin
g de
term
inat
ion
s. Y
our
self
-ass
essm
ent
rati
ngs
sh
ould
be
base
d on
th
e fo
llow
ing
guid
elin
es:
E
xcel
len
t:
Ou
r te
am h
as r
each
ed L
evel
3 a
nd
cou
ld p
rovi
de le
ader
ship
for
oth
ers
for
this
Cri
tica
l Com
pon
ent.
In
Pro
gre
ss:
Ou
r te
am is
mak
ing
good
pro
gres
s an
d h
as r
each
ed L
evel
2. W
e st
ill h
ave
a w
ay t
o go
.
N
o P
rog
ress
: O
ur
team
is ju
st g
etti
ng
star
ted
on t
his
Cri
tica
l Com
pon
ent
and
has
not
yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Dir
ecti
ons:
Hig
hli
ght
the
mos
t ac
cura
te r
atin
g fo
r ea
ch C
riti
cal C
ompo
nen
t u
sin
g th
e sc
ale
as n
oted
abo
ve. I
ncl
ude
dis
cuss
ion
to
pic
con
ten
t in
th
e co
mm
ent
sect
ion
(at
th
e en
d of
th
is r
ubr
ic)
wh
en m
akin
g th
e de
term
inat
ion
to
assi
st w
ith
cre
atin
g th
e S
trat
egic
Pla
n in
clu
ded
in t
he
App
endi
x.
Leve
l 3:
Exce
llent
Le
vel 2
: In
Pro
gres
s Le
vel 1
: N
o Pr
ogre
ss
Our
team
cou
ld p
rovi
de le
ader
ship
O
ur te
am is
mak
ing
good
pro
gres
s.
Our
team
is ju
st g
ettin
g st
arte
d on
fo
r oth
ers
for t
his
Criti
cal
We
still
hav
e a
way
to g
o.
this
Cri
tical
Com
pone
nt a
nd h
ave
Co
mpo
nent
.
not y
et m
ade
any
mea
sura
ble
prog
ress
.
Criti
cal C
ompo
nent
1:
Adm
inis
trat
ive
Supp
ort
The
colle
ge o
r sch
ool a
dmin
istr
ator
s an
d sc
hool
bo
ard
mem
bers
sup
port
the
conc
ept o
f the
ca
reer
em
phas
is/fo
cus
(clu
ster
) pro
cess
and
co
mpo
nent
s. T
hey
prov
ide
sche
dule
d ch
unks
of
tim
e fo
r the
clu
ster
team
(adm
inis
trat
ion,
te
achi
ng fa
culty
, ind
ustr
y an
d ed
ucat
ion
part
ners
, and
car
eer c
ouns
elin
g st
aff)
to m
eet
toge
ther
, offe
r pro
fess
iona
l dev
elop
men
t op
port
uniti
es fo
r the
clu
ster
team
, and
en
cour
age
lear
ner p
artic
ipat
ion
and
pare
nt a
nd
com
mun
ity s
uppo
rt.
The
colle
ge o
r sch
ool a
dmin
istr
ator
s an
d sc
hool
bo
ard
mem
bers
are
info
rmed
of t
he C
aree
r Cl
uste
r. Th
ey th
ink
it is
a g
ood
idea
but
do
not
spen
d tim
e w
ith th
e cl
uste
r tea
m o
r hav
e a
clea
r pe
rcep
tion
of th
e pr
oces
s or
com
pone
nts.
The
colle
ge o
r sch
ool a
dmin
istr
ator
s ar
e no
t pa
rtic
ular
ly in
favo
r of t
he C
aree
r Clu
ster
, and
th
e fa
culty
mem
bers
are
on
thei
r ow
n to
try
to fi
gure
out
how
to im
plem
ent t
he p
rogr
am.
The
scho
ol b
oard
kno
ws
little
abo
ut th
e Ca
reer
Cl
uste
r and
doe
s no
t see
its
valu
e si
nce
it is
not
an
aca
dem
ic p
rogr
am.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm26
Le
vel 3
: Ex
celle
nt
Leve
l 2:
In P
rogr
ess
Leve
l 1:
No
Prog
ress
O
ur te
am c
ould
pro
vide
lead
ersh
ip
Our
team
is m
akin
g go
od p
rogr
ess.
O
ur te
am is
just
get
ting
star
ted
on
for o
ther
s fo
r thi
s Cr
itica
l W
e st
ill h
ave
a w
ay to
go.
th
is C
ritic
al C
ompo
nent
and
hav
e
Com
pone
nt.
no
t yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Criti
cal C
ompo
nent
2:
Shar
ed P
lann
ing
The
entir
e Cl
uste
r Cur
ricul
um T
eam
has
re
gula
rly s
ched
uled
tim
e fo
r pro
gram
pla
nnin
g an
d cu
rric
ulum
des
ign.
The
y ha
ve th
e eq
uiva
lent
of
at l
east
one
full
day
each
mon
th to
wor
k to
geth
er a
nd c
ompa
re le
arne
r pro
gres
s an
d cu
rric
ulum
effe
ctiv
enes
s.
The
Teac
hing
Tea
m h
as a
sch
edul
e th
at a
llow
s fo
r wee
kly,
sha
red
prog
ram
pla
nnin
g, c
urric
ulum
de
sign
, and
oth
er C
aree
r Clu
ster
-rel
ated
ac
tiviti
es.
Teac
hing
Tea
ms
are
not a
ckno
wle
dged
and
mus
t tr
y to
do
plan
ning
and
oth
er p
repa
ratio
n du
ring
lunc
h an
d be
fore
or a
fter s
choo
l.
Criti
cal C
ompo
nent
3:
Care
er D
evel
opm
ent
Each
lear
ner i
n th
e Ca
reer
Clu
ster
has
a
sche
dule
d m
eetin
g w
ith a
car
eer c
ouns
elor
, te
ache
r adv
isor
, or f
acul
ty a
dvis
or o
n at
leas
t tw
o oc
casi
ons
each
sch
ool y
ear t
o de
velo
p an
d re
vise
as
nece
ssar
y an
indi
vidu
al c
aree
r ed
ucat
ion
plan
(pla
n of
stu
dy).
Pare
nts
are
incl
uded
in th
e ca
reer
pla
nnin
g se
ssio
ns.
Lear
ners
bas
e th
eir c
aree
r pla
ns o
n a
num
ber o
f ca
reer
aw
aren
ess
and
expl
orat
ion
expe
rienc
es.
Lear
ners
in th
e Ca
reer
Clu
ster
dev
elop
thei
r ow
n ca
reer
edu
catio
n pl
an b
ased
on
seve
ral
care
er a
war
enes
s an
d ex
plor
atio
n ex
perie
nces
. Th
ey m
ay h
ave
the
oppo
rtun
ity to
mee
t with
the
care
er c
ouns
elor
or o
ther
trai
ned
advi
sor o
nce
each
sch
ool y
ear.
Lear
ners
do
not h
ave
a ca
reer
edu
catio
n pl
an.
They
onl
y se
e a
coun
selo
r if t
hey
are
havi
ng
prob
lem
s in
sch
ool o
r wis
h to
cha
nge
a cl
ass.
Prod
uct:
ww
w.o
kcar
eert
ech.
org/
cim
c —
Sel
ect:
“Ca
talo
g” th
en “
Onl
ine
Cata
log.
” T
ype
in y
our Z
IP c
ode.
Pul
l scr
oll b
ar to
the
right
. Typ
e in
“T
each
ers
as A
dvis
ors”
in th
e se
arch
box
. — S
elec
t: “
Teac
hers
as
Advi
sors
for S
econ
dary
and
Pos
tsec
onda
ry L
earn
ers”
and
/or “
Mid
dle
Gra
des
Te
ache
rs a
s Ad
viso
rs T
oolb
ox.”
Criti
cal C
ompo
nent
4:
Prof
essi
onal
Dev
elop
men
t
All C
lust
er T
eam
mem
bers
join
tly p
artic
ipat
e in
pr
ofes
sion
al d
evel
opm
ent a
ctiv
ities
that
hel
p bu
ild th
eir k
now
ledg
e, s
kills
, and
abi
litie
s in
the
sele
cted
Car
eer C
lust
er a
nd th
e ap
plic
atio
n to
te
achi
ng m
etho
dolo
gy.
The
Teac
hing
Tea
m is
pro
vide
d re
sour
ces
and
rele
ase
time
to a
ttend
at l
east
one
pro
fess
iona
l de
velo
pmen
t act
ivity
eac
h ye
ar.
Rel
ease
tim
e fo
r pro
fess
iona
l dev
elop
men
t is
not m
ade
avai
labl
e fo
r oth
er th
an s
choo
l-rel
ated
in
-ser
vice
ses
sion
s.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 27
Le
vel 3
: Ex
celle
nt
Leve
l 2:
In P
rogr
ess
Leve
l 1:
No
Prog
ress
O
ur te
am c
ould
pro
vide
lead
ersh
ip
Our
team
is m
akin
g go
od p
rogr
ess.
O
ur te
am is
just
get
ting
star
ted
on
for o
ther
s fo
r thi
s Cr
itica
l W
e st
ill h
ave
a w
ay to
go.
th
is C
ritic
al C
ompo
nent
and
hav
e
Com
pone
nt.
no
t yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Criti
cal C
ompo
nent
5:
Stan
dard
s-Ba
sed
Curr
icul
um
Curr
icul
um is
des
igne
d to
incl
ude
both
the
Care
er C
lust
er F
ound
atio
n an
d Pa
thw
ay
Know
ledg
e an
d Sk
ills,
indu
stry
sta
ndar
ds, a
nd
appr
opria
te a
cade
mic
sta
ndar
ds. C
urric
ulum
en
hanc
es a
nd re
info
rces
aca
dem
ic c
onte
nt a
nd,
as a
resu
lt, im
prov
es b
oth
Care
er C
lust
er a
nd
acad
emic
ach
ieve
men
t.
Curr
icul
um is
focu
sed
on a
cade
mic
con
tent
. Li
ttle
atte
ntio
n is
pai
d to
the
Care
er C
lust
er
Foun
datio
n Kn
owle
dge
and
Skill
s.
Trad
ition
al c
urric
ulum
is o
ffere
d. It
may
not
be
stan
dard
s ba
sed.
Res
ourc
es:
Stat
es’ C
aree
r Clu
ster
s In
itiat
ive
“Kno
wle
dge
and
Skill
s St
anda
rds”
ww
w.c
aree
rclu
ster
s.or
g —
Sel
ect:
“Th
e 16
Car
eer C
lust
ers
and
R
elat
ed R
esou
rces
” fr
om th
e m
enu.
Cho
ose
“Car
eer C
lust
er R
esou
rces
/Lea
ders
.” T
hen
clic
k on
the
clus
ter i
con
and
scro
ll do
wn
to th
e bo
ttom
of
the
page
and
clic
k on
“vi
ew.”
TD
L Pr
oduc
t: w
ww
.tdlc
lust
er.io
es.o
rg/d
ev.h
tm —
Sel
ect:
“Sc
hool
Dev
elop
ed P
robl
em-B
ased
Sce
nario
s.”
Criti
cal C
ompo
nent
6:
Pare
nt a
nd C
omm
unity
Sup
port
Pare
nts
and/
or g
uard
ians
/men
tors
are
info
rmed
of
the
prog
ram
con
tent
, par
ticip
ate
in th
e ca
reer
de
cisi
on-m
akin
g pr
oces
s, a
nd s
uppo
rt th
e pr
ogra
m in
var
ious
set
tings
. Com
mun
ity g
roup
s of
fer p
rogr
am s
uppo
rt th
roug
h sp
onso
rshi
ps
and
mar
ketin
g. T
hey
assi
st w
ith id
entif
ying
w
orkp
lace
lear
ning
site
s an
d bu
ildin
g in
dust
ry
part
ners
hips
.
Pare
nts/
guar
dian
s an
d co
mm
unity
gro
ups
rece
ive
notif
icat
ion
of th
e se
lect
ed C
aree
r Cl
uste
r. Th
ey a
re in
vite
d to
par
ticip
ate.
Pare
nts/
guar
dian
s an
d co
mm
unity
gro
ups
are
not a
ctiv
ely
invo
lved
in th
e Ca
reer
Clu
ster
. The
y re
ceiv
e re
spon
ses
as re
ques
ted.
Res
ourc
e: O
DCT
E G
uida
nce
hom
e pa
ge w
ww
.okc
aree
rtec
h.or
g/gu
idan
ce —
Sel
ect:
“A
Pare
nt’s
Gui
de to
Car
eer I
nfor
mat
ion.
”
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm28
Le
vel 3
: Ex
celle
nt
Leve
l 2:
In P
rogr
ess
Leve
l 1:
No
Prog
ress
O
ur te
am c
ould
pro
vide
lead
ersh
ip
Our
team
is m
akin
g go
od p
rogr
ess.
O
ur te
am is
just
get
ting
star
ted
on
for o
ther
s fo
r thi
s Cr
itica
l W
e st
ill h
ave
a w
ay to
go.
th
is C
ritic
al C
ompo
nent
and
hav
e
Com
pone
nt.
no
t yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Criti
cal C
ompo
nent
7:
Educ
atio
n Pa
rtne
rshi
ps
Elem
enta
ry s
choo
l, m
iddl
e sc
hool
, hig
h sc
hool
, ca
reer
tech
nica
l sch
ool,
colle
ge, u
nive
rsity
, an
d ad
ult s
kills
cen
ter f
acul
ty a
re in
clud
ed in
th
e Ca
reer
Clu
ster
s Te
am, a
s ap
prop
riate
, to
assu
re a
lear
ning
con
tinuu
m. P
artn
ersh
ips
are
form
aliz
ed —
inte
rdis
cipl
inar
y an
d se
quen
tial
— a
cros
s le
vels
of e
duca
tion.
Part
ners
hips
are
form
al o
r inf
orm
al a
nd m
ay b
e lim
ited
to s
peci
fic te
achi
ng fa
culty
and
cou
rses
.Ed
ucat
ion
part
ners
hips
hav
e no
t bee
n de
velo
ped.
Res
ourc
e: C
aree
r Clu
ster
Pat
hway
s w
ww
.okc
aree
rtec
h.or
g/gu
idan
ce —
Sel
ect:
“Cl
uste
r Pat
hway
s” lo
cate
d at
bot
tom
of l
eft m
enu.
Pro
vide
s a
list
of c
aree
rs th
at m
ay b
e he
lpfu
l in
mak
ing
a Cl
uste
r Tea
m.
Criti
cal C
ompo
nent
8:
Busi
ness
and
Indu
stry
Par
tner
ship
s
Part
ners
are
fully
eng
aged
as
Clus
ter T
eam
m
embe
rs. T
hey
are
repr
esen
tativ
e of
the
entir
e Ca
reer
Clu
ster
. The
repr
esen
tativ
es p
artic
ipat
e in
pla
nnin
g an
d de
velo
pmen
t as
wel
l as
assi
st in
cl
assr
oom
and
wor
kpla
ce im
plem
enta
tion
and
supp
ort.
Indu
stry
par
tner
ship
s ar
e lim
ited
to in
divi
dual
cl
assr
oom
par
ticip
atio
n ba
sed
on o
ne-t
o-on
e re
latio
nshi
ps.
Indu
stry
par
tner
ship
s ha
ve n
ot b
een
deve
lope
d.
Res
ourc
e: C
aree
r Clu
ster
Pat
hway
s w
ww
.okc
aree
rtec
h.or
g/gu
idan
ce/c
aree
rinfo
/caf
.htm
— S
elec
t: “
Care
er P
ortfo
lios”
Criti
cal C
ompo
nent
9:
Mul
ti-M
easu
re A
sses
smen
t
Asse
ssm
ent i
nclu
des
both
cum
ulat
ive
(pro
ject
s,
rese
arch
pap
ers,
por
tfolio
s, w
orkp
lace
lear
ning
or
com
mun
ity s
ervi
ce) a
nd o
n-de
man
d (m
ultip
le c
hoic
e, p
rese
ntat
ion,
dem
onst
ratio
n,
scen
ario
resp
onse
) mea
sure
s an
d m
eets
the
crite
ria fo
r sev
eral
dis
cipl
ines
.
Asse
ssm
ent i
s lim
ited
to o
n-de
man
d m
odal
ities
or
a s
ingl
e cu
mul
ativ
e m
odal
ity a
nd o
nly
mea
sure
s co
nten
t for
one
dis
cipl
ine.
Asse
ssm
ent i
s tr
aditi
onal
, e.g
., m
ultip
le c
hoic
e,
mat
chin
g, e
ssay
, and
true
-fal
se it
ems.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 29
Le
vel 3
: Ex
celle
nt
Leve
l 2:
In P
rogr
ess
Leve
l 1:
No
Prog
ress
O
ur te
am c
ould
pro
vide
lead
ersh
ip
Our
team
is m
akin
g go
od p
rogr
ess.
O
ur te
am is
just
get
ting
star
ted
on
for o
ther
s fo
r thi
s Cr
itica
l W
e st
ill h
ave
a w
ay to
go.
th
is C
ritic
al C
ompo
nent
and
hav
e
Com
pone
nt.
no
t yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Criti
cal C
ompo
nent
10:
Int
erdi
scip
linar
y Te
ams
The
Clus
ter T
eam
s w
ork
colla
bora
tivel
y to
offe
r th
e cu
rric
ulum
in a
n in
terd
isci
plin
ary
appr
oach
. Th
e co
nten
t is
typi
cally
des
igne
d ar
ound
a
com
mon
them
e or
pro
ject
with
a c
ulm
inat
ing
activ
ity, p
rodu
ct, o
r ser
vice
as
a re
sult
of th
e in
stru
ctio
n.
Teac
hers
from
two
disc
iplin
es w
ork
toge
ther
to
conn
ect c
onte
nt a
roun
d a
com
mon
them
e or
pr
ojec
t.
Teac
hers
wor
k in
depe
nden
tly in
sin
gle
disc
iplin
es. C
onte
nt is
not
con
nect
ed.
Criti
cal C
ompo
nent
11:
Fle
xibl
e Sc
hedu
les
Scho
ol s
ched
ules
are
flex
ible
and
allo
w fo
r in
terd
isci
plin
ary
team
-man
aged
blo
cks
of ti
me
as n
eede
d fo
r pro
ject
s, la
bs, a
nd o
ther
act
ion-
base
d ac
tiviti
es.
Bloc
ks o
f tim
e ar
e as
sign
ed to
par
ticul
ar
disc
iplin
es.
The
scho
ol s
ched
ule
is o
rgan
ized
in tr
aditi
onal
bl
ocks
of t
ime.
Res
ourc
es:
Stat
es’ C
aree
r Clu
ster
s In
itiat
ive
“Kno
wle
dge
and
Skill
s St
anda
rds”
ww
w.c
aree
rclu
ster
s.or
g —
Sel
ect:
“Th
e 16
Car
eer C
lust
ers
and
Rel
ated
Res
ourc
es”
from
the
men
u. C
hoos
e “C
aree
r Clu
stes
r Res
ourc
es/L
eade
rs.”
The
n cl
ick
on th
e cl
uste
r ico
n an
d sc
roll
dow
n to
the
botto
m o
f th
e pa
ge a
nd c
lick
on “
view
.” T
DL
Prod
uct:
ww
w.td
lclu
ster
.ioes
.org
/dev
.htm
— S
elec
t: “
Scho
ol D
evel
oped
Pro
blem
-Bas
ed S
cena
rios.
”
Criti
cal C
ompo
nent
12:
Int
egra
ted
Curr
icul
um
The
curr
icul
um is
dev
elop
ed a
nd ta
ught
by
the
Clus
ter T
eam
. The
con
tent
is m
ultid
isci
plin
ary
and
base
d on
aca
dem
ic a
nd C
aree
r Clu
ster
s Fo
unda
tion
Know
ledg
e an
d Sk
ills
and
taug
ht
with
in th
e co
ntex
t of t
he s
elec
ted
Care
er C
lust
er
indu
stry
. Car
eer C
lust
er c
onte
nt is
str
engt
hene
d by
the
inte
grat
ion
of a
cade
mic
con
cept
s.
The
curr
icul
um is
enh
ance
d, e
xpan
ded,
or
rein
forc
ed th
roug
h co
llabo
ratio
n be
twee
n an
ac
adem
ic a
nd a
car
eer t
echn
ical
teac
her.
Inte
grat
ion
is u
nila
tera
lly d
eter
min
ed b
y th
e ca
reer
tech
nica
l tea
cher
.
Res
ourc
e/Pr
oduc
ts:
ww
w.o
kcar
eert
ech.
org/
cim
c —
Sel
ect:
“Ca
talo
g” th
en “
Go
to th
e O
nlin
e Ca
talo
g.”
Typ
e in
you
r ZIP
cod
e. P
ull s
crol
l bar
to th
e rig
ht. C
reat
ing
Conn
ectio
ns:
Inte
grat
ed A
ctiv
ities
for M
iddl
e Sc
hool
.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm30
Le
vel 3
: Ex
celle
nt
Leve
l 2:
In P
rogr
ess
Leve
l 1:
No
Prog
ress
O
ur te
am c
ould
pro
vide
lead
ersh
ip
Our
team
is m
akin
g go
od p
rogr
ess.
O
ur te
am is
just
get
ting
star
ted
on
for o
ther
s fo
r thi
s Cr
itica
l W
e st
ill h
ave
a w
ay to
go.
th
is C
ritic
al C
ompo
nent
and
hav
e
Com
pone
nt.
no
t yet
mad
e an
y m
easu
rabl
e pr
ogre
ss.
Criti
cal C
ompo
nent
13:
Cre
ativ
e an
d In
nova
tive
Teac
hing
Str
ateg
ies
Team
-bui
ldin
g, c
ritic
al-t
hink
ing,
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s ta
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ompo
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earn
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earn
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part
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ww
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in a
trad
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al m
ode
with
te
ache
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rese
ntin
g th
e in
form
atio
n.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 31
Whe
re a
re y
our c
halle
nges
?
Wha
t com
pone
nts
have
sho
wn
the
mos
t im
prov
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sho
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CC
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tions
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you
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embe
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re a
re y
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tren
gths
?
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm32
Sam
ple
of
Hea
lth
Sci
ence
Car
eer
Clu
ster
Act
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Pla
n
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ips
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in th
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an a
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catio
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2006
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n N
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nal H
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re F
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anda
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in
Gra
des
7-12
.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 33
Sam
ple
of
Hea
lth
Sci
ence
Car
eer
Clu
ster
Act
ion
Pla
n
EXAMPLE
St
rate
gy
Task
s to
Acc
ompl
ish
Res
ourc
es
Pers
on
Tim
elin
e St
atus
Stra
tegy
N
eede
d R
espo
nsib
le
2. T
he h
igh
scho
ol w
ill
2.1
Stak
ehol
ders
iden
tify
Hig
h sc
hool
In
stru
ctor
(s)
Fall
2007
In
pro
cess
of
artic
ulat
e co
urse
s w
ith th
e po
tent
ial h
igh
scho
ol c
ours
es to
co
urse
cat
alog
Co
unse
lor(
s)
pl
anni
ngco
llege
(s) t
o of
fer c
oncu
rren
t ar
ticul
ate.
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llege
cou
rse
Adm
inis
trat
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rollm
ent o
ppor
tuni
ties.
cata
log
2.
2 St
akeh
olde
rs m
eet t
o Fa
cilit
y In
stru
ctor
(s)
Jan.
200
8 TB
D
con f
irm a
nd b
egin
pla
nnin
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r Ti
me
Coun
selo
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s Ad
min
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ator
(s)
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rmal
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ticul
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June
200
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truc
tor(
s)
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ept.
D
ean
Co
llege
I
nstr
ucto
r(s)
continued
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm34
Developing a Problem-Based Scenario:A Five-Step Process Model
Nine national school sites have been selected through a competitive application process to develop problem-based scenario curriculum units and then pilot test these units before national dissemination. These instructional units are developed in conjunction with business and industry partners who help the site identify “real world” problems that could occur in their institution.
Complete the five-step process model to develop scenarios for your chosen Career Cluster focus.
Step 1: Recruit Industry/Government Partner(s) and Develop Scenario Proposal
Partner Time RequirementsFor each business/government partner, recruit one lead representative. This lead representative should be an experienced management- or professional-level employee. Ideally, he/she would have been a team leader or dealt with cross-functional problems. This partner will agree to the approximate time commitments as follows: (1) assist in the development of the scenario (meetings of 2-4 hours each), (2) identify/develop required information and materials (meetings of 2-4 hours), (3) host and conduct site visit(s) (one day), and (4) evaluate the learner reports and presentations (one day).
Development Process1. First Meeting: Scenario Brainstorming (Partner and School
Project Leaders). Read the performance elements and ask the partner to identify at least three possible authentic problem-based scenarios that could address the scope and content of the performance. Evaluate the feasibility of each authentic, problem-based scenario and select the most appropriate scenario for the school and learners.
2. Second Meeting: Scenario Development and Expansion (Partner, School Project Leaders, and Teachers). Develop and review a draft of the problem statement and identify the required and additional performance elements (refer to Career Clusters Knowledge and Skills statements). Plan site visits and identify work sites and related occupations and job titles. Identify all information and related resources necessary to complete the project. Estimate required time and costs to complete the project. Begin to identify the learner products, processes, and assessment criteria for the scenario (to be completed in Step 2). Complete the Problem-Based Scenario Proposal Booklet (http://tdlcluster.ioes.org/devtemps/prob_based_ proposal.pdf) and submit a final draft to the national staff.
Step 2: Develop Scenario Assessment Plan
Development Process1. Module/Unit Plan (Project Leaders and Teachers). Review
the required performance elements and the assessment criteria developed with partners in Step 1. Identify the related knowledge and skills (refer to Career Clusters Knowledge and Skills statements) and assessment approaches. Identify any additional learner products, processes, and assessments as needed. Develop a module/unit plan and identify where each performance element, knowledge, and skills will be addressed. Enter the title for each module/unit and the performance elements and knowledge and skills statements for each module/unit in the figure provided in Section 5 of the Scenario Assessment Plan Booklet. (http://tdlcluster.ioes.org/devtemps/scenario_assess.pdf).
2. Identify Assessment Approaches and Related Academics/Workplace Skills. Identify and list the assessment approach for each performance element and knowledge and skill listed in each module/unit. Identify the related academic and workplace skills that will be addressed in each module (model state standards, V-TECS, Snyder’s taxonomy as appropriate). Enter this information into the figure in Section 5 of the Scenario Assessment Plan Booklet.
http://tdlcluster.ioes.org/devtemps/student_guide_temp.pdfhttp://tdlcluster.ioes.org/devtemps/log_dist_mentor.pdf Step 3: Develop Draft Learner and Teacher/Mentor Guides
Step 4: Pilot-Test Scenario and Learner and Teacher/Mentor Guides
Step 5: Finalize and Submit Scenario and Learner and Teacher/Mentor Guides
An example of a problem-based scenario follows on the next page. NOTE: Always include these knowledge and skills statements in a scenario:Locate written information from books, journals, and the Internet.Develop and deliver formal presentations using a broad range of technical concepts, knowledge, and vocabulary. http://tdl cluster.ioes.org/devtemps/dev_ prob_based.pdf
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 35
Example of Problem-Based Scenario
Cluster Transportation, Distribution, and LogisticsPathway Transportation Systems/Infrastructure Planning, Management, and RegulationsSchool Site Triad High SchoolPathway Knowledge and Skills(s) ➣ P01.1 Manage routes and schedules to move people/goods to meet customer requirements. ➣ P05.1 Plan public transportation infrastructure.Performance Element(s) ➣ P01.1.1 Develop transportation routes and schedules. ➣ P05.1.1 Determine the need for new or improved public transportation infrastructure (e.g., highways, airports, train terminals, ports, commercial space launching facilities, intermodal facilities).Title NASACompletion Time
Problem Statement You are an aeronautical engineer. You have
been hired by NASA to research the need and feasibility of “Space Planes.” Your job is to look at the developments of space planes and decide how these planes will be used and what type of people will use the planes (upper class, middle class, etc.). You also will have to decide what should be included on the planes (sleeping quarters, restrooms, cafe, etc.)
After you have completed your research, you must compile all of your information into a written report. Your report and findings should then be presented to NASA officials.
Occupations and Related Job Titles(Examples) ➣ Pilot ➣ Transportation engineer ➣ Space engineer ➣ Astronaut
Business/Industry/Government Partner(s) NASA Glenn Research Center Cleveland, OH 44135Learners Learners will engage in the planning process of
space planes. The learners will research what is needed on space planes for the future. They must determine the amenities that will be needed to be included in the plane. They must also determine what type of people will use the planes (upper, middle and/or lower economic class citizens).
Process Learners will engage in research via the
Internet and library to determine the history of space planes. They must determine the uses and feasibility of the planes.
Required Materials and Resources ➣ Computers ➣ Word processing and presentation software ➣ Internet work sites ➣ Library ➣ Teleconferencing ➣ Internet ➣ NASA Representative via e-mail ➣ Library resourcesCluster The learners will be assessed utilizing several
different methods. They will be assessed for style, correctness of grammar, and spelling on their written report. They will also be assessed on the use of resource materials. The final assessment will be determined by how well the learners compile and present their findings of the project to Lanter Company with the use of the scoring rubric.
Pathways The learners will be assessed via tests and
daily assignments. A scoring rubric will be used to fully assess the learners’ overall performance. Since the learners are working in team settings, they will evaluate each of the team members and themselves for a final participation grade for the project.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm36
Cluster Foundation Knowledge and Skills ➣ F2.2.1 Compose multi-paragraph writing containing technical concepts, knowledge, and vocabulary. ➣ F2.2.3 Use information technology to design, produce, and present written and multi-media materials. (See Information Technology Applications.) ➣ F2.4.1 Develop and deliver formal presentations using a broad range of technical concepts, knowledge, and vocabulary. ➣ F2.4.2 Contribute effectively to group discussions, including meetings. ➣ F3.1.1 Formulate ideas, proposals, and solutions to problems. ➣ F3.2.1 Develop solutions to performance problems using a structured problem- solving process. ➣ F4.1.1 Create documents using word processing software.
➣ F4.2.1 Use electronic mail. ➣ F4.2.2 Use Internet services to locate and retrieve information. ➣ F5.1.3 Explain the impact of economic, social, and technological changes on TDL organizations and the industry. ➣ F5.1.5 Explain the roles and functions of government in regulating and supporting TDL organizations within the industry. ➣ F6.1.1 Describe the major regulatory areas (e.g., personal protective equipment) and government laws and regulations. ➣ F7.1.1 Collaborate effectively with others. ➣ F7.2.1 Conduct and participate in meetings. ➣ F9.1.2 Identify and demonstrate positive work behaviors and personal qualities. ➣ F9.2.2 Develop career plans for career opportunities.
Module Plan
Research Learners will use the Internet to The learners will be requiredSpace Planes research the development of to complete a worksheet and space planes. They will need to written assignment on the look at the historical and future development of space planes. aspects of the planes.
Needed The learners will choose the The learners will choose theAmenities amenities that the space planes amenities needed on the space will require. planes and list them as a group. They will work in small groups to determine several lists and then come together as a class to determine one list.
http://tdlcluster.ioes.org/development/sitedevprob/NASA_Scenario_Outline.pdf
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 37
Web Sites for Career Clusters
Cluster Web Site Description
Human Services
Manufacturing
Marketing, Salesand Service
http://www.pueblo.gsa.gov
http://www.dietitian.com/ibw/ibw.html
http://parentingteens.about.com/library/sp/quiz/bullying/blbully.htm
http://www.cdc.gov/niosh/adoldoc.html
http://www.ihs.gov/PublicInfo/Publications/McGruff/index.asp
http://cord.org/workplacelibrary/
http://manufacturing.stanford.edu/
http://www.dreamit-doit.com/Index.aspx
http://careervoyages.gov/indemandmagazine-main.cfm
http://www.clickoncareers.com/Man/Occupations.cfm
http://www.emints.org/ethemes/resources/S00001687.shtml
http://cord.org/workplacelibrary/
http://www.careeroverview.com/sales-careers.html
Federal Consumer Information Center has freeinformation on cars, children, education, food,housing, travel, and much more. Hard copybrochures are available for little or no cost.
The Healthy Body Calculator
Parenting Quiz: Is Your Child a Bully? Research shows that bullying can be a sign of other serious antisocial and/or violent behavior. Children who frequently bully their peers are more likely than others to get into serious trouble.
For a working teen, this handout explainshealth and safety issues.
McGruff® and Scruff® Drug and ViolencePrevention Story and Activity Web site.
Discuss academic and work skills needed forspecific occupations in manufacturing, i.e., Engineer and Production Manager.
Narrated video clips showing over 40 different manufacturing products and processes ranging from the manufacturing of airplanes and golf clubs to jelly beans and denim. These video clips illustrate modern manufacturing techniques through virtual, online factory tours. Macro media Flash Player plug-in required.
“Dream It. Do It.” is a nationwide effort supported by the National Association of Manufacturers, manufacturing companies, and groups around the country. Resources are available to educate learners about jobs in manufacturing.
Careers in Advanced Manufacturing is an online magazine. It provides relevant information about career opportunities, education, and the skills needed to help learners build successful futures.
Not sure which Manufacturing occupation to pursue? Take a manufacturing career assessment or explore the listed occupation.
Career Path: Marketing, Sales, and ServiceThis Web site provides resources about careers in marketing and sales. Find out which occupations are included in the Career Cluster and how you can get started in the industry. Includes links to career exploration and career interest assessments.
Discusses academic and work skills needed for specific occupations, i.e., Duty Drawback Manager in the accounting department.
Choose from a list of sales careers to find detailed information on career and job opportunities, earnings, training requirements, and much more.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm38
Cluster Web Site Description
Marketing, Salesand Service (continued)
Transportation,Distribution andLogistics
Counselor/Teacher
http://www.acinet.org/acinet/videos_by_cluster.asp?id=27&nodeid=28&cluster=14
http://wings.avkids.com/Careers/index.html
http://wings.avkids.com/
http://www.nysgtsc.state.ny.us/Kids/kidssign.htm
http://www.natef.org/
http://tdlcluster.ioes.org/dev.htm
http://www.cap.gov/index.cfm
http://www.okhighered.org/student-center/career-srvcs/cs-emp_resc.shtml
http://www.womenswork.org/girls/careers.html
http://cord.org/workplacelibrary/
http://www.familywatchdog.us
Videos on retail and marketing show the types of work people do. Other videos are available for the 16 clusters recognized by the Department of Education. Available in Spanish.
A wide variety of careers in aviation, aerodynamics, and related positions. Some careers include interviews with people who work in these positions.
The K-8 Aeronautics Internet textbook is an Internet-based multimedia learner workbook and teacher’s guide. Aviation lessons for beginner to advanced learner include Spanish. Experiments are included in the Scientists’ and Engineers’ Guide.
People must obey traffic signals, signs, and laws. Knowing what these signals and signs mean and obeying them will help to keep you safe when you walk, ride your bike, or in-line skate near a roadway.
National Automotive Technicians Education Foundation — This foundation evaluates technician training programs against standards developed by the automotive industry and recommends qualifying programs for certification. This site provides information on a variety of careers.
Many resources are available within each of these headings: School Developed Problem-Based Scenarios, Problem-Based Scenarios Templates, TDL Reference Book, and K-8 Resources.
Guys and girls, ages 12 to 21, can become active in the Civil Air Patrol. They learn the principles of aviation and aerospace flight through hands-on experiments.
Aviation and Aerospace Educational AllianceContact 1.800.858.1840
The opportunities are endless. Ship captain, photo journalist, real estate agent, archeologist — there are so many choices for women today! At this site you can learn about all the careers available and link to women role models who explain about their jobs.
The Library of the Workplace Web site offers a storehouse of information about the working world, especially about how work relates to a variety of academic studies.
Another tool to help us keep our kids safe was developed by John Walsh from America’s Most Wanted. Type in your address and see a map with small icons of red, blue, and green dots surrounding your entire neighborhood. When you click on these dots, a picture of a person will appear with an address and the description of the crime he or she had committed.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 39
Activities for Career Clusters
Human ServicesNutrition SurveyRelated Subjects Science and MathRelated Occupations Dietitians, Nutritionist, Food Service WorkerActivity Complete a nutrition survey in school to see what foods are most liked by students and which
foods are being discarded.Trends in Teen Nutrition located at: http://www.kidsource.com/kidsource/content3/ific/ific.teen.trends.html#contents
http://www.fns.usda.gov/fns/nutrition.htm Search: SoftDrinkGraded On Teamwork, graphing results, and presentation
Bullying SkitRelated Subjects English and DramaRelated Occupations Actors, Camera OperatorsActivity Write a skit on peer pressure and bullying, and perform to other students. Students may use
this situation: A teacher is distracted and doesn’t notice a student push another student into the puddle. Helpful information may be located at: http://www.stopbullyingnow.hrsa.gov/index.asp?area=main
Graded On Presentation, sentence structure, organization
ManufacturingRobotsRelated Subject ScienceRelated Occupations Design Engineers and Mechanical EngineersActivity Teams of learners strategize, design, build a program, test, and refine a robot capable of
completing various missions. Information may be located at: http://www.usfirst.org/what/fll/default.aspx?id=390
F1 Grand Prix Sports CarRelated Subjects Art, Science, and MathRelated Occupations Mechanical Engineer, Race Team Manager, Operating Officer, Design Engineer, and DriversActivity Learners form their own F1 teams to research, design, manufacture, and race. Information
located at: http://www.f1inschools.usPictures of the headquarters: http://williams.latphoto.co.uk/
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm40
Marketing, Sales & ServiceNewspaper AdvertisingRelated Subjects English and ArtRelated Occupations Advertising ManagersActivity Learners in teams of two select a business. Locate pictures and/or drawings of products and
merchandise representing what would be sold at the store. Create an ad layout for a newspaper.Graded On Correct spelling and layout of merchanadise
Education NeededRelated Subjects English and SpeechRelated Occupations Public Information DirectorsActivity Put together public service announcements and podcasts about teen driving and safety. Topic
ideas are available at this Web site: http://www.tdriver.com/materials/radio_podcasts/Graded On Sentence structure and oral presentation
Activities for Career Clusters, cont.
Career Path: ManufacturingRelated Subjects Technology Education and Careers ClassRelated Occupations Manufacturing CareersActivity EMints National Center has created an online resource called eThemes. It catalogs Web sites
according to themes or topics; use the resources for teaching and learning about manufacturing. http://www.emints.org/ethemes/resources/S00001697.shtml http://www.emints.org/ethemes/
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 41
Transportation, Distribution & LogisticsWalgreen’s Save the ChocolateRelated Subjects Math and CommunicationRelated Occupations Warehouse Manager, Distribution Center Manager, Truck DriverActivity High school learners learn about the role of various occupations within the Transportation,
Logistics and Distribution industry and then are given a real-world problem. Learners acquire the skills needed to gather information, determine possible solutions, and decide how to avoid the problem of shipping heat-sensitive products.
Select: “TDL Walgreen’s Chocolate” located at http://www.tdlmathscience.org/?q=node/17 or http://www.tdlmathscience.org/ Select: “Problem-based scenarios”Graded On Documentations and storage solutions through hands-on activities and worksheets.
Teen DriversRelated Subject HealthRelated Occupations Health and Safety Managers and Safety AnalystsActivity Teen drivers are injured and killed in car crashes almost every day. Motor vehicle crashes are the
leading cause of death for persons aged 15 to 19 years old. Plan a presentation to present the facts about teen drivers and how to prevent injury. Helpful information may be located at:
http://www.tdriver.com/problem/quiz.aspGraded On Organization, content, and presentation
All ClustersCareer Clusters VideosLocation http://www.acinet.org/acinet/Select “Videos” from the center of your screen.Click On Clusters and Career Videos <http://www.acinet.org/acinet/videos.asp?id=27&nodeid=27>Description Videos showing the types of work people do in the 16 clusters recognized by the Department of
Education.
Activities for Career Clusters, cont.
Prep
arin
g in
divi
dual
s fo
r em
ploy
men
t in
care
er p
athw
ays
that
rela
te to
fam
ilies
and
hum
an n
eeds
.
Educ
atio
n Ne
eded
for C
aree
r❖
H
igh
Scho
ol –
com
plet
ed h
igh
scho
ol, h
igh
scho
ol w
ith c
aree
r and
tech
nolo
gy tr
aini
ng,
G
ED, o
n-th
e-jo
b tra
inin
g, o
r app
rent
ices
hip
❏
Juni
or C
olle
ge –
com
plet
ed ju
nior
/com
mun
ity c
olle
ge, p
osts
econ
dary
tech
nica
l, or
car
eer
an
d te
chno
logy
trai
ning
✛
Bacc
alau
reat
e D
egre
e –
com
plet
ed fo
ur-y
ear d
egre
e or
mor
e
Sample Career Specialities / Occupations Pathways Cluster K&S
Clus
ter K
now
ledg
e an
d Sk
ills
• Aca
dem
ic F
ound
atio
ns
• Inf
orm
atio
n Te
chno
logy
App
licat
ions
• S
afet
y, H
ealth
, and
Env
ironm
ent
• Com
mun
icat
ions
• L
eade
rshi
p an
d Te
amw
ork
• Sys
tem
s • E
mpl
oyab
ility
and
Car
eer D
evel
opm
ent
• Pro
blem
Sol
ving
and
Crit
ical
Thi
nkin
g • T
echn
ical
Ski
lls
• Eth
ics
and
Lega
l Res
pons
ibilit
ies
❏ A
ssis
tant
Dire
ctor
s, C
hild
care
F
acilit
ies
D
irect
ors,
Chi
ldca
re F
acilit
ies
Ed
ucat
ors
for P
aren
ts✛
Ele
men
tary
Sch
ool C
ouns
elor
s
Nan
nies
Pr
esch
ool T
each
ers
❖ C
hild
care
Ass
ista
nts/
Wor
kers
❖ T
each
ers’
Assi
stan
ts
C
linic
al a
nd C
ouns
elin
g
Psy
chol
ogis
ts
Indu
stria
l-Org
aniz
atio
nal
P
sych
olog
ists
✛ S
ocio
logi
sts
C
aree
r Cou
nsel
ors
Em
ploy
men
t Cou
nsel
ors
✛ M
arria
ge, C
hild
and
Fam
ily
Cou
nsel
ors
M
enta
l Hea
lth C
ouns
elor
s❏
Res
iden
tial A
dvis
ors
Sc
hool
Cou
nsel
ors/
P
sych
olog
ists
❏ S
ubst
ance
Abu
se a
nd
B
ehav
iora
l Dis
orde
r Cou
nsel
ors
Vo
catio
nal R
ehab
ilitat
ion
C
ouns
elor
s
Ad
ult D
ay C
are
Coo
rdin
ator
s
Com
mun
ity S
ervi
ce D
irect
ors
C
oord
inat
ors
of V
olun
teer
s
Lice
nsed
Pro
fess
iona
l
Cou
nsel
ors
D
irect
ors,
Rel
igio
us A
ctiv
ities
/
Edu
catio
n Pr
ogra
ms
R
elig
ious
Lea
ders
Ad
ult D
ay C
are
Wor
kers
C
aree
r Cou
nsel
ors
❖ C
omm
unity
Foo
d Se
rvic
e
Wor
kers
C
omm
unity
Hou
sing
Ser
vice
W
orke
rs✛
Die
ticia
ns
Emer
genc
y an
d R
elie
f Wor
kers
✛ E
mpl
oym
ent C
ouns
elor
s❖
Ger
iatri
c Se
rvic
e W
orke
rs
Hum
an S
ervi
ces
Wor
kers
Le
isur
e Ac
tiviti
es C
oord
inat
ors
❏ R
esid
entia
l Adv
isor
s❏
Soc
ial a
nd H
uman
Ser
vice
s
Ass
ista
nts
So
cial
Ser
vice
s W
orke
rs
Voca
tiona
l Reh
abilit
atio
n
Cou
nsel
ors
Vo
catio
nal R
ehab
ilitat
ion
Serv
ice
W
orke
rs
❏ B
arbe
rs❏
Cos
met
ologis
ts, H
airdr
esse
rs, a
nd
Hai
rstyl
ists
El
ectro
logist
s
Elec
trolys
is Te
chnic
ians
❖ N
ail T
echn
ician
s, M
anicu
rists
and
P
edicu
rists
Sh
ampo
oers
Sk
in C
are
Spec
ialist
s/Esth
etici
ans
✛ E
mba
lmer
s❖
Fun
eral
Atte
ndan
ts
Fune
ral D
irecto
rs/M
ortic
ians
Co
mpa
nions
M
assa
ge T
hera
pists
❖ P
erso
nal a
nd H
ome
Care
Aide
s✛
Per
sona
l Tra
iners
Sp
a At
tend
ants
C
onsu
mer
Adv
ocat
es
Con
sum
er A
ffairs
Offi
cers
✛ C
onsu
mer
Cre
dit C
ouns
elor
s
Ba
nker
s✛
Cer
tifie
d Fi
nanc
ial P
lann
ers
Fi
nanc
ial A
dvis
ors
In
sura
nce
Rep
rese
ntat
ives
In
vest
men
t Bro
kers
R
eal E
stat
e Se
rvic
es
R
epre
sent
ativ
es
C
onsu
mer
Res
earc
h D
epar
tmen
t
Rep
rese
ntat
ives
❖ C
usto
mer
Ser
vice
Rep
rese
ntat
ives
Em
ploy
ee B
enef
its
R
epre
sent
ativ
es
Hos
pita
l Pat
ient
Acc
ount
s
Rep
rese
ntat
ives
Ac
coun
t Exe
cutiv
es
Buye
rs
Con
sum
er G
oods
or S
ervi
ces
R
etai
ling
Rep
rese
ntat
ives
Ev
ent S
peci
alis
ts
Fiel
d M
erch
andi
sing
Rep
rese
ntat
ives
In
side
Sal
es R
epre
sent
ativ
es✛
Mar
ket R
esea
rche
rs
Sale
s C
onsu
ltant
s
Smal
l Bus
ines
s O
wne
rs
Early
Chi
ldho
od D
evel
opm
ent
and
Serv
ices
Coun
selin
g an
d M
enta
lHe
alth
Ser
vice
sFa
mily
and
Com
mun
itySe
rvic
esPe
rson
al C
are
Serv
ices
Cons
umer
Ser
vice
s
This is a sample of the Cluster and Pathway Model located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Cluster/Pathway Model.’’
Okl
aho
ma
Hu
man
Ser
vice
s C
aree
r C
lust
er
Req
uir
emen
ts m
ay in
clu
de
but
are
no
t lim
ited
to
th
e fo
llow
ing
:
You
shou
ld li
ke:
You
shou
ld b
e ab
le to
:Po
ssib
le p
hysi
cal a
bilit
ies:
Opp
ortu
nitie
s fo
r exp
erie
nce:
Met
hods
of e
ntry
:
• Ac
tiviti
es o
f a s
cien
tific
an
d te
chni
cal n
atur
e.•
Activ
ities
of a
n ab
stra
ct o
r cr
eativ
e na
ture
.•
Wor
king
with
, hel
ping
, or
teac
hing
peo
ple.
• Ac
tiviti
es w
hich
invo
lve
dire
ct c
onta
ct w
ith p
eopl
e.•
Activ
ities
whi
ch in
volv
e co
mm
unic
atio
n of
idea
s,
data
, and
info
rmat
ion.
• So
lvin
g co
mpl
ex
pr
oble
ms.
• An
alyz
e pr
oble
ms
logi
cally
an
d de
velo
p so
lutio
ns.
• U
se w
ritte
n la
ngua
ge e
f-fe
ctiv
ely.
• M
ake
deci
sion
s ba
sed
upon
per
sona
l jud
gmen
t or
ver
ifiab
le d
ata.
• In
terp
ret i
deas
or f
acts
fr
om a
n in
divi
dual
view
poin
t.•
Com
mun
icat
e ea
sily
, ta
ctfu
lly, c
ourt
eous
ly, a
nd
effe
ctiv
ely.
• D
irect
, con
trol
, and
pla
n ac
tiviti
es th
at a
ffect
man
y pe
ople
.•
Wor
k co
oper
ativ
ely
with
ot
hers
.•
Wor
k w
ith d
etai
ls.
• Sp
eak
clea
rly a
nd
un
ders
tand
ably
.•
Hea
r wel
l, ei
ther
nat
ural
ly
or w
ith c
orre
ctio
n.
• Su
mm
er o
r par
t-tim
e em
ploy
men
t.•
Mili
tary
ser
vice
s.•
Wor
k-st
udy
or c
o-op
pr
ogra
ms
in s
econ
dary
or
post
seco
ndar
y sc
hool
s.•
Volu
ntee
ring
in s
ocia
l or
gani
zatio
ns.
• W
ork-
base
d an
d/or
wor
k-si
te le
arni
ng.
• Jo
b sh
adow
ing.
• Ca
reer
and
tech
nolo
gy
lear
ner o
rgan
izat
ions
(i.
e., F
CCLA
).•
Care
erTe
ch c
ours
es.
• D
irect
app
licat
ion
to e
m-
ploy
ers.
• Co
nsul
ting
colle
ge
pl
acem
ent o
ffice
s.•
Taki
ng c
ivil
serv
ice
exam
s.•
Cons
ultin
g st
ate
em
ploy
men
t offi
ces.
• Co
nsul
ting
prof
essi
onal
jo
urna
ls a
nd a
ssoc
iatio
ns.
• O
nlin
e jo
b pl
acem
ent s
ites.
For M
ore
Sour
ces
of In
form
atio
n:
Publ
ic li
brar
y, s
choo
l car
eer c
ente
r, O
klah
oma
Care
er In
form
atio
n Sy
stem
(ww
w.o
kcar
eert
ech.
org/
guid
ance
/OKC
IS.h
tm),
Occ
upat
iona
l Out
look
H
andb
ook
(ww
w.b
ls.g
ov/o
co/)
, Occ
upat
iona
l Out
look
Qua
rter
ly (w
ww
.bls
.gov
/opu
b/oo
q/oo
qhom
e.ht
m),
Car
eer G
uide
to In
dust
ries
(w
ww
.bls
.gov
/oco
/cg/
hom
e.ht
m),
O*N
ET O
ccup
atio
nal I
nfor
mat
ion
Net
wor
k (h
ttp://
onlin
e.on
etce
nter
.org
), C
aree
r Clu
ster
s (w
ww
.car
eerc
lust
ers.
org)
or
(ww
w.o
kcar
eert
ech.
org/
iis/c
lust
eric
ons/
care
ercl
uste
rs.h
tm),
or s
peci
fic s
ourc
es fo
r thi
s cl
uste
r.
Wor
ld o
f Wor
k M
ap R
egio
ns:
1, 2
, 10,
and
12
This is a sample of the Requirements and More Sources of Information located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Requirements and More Sources of Information.’’
This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/human.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.
Okl
aho
ma
Hu
man
Ser
vice
s C
aree
r C
lust
erC
ou
nse
ling
an
d M
enta
l Hea
lth
Ser
vice
s P
ath
way
Wo
rkfo
rce
Sta
tist
ics
Indu
stri
al-O
rgan
izat
iona
l Psy
chol
ogis
tSo
ciol
ogis
tM
arri
age
and
Fam
ily T
hera
pist
: M
arria
ge, C
hild
an
d Fa
mily
Cou
nsel
orCl
inic
al, C
ouns
elin
g, a
nd S
choo
l Psy
chol
ogis
tEd
ucat
iona
l, V
ocat
iona
l, a
nd S
choo
l Cou
nsel
orM
enta
l Hea
lth C
ouns
elor
Subs
tanc
e Ab
use
and
Beha
vior
al D
isor
der
Coun
selo
rR
ehab
ilita
tion
Coun
selo
r/R
esid
entia
l Cou
nsel
or
Die
titia
ns a
nd N
utri
tioni
sts:
Nut
ritio
nal
Coun
selo
r
Cou
nse
lin
g an
d M
enta
l H
ealt
h S
ervi
ces
Unl
ess
othe
rwis
e in
dica
ted,
all
sala
ry a
nd e
mpl
oym
ent o
utlo
ok d
ata
is fr
om O
*Net
Onl
ine,
http
://on
line.
onet
cent
er.o
rg.
*A –
Nat
iona
l Wag
e D
ata,
O*N
et O
nlin
e, h
ttp://
onlin
e.on
etce
nter
.org
, and
Am
eric
a’s
Car
eer
Info
net,
http
://w
ww
.aci
net.o
rg/.
Gra
duat
e De
gree
sCo
llege
/Uni
vers
ities
Bach
elor
’s D
egre
esCo
llege
s/Un
iver
sitie
s
Aver
age
grow
th (1
0-20
%) -
*ASl
ower
than
ave
rage
(0-9
%) -
*A+3
2% F
aste
r tha
n av
eage
+27%
Fas
ter t
han
aver
age
+13%
Ave
rage
gro
wth
+27%
Fas
ter t
han
aver
age
+16%
Ave
rage
gro
wth
+32%
Fas
ter t
han
aver
age
+13%
Ave
rage
gro
wth
Per
cen
t C
han
ge a
nd
Em
plo
ymen
t P
rosp
ects
$74,
060
($35
.61/
hr.)-
*A$5
6,79
0 ($
27.3
0/hr
.)-*A
$44,
900
($21
.58/
hr.)
$40,
300
($19
.38/
hr.)
$36,
800
($17
.70/
hr.)
$30,
700
($14
.76/
hr.)
$28,
900
($13
.88/
hr.)
$17,
600
($8.
45/h
r.)
$37,
700
($18
.14/
hr.)
Ok
lah
oma
Med
ian
Sal
ary
Plan
ning
, man
agin
g, a
nd p
erfo
rmin
g th
e pr
oces
sing
of m
ater
ials
into
inte
rmed
iate
or fi
nal p
rodu
cts
and
rela
ted
prof
essi
onal
and
tech
nica
l sup
port
activ
ities
suc
h as
pro
duct
ion
plan
ning
and
con
trol,
mai
nten
ance
, and
man
ufac
turin
g/pr
oces
s en
gine
erin
g.
Educ
atio
n Ne
eded
for C
aree
r❖
H
igh
Scho
ol –
com
plet
ed h
igh
scho
ol, h
igh
scho
ol w
ith c
aree
r and
tech
nolo
gy tr
aini
ng,
G
ED, o
n-th
e-jo
b tra
inin
g, o
r app
rent
ices
hip
❏
Juni
or C
olle
ge –
com
plet
ed ju
nior
/com
mun
ity c
olle
ge, p
osts
econ
dary
tech
nica
l, or
car
eer
an
d te
chno
logy
trai
ning
✛
Bacc
alau
reat
e D
egre
e –
com
plet
ed fo
ur-y
ear d
egre
e or
mor
e
Sample Career Specialities / Occupations Pathways Cluster K&S
Clus
ter K
now
ledg
e an
d Sk
ills
• Aca
dem
ic F
ound
atio
ns
• Inf
orm
atio
n Te
chno
logy
• S
afet
y, H
ealth
, and
Env
ironm
ent
• Com
mun
icat
ions
• L
eade
rshi
p an
d Te
amw
ork
• Sys
tem
s • E
mpl
oyab
ility
and
Car
eer D
evel
opm
ent
• Pro
blem
Sol
ving
and
Crit
ical
Thi
nkin
g • T
echn
ical
Ski
lls
• Eth
ics
and
Lega
l Res
pons
ibilit
ies
As
sem
bler
s
Auto
mat
ed M
anuf
actu
ring
T
echn
icia
ns
❖ B
ookb
inde
rs
C
alib
ratio
n Te
chni
cian
s
Elec
trica
l Ins
talle
rs a
nd R
epai
rers
Elec
trom
echa
nica
l Equ
ipm
ent
A
ssem
bler
s
Extru
ding
and
Dra
win
g M
achi
ne
Set
ters
/Set
-Up
Ope
rato
rs
Extru
sion
Mac
hine
Ope
rato
rs
Fo
undr
y W
orke
rs
G
rindi
ng, L
appi
ng, a
nd B
uffin
g
Mac
hine
Ope
rato
rs
❖ H
and
Pack
ers
and
Pack
ager
s
Hoi
st a
nd W
inch
Ope
rato
rs
In
stru
men
t Mak
ers
La
rge
Prin
ting
Pres
s M
achi
ne
Set
ters
and
Set
-Up
Ope
rato
rs
M
achi
ne O
pera
tors
Man
ager
s, S
uper
viso
rs
M
edic
al A
pplia
nce
Mak
ers
M
illing
Mac
hine
Set
ters
, Set
-Up
O
pera
tors
Millw
right
s
Ope
rato
rs, T
ende
rs,C
utte
rs/
B
raze
rs, S
olde
ring,
Mac
hine
Ope
ratio
ns
❖ P
aint
ers
Pa
ttern
& M
odel
Mak
ers
Pr
ecis
ion
Layo
ut W
orke
rs
Pr
ecis
ion
Opt
ical
Goo
ds W
orke
rs
Pr
oduc
tion
Asso
ciat
es
❖ S
heet
Met
al W
orke
rs
❖ S
olde
rers
and
Bra
zers
❖
Tool
and
Die
Mak
ers
❏ W
elde
rs
✛ D
esig
n En
gine
ers
El
ectri
cal a
nd E
lect
roni
c
Tec
hnic
ians
and
Tec
hnol
ogis
ts
✛ E
lect
roni
cs E
ngin
eers
Engi
neer
ing
and
Rel
ated
Tec
hnic
ians
and
Tec
hnol
ogis
ts
❏ E
ngin
eerin
g Te
chni
cian
s ✛
Indu
stria
l Eng
inee
rs
La
bor R
elat
ions
Man
ager
s
Man
ufac
turin
g En
gine
ers
M
anuf
actu
ring
Tech
nici
ans
Po
wer
Gen
erat
ing
and
Rea
ctor
P
lant
Ope
rato
rs
Pr
ecis
ion
Insp
ecto
rs, T
este
rs,
a
nd G
rade
rs
Pr
oces
s Im
prov
emen
t
Tec
hnic
ians
Prod
uctio
n M
anag
ers
❏ P
urch
asin
g Ag
ents
Su
perv
isor
s
Bi
omed
ical
Equ
ipm
ent
T
echn
icia
ns
❖ B
oile
rmak
ers
C
omm
unic
atio
n Sy
stem
I
nsta
llers
/Rep
aire
rs
C
ompu
ter I
nsta
llers
/Rep
aire
rs
❏ C
ompu
ter M
aint
enan
ce
Tec
hnic
ians
Elec
trica
l Equ
ipm
ent I
nsta
llers
/
Rep
aire
rs
Fa
cilit
y El
ectri
cian
s ❖
Indu
stria
l Ele
ctro
nic
I
nsta
llers
/Rep
aire
rs
In
dust
rial F
acilit
ies
Man
ager
s ❏
Indu
stria
l Mac
hine
ry
M
echa
nics
Indu
stria
l Mai
nten
ance
Ele
ctric
ians
Indu
stria
l Mai
nten
ance
Mec
hani
cs
In
dust
rial M
aint
enan
ce
T
echn
icia
ns
In
stru
men
t Cal
ibra
tion
and
R
epai
rers
Inst
rum
ent C
ontro
l
Tec
hnic
ians
Job/
Fixt
ure
Des
igne
rs
La
ser S
yste
ms
Tech
nici
ans
❏ M
aint
enan
ce R
epai
rers
Maj
or A
pplia
nce
Rep
aire
rs
M
eter
Inst
alle
rs/R
epai
rers
❏
Millw
right
s ❏
Plu
mbe
rs, P
ipe
Fitte
rs a
nd
Ste
am F
itter
s ❏
Sec
urity
Sys
tem
Inst
alle
rs/
R
epai
rers
✛ C
alibr
ation
Tech
nician
s ❏
Insp
ecto
rs
La
b Te
chnic
ians
Pr
oces
s Con
trol T
echn
ician
s
Qua
lity C
ontro
l Tec
hnici
ans
Q
uality
Eng
ineer
s
SPC
Coor
dinat
ors
C
omm
unic
atio
ns,
T
rans
porta
tion
and
Util
ities
M
anag
ers
❏ D
ispa
tche
rs
❖ F
reig
ht, S
tock
, and
Mat
eria
l
Mov
ers
In
dust
rial T
ruck
and
Tra
ctor
O
pera
tors
✛
Log
istic
al E
ngin
eers
Logi
stic
ians
Mat
eria
l Ass
ocia
tes
M
ater
ial H
andl
ers
M
ater
ial M
over
s
Proc
ess
Impr
ovem
ent
T
echn
icia
ns
Q
ualit
y C
ontro
l Tec
hnic
ians
❖
Tra
ffic
Man
ager
s ❖
Tra
ffic,
Shi
ppin
g, a
nd
R
ecei
ving
Cle
rks
✛ E
nviro
nmen
tal E
ngin
eers
Envi
ronm
enta
l Spe
cial
ists
Hea
lth a
nd S
afet
y
Rep
rese
ntat
ives
Safe
ty C
oord
inat
ors
✛ S
afet
y En
gine
ers
Sa
fety
Tea
m L
eade
rs
Sa
fety
Tec
hnic
ians
Prod
uctio
nM
anuf
actu
ring
Prod
uctio
n Pr
oces
sDe
velo
pmen
t
Mai
nten
ance
,In
stal
latio
n &
Repa
ir Q
ualit
y As
sura
nce
Logi
stic
s &
Inve
ntor
yCo
ntro
lHe
alth
, Saf
ety
and
Envi
ronm
enta
lAs
sura
nce
This is a sample of the Cluster and Pathway Model located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Cluster/Pathway Model.’’
Okl
aho
ma
Man
ufa
ctu
rin
g C
aree
r C
lust
er
Req
uir
emen
ts m
ay in
clu
de
but
are
no
t lim
ited
to
th
e fo
llow
ing
:
You
shou
ld li
ke:
You
shou
ld b
e ab
le to
:Po
ssib
le p
hysi
cal a
bilit
ies:
Opp
ortu
nitie
s fo
r exp
erie
nce:
Met
hods
of e
ntry
:
• D
oing
rout
ine,
org
aniz
ed,
accu
rate
wor
k.•
Wor
king
with
thin
gs a
nd
obje
cts.
• U
sing
mac
hine
s, s
peci
al
proc
esse
s, a
nd
te
chni
ques
.•
Wor
king
with
you
r han
ds
to a
ssem
ble
or p
rodu
ce
thin
gs.
• Ac
tiviti
es o
f a s
cien
tific
and
tech
nica
l nat
ure.
• Ac
tiviti
es p
rodu
cing
tan-
gibl
e re
sults
.
• M
ake
deci
sion
s us
ing
mea
sura
ble
data
, fac
ts,
and
expe
rienc
e.•
Wor
k ac
cura
tely
with
de
taile
d in
stru
ctio
ns.
• Vi
sual
ize
obje
cts
in th
ree-
dim
ensi
onal
form
; see
de
tail
and
reco
gniz
e sl
ight
di
ffere
nces
.•
Perf
orm
a v
arie
ty o
f dut
ies
that
cha
nge
freq
uent
ly.
• Pl
an a
nd d
irect
an
entir
e ac
tivity
.•
Appl
y m
ath
to p
robl
ems
accu
rate
ly.
• U
nder
stan
d an
d ap
ply
prin
cipl
es o
f ele
ctric
ity a
nd
elec
tron
ics.
• Se
e w
ell,
eith
er n
atur
ally
or
with
cor
rect
ion.
• R
each
, han
dle,
and
gra
sp
obje
cts
and
mat
eria
ls.
• St
oop,
kne
el, c
rouc
h, a
nd
craw
l.•
Poss
ess
good
eye
-han
d co
ordi
natio
n an
d fin
ger
dext
erity
.•
Clim
b an
d m
aint
ain
bal-
ance
.•
Lift,
car
ry, a
nd s
tand
.•
Tole
rate
noi
se a
nd o
dors
.•
Spea
k cl
early
.
• Ca
reer
Tech
cou
rses
.•
Sum
mer
or p
art-
time
empl
oym
ent.
• Ap
pren
tices
hip
prog
ram
s.•
Mili
tary
ser
vice
.•
Care
er a
nd te
chno
logy
st
uden
t org
aniz
atio
ns.
• W
ork-
base
d an
d/or
wor
k-si
te le
arni
ng.
• Jo
b sh
adow
ing.
• D
irect
app
licat
ion
to e
m-
ploy
ers.
• Co
nsul
ting
new
spap
er
wan
t ads
.•
Cons
ultin
g sc
hool
pl
acem
ent o
ffice
s.•
Dire
ct a
pplic
atio
n to
labo
r un
ions
.•
Cons
ultin
g st
ate
em
ploy
men
t offi
ces.
• O
nlin
e jo
b pl
acem
ent s
ites.
For M
ore
Sour
ces
of In
form
atio
n:
Publ
ic li
brar
y, s
choo
l car
eer c
ente
r, O
klah
oma
Care
er In
form
atio
n Sy
stem
(ww
w.o
kcar
eert
ech.
org/
guid
ance
/OKC
IS.h
tm),
Occ
upat
iona
l Out
look
H
andb
ook
(ww
w.b
ls.g
ov/o
co/)
, Occ
upat
iona
l Out
look
Qua
rter
ly (w
ww
.bls
.gov
/opu
b/oo
q/oo
qhom
e.ht
m),
Car
eer G
uide
to In
dust
ries
(w
ww
.bls
.gov
/oco
/cg/
hom
e.ht
m),
O*N
ET O
ccup
atio
nal I
nfor
mat
ion
Net
wor
k (h
ttp://
onlin
e.on
etce
nter
.org
), C
aree
r Clu
ster
s (w
ww
.car
eerc
lust
ers.
org)
or
(ww
w.o
kcar
eert
ech.
org/
iis/c
lust
eric
ons/
care
ercl
uste
rs.h
tm),
or s
peci
fic s
ourc
es fo
r thi
s cl
uste
r.
Wor
ld o
f Wor
k M
ap R
egio
ns:
7 an
d 8
This is a sample of the Requirements and More Sources of Information located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Requirements and More Sources of Information.’’
This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/mfg.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.
Okl
aho
ma
Man
ufa
ctu
rin
g C
aree
r C
lust
erH
ealt
h, S
afet
y, a
nd
Env
iro
nm
enta
l Ass
ura
nce
Pat
hw
ayW
ork
forc
e S
tati
stic
sEn
viro
nmen
tal E
ngin
eers
Envi
ronm
enta
l Sci
entis
ts a
nd S
peci
alis
ts,
Incl
udin
g H
ealth
Occ
upat
iona
l Hea
lth a
nd S
afet
y Sp
ecia
lists
: H
ealth
and
Saf
ety
Rep
rese
ntat
ives
/Saf
ety
Coor
dina
tors
Occ
upat
iona
l Hea
lth a
nd S
afet
y Te
chni
cian
s:
Safe
ty T
echn
icia
ns/S
afet
y Te
am L
eade
rsH
ealth
and
Saf
ety
Engi
neer
s, E
xcep
t Min
ing
Safe
ty E
ngin
eers
and
Insp
ecto
rs
Envi
ronm
enta
l Sci
ence
and
Pro
tect
ion
Tech
nici
ans,
Incl
udin
g H
ealth
Envi
ronm
enta
l Eng
inee
ring
Tec
hnic
ians
Com
plia
nce
Offi
cers
, Exc
ept A
gric
ultu
re,
Cons
truc
tion,
Hea
lth a
nd S
afet
y, a
nd
Tran
spor
tatio
n: E
nviro
nmen
tal C
ompl
ianc
e In
spec
tors
Hea
lth
, Saf
ety
and
En
viro
nm
enta
lA
ssu
ran
ce
Unl
ess
othe
rwis
e in
dica
ted,
all
sala
ry a
nd e
mpl
oym
ent o
utlo
ok d
ata
is fr
om O
*Net
Onl
ine,
http
://on
line.
onet
cent
er.o
rg,
*A –
Nat
iona
l Wag
e D
ata,
O*N
et O
nlin
e, h
ttp://
onlin
e.on
etce
nter
.org
, and
Am
eric
a’s
Car
eer
Info
net,
http
://w
ww
.aci
net.o
rg/.
Bach
elor
’s D
egre
esCo
llege
/Uni
vers
ities
Asso
ciat
e De
gree
s2-
Year
Col
lege
s/Te
ch C
ntrs
+31%
Fas
ter t
han
avea
ge+3
7% M
uch
fast
er th
an a
vera
ge
+14%
Ave
rage
gro
wth
+14%
Ave
rage
gro
wth
+11%
Ave
rage
gro
wth
+31%
Fas
ter t
han
aver
age
+29%
Fas
ter t
han
aver
age
+16%
Ave
rage
gro
wth
Per
cen
t C
han
ge a
nd
Em
plo
ymen
t P
rosp
ects
$52,
100
($25
.04/
hr.)
$52,
000
($24
.98/
hr.)-*
A
$48,
500
($23
.32/
hr.)
$34,
900
($16
.76/
hr.)
$44,
600
($21
.43/
hr.)
$33,
700
($16
.20/
hr.)
$38,
900
($18
.69/
hr.)
$37,
700
($18
.11/
hr.)
Ok
lah
oma
Med
ian
Sal
ary
Certi
ficat
ions
2-Ye
ar C
olle
ges/
Tech
Cnt
rs
Plan
ning
, man
agin
g, a
nd p
erfo
rmin
g m
arke
ting
activ
ities
to re
ach
orga
niza
tiona
l obj
ectiv
es.
Educ
atio
n Ne
eded
for C
aree
r❖
H
igh
Scho
ol –
com
plet
ed h
igh
scho
ol, h
igh
scho
ol w
ith c
aree
r and
tech
nolo
gy tr
aini
ng,
G
ED, o
n-th
e-jo
b tra
inin
g, o
r app
rent
ices
hip
❏
Juni
or C
olle
ge –
com
plet
ed ju
nior
/com
mun
ity c
olle
ge, p
osts
econ
dary
tech
nica
l, or
car
eer
an
d te
chno
logy
trai
ning
✛
Bacc
alau
reat
e D
egre
e –
com
plet
ed fo
ur-y
ear d
egre
e or
mor
e
Sample Career Specialities / Occupations Pathways Cluster K&S
Clus
ter K
now
ledg
e an
d Sk
ills
• Aca
dem
ic F
ound
atio
ns
• Inf
orm
atio
n Te
chno
logy
App
licat
ions
• S
afet
y, H
ealth
, and
Env
ironm
ent
• Com
mun
icat
ions
• L
eade
rshi
p an
d Te
amw
ork
• Sys
tem
s • E
mpl
oyab
ility
and
Car
eer D
evel
opm
ent
• Pro
blem
Sol
ving
and
Crit
ical
Thi
nkin
g • T
echn
ical
Ski
lls
• Eth
ics
and
Lega
l Res
pons
ibilit
ies
Ad
min
istra
tive
S
uppo
rt
Rep
rese
ntat
ives
(e.g
.,
hum
an re
sour
ces,
cle
rical
, fina
nce,
tec
hnic
al)
C
hief
Exe
cutiv
e
Offi
cers
C
usto
mer
Ser
vice
Rep
rese
ntat
ives
En
trepr
eneu
rs
Fran
chis
ees
In
depe
nden
t X’s
(
e.g.
, dis
tribu
tor)
O
wne
rs
Partn
ers
Pr
esid
ents
Pr
inci
pals
Pr
oprie
tors
Sm
all B
usin
ess
O
wne
rs
Ac
coun
t Exe
cutiv
es
Adm
inis
trativ
e Su
ppor
t
Rep
rese
ntat
ives
(e.g
., hu
man
r
esou
rces
, cle
rical
, fina
nce,
t
echn
ical
)
Agen
ts✛
Bro
kers
Bu
sine
ss D
evel
opm
ent
M
anag
ers
C
hann
el S
ales
Man
ager
s
Clie
nt R
elat
ions
hip
Man
ager
s
Cus
tom
er S
ervi
ce
R
epre
sent
ativ
es
Fiel
d M
arke
ting
R
epre
sent
ativ
es
Fiel
d R
epre
sent
ativ
es
Inbo
und
Cal
l Man
ager
s
Indu
stria
l Sal
es
R
epre
sent
ativ
es
Key
Acco
unt M
anag
ers
❏ M
anuf
actu
rer’s
Rep
rese
ntat
ives
N
atio
nal A
ccou
nt M
anag
ers
O
utsi
de S
ales
Rep
rese
ntat
ives
R
egio
nal S
ales
Man
ager
s
Ret
ail S
ales
Spe
cial
ists
(big
t
icke
t)✛
Sal
es E
ngin
eers
Sa
les
Exec
utiv
es
Sale
s/M
arke
ting
Asso
ciat
es❖
Sal
espe
rson
s
Solu
tions
Adv
isor
s✛
Tec
hnic
al S
ales
Spe
cial
ists
❖ T
elem
arke
ters
Te
rrito
ry R
epre
sent
ativ
es /
M
anag
ers
Ad
min
istra
tive
Supp
ort
R
epre
sent
ativ
es (e
.g,
h
uman
reso
urce
s,
c
leric
al, fi
nanc
e,
t
echn
ical
)❖
Cle
rks
(e.g
., st
ock,
rec
eivi
ng, e
tc.)
C
usto
mer
Ser
vice
Rep
rese
ntat
ives
D
epar
tmen
t Man
ager
s❏
Mer
chan
dise
Buy
ers
❖ M
erch
andi
se D
ispl
ay
Wor
kers
❖ M
erch
andi
sing
Man
ager
s
Ope
ratio
ns M
anag
ers
R
etai
l Mar
ketin
g
Coo
rdin
ator
s
Sale
s As
soci
ates
❏ S
ales
Man
ager
s❏
Sto
re M
anag
ers
Vi
sual
Mer
chan
dise
Man
ager
s❏
Who
lesa
le a
nd
R
etai
l Buy
ers
Ac
coun
t Exe
cutiv
es
Acco
unt S
uper
viso
rs
Adm
inis
trativ
e Su
ppor
t
Rep
rese
ntat
ives
(e.g
.,
hum
an re
sour
ces,
cle
rical
,
fina
nce,
tech
nica
l)✛
Adv
ertis
ing
Man
ager
s
Anal
ysts
✛ A
rt/G
raph
ics
Dire
ctor
s
Circ
ulat
ion
Man
ager
s
Con
tract
Adm
inis
trato
rs
Co-
op M
anag
ers
✛ C
opyw
riter
s
Cre
ativ
e D
irect
ors
C
usto
mer
Ser
vice
Rep
rese
ntat
ives
In
tera
ctiv
e M
edia
Spe
cial
ists
M
arke
ting
Asso
ciat
es
Med
ia B
uyer
s/Pl
anne
rs❖
Mer
chan
dise
Dis
play
W
orke
rs
Prom
otio
ns M
anag
ers
Pu
blic
Info
rmat
ion
D
irect
ors
✛ P
ublic
Rel
atio
ns
M
anag
ers
R
esea
rch
Assi
stan
ts
Res
earc
h Sp
ecia
lists
Sa
les
Prom
otio
n
Man
ager
s❏
Sal
es R
epre
sent
ativ
es
Trad
e Sh
ow M
anag
ers
(R
esea
rch)
Pro
ject
Man
ager
s
Adm
inis
trativ
e Su
ppor
t
Rep
rese
ntat
ives
(e.g
.,
hum
an re
sour
ces,
cle
rical
, fina
nce,
tec
hnic
al)
An
alys
ts
Bran
d M
anag
ers
C
RM
Man
ager
s
Cus
tom
er S
atis
fact
ion
M
anag
ers
❖ C
usto
mer
Ser
vice
Rep
rese
ntat
ives
✛ D
atab
ase
Anal
ysts
D
atab
ase
Man
ager
s
Dire
ctor
s of
Mar
ket
D
evel
opm
ent
✛ F
orec
astin
g M
anag
ers
Fr
eque
ncy
Mar
ketin
g
Spe
cial
ists
In
terv
iew
ers
Kn
owle
dge
Man
agem
ent
S
peci
alis
ts
Mar
ketin
g Se
rvic
es
M
anag
ers
Pl
anni
ng A
naly
sts
Pr
oduc
t Pla
nner
s
Res
earc
h As
soci
ates
R
esea
rch
Spec
ialis
ts /
M
anag
ers
St
rate
gic
Plan
ners
,
Mar
ketin
g
Ad
min
istra
tive
Supp
ort
R
epre
sent
ativ
es (e
.g.,
h
uman
reso
urce
s,
c
leric
al, fi
nanc
e,
t
echn
ical
)
Cus
tom
er S
ervi
ce
R
epre
sent
ativ
es❏
Dis
tribu
tion
Coo
rdin
ator
s
Inve
ntor
y M
anag
ers
/
Ana
lyst
s
Logi
stic
s An
alys
ts/
E
ngin
eers
Lo
gist
ics
Man
ager
s
Mat
eria
ls M
anag
ers
Sh
ippi
ng /
Rec
eivi
ng
Adm
inis
trato
rs❖
Shi
ppin
g / R
ecei
ving
C
lerk
s
Traf
fic M
anag
ers
Tr
ansp
orta
tion
Man
ager
s❖
War
ehou
se M
anag
ers
Ac
coun
t Sup
ervi
sors
Ad
min
istra
tive
Supp
ort
R
epre
sent
ativ
es (e
.g.,
h
uman
reso
urce
s, c
leric
al,
fi
nanc
e, te
chni
cal)
Br
and
Man
ager
s
Cop
ywrit
ers-
Des
igne
rs
Cus
tom
er S
ervi
ce
R
epre
sent
ativ
es
Cus
tom
er S
uppo
rt
Spe
cial
ists
E-
Com
mer
ce D
irect
ors
E-
Mer
chan
disi
ng
M
anag
ers
Fo
rum
Man
ager
s
Fulfi
llmen
t Man
ager
s
Inte
ract
ive
Med
ia
S
peci
alis
ts
Inte
rnet
Pro
ject
Dire
ctor
s
Inte
rnet
Sal
es E
ngin
eers
O
n-Li
ne M
arke
t
Res
earc
hers
❏ S
ite A
rchi
tect
s
Use
r Int
erfa
ce D
esig
ners
❏ W
eb D
esig
ners
W
eb M
aste
rs
Web
Site
Pro
ject
Man
ager
s
Man
agem
ent a
ndEn
trepr
eneu
rshi
pPr
ofes
sion
al S
ales
and
Mar
ketin
g
Buyi
ng a
ndM
erch
andi
sing
Mar
ketin
gCo
mm
unic
atio
nsan
d Pr
omot
ion
Mar
ketin
g In
form
atio
nM
anag
emen
t and
Rese
arch
Dist
ribut
ion
and
Logi
stic
s
E-M
arke
ting
This is a sample of the Cluster and Pathway Model located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Cluster/Pathway Model.’’
Okl
aho
ma
Mar
keti
ng
, Sal
es a
nd
Ser
vice
Car
eer
Clu
ster
Req
uir
emen
ts m
ay in
clu
de
but
are
no
t lim
ited
to
th
e fo
llow
ing
:
You
shou
ld li
ke:
You
shou
ld b
e ab
le to
:Po
ssib
le p
hysi
cal a
bilit
ies:
Opp
ortu
nitie
s fo
r exp
erie
nce:
Met
hods
of e
ntry
:
• Co
mm
unic
atin
g
info
rmat
ion
to o
ther
s.•
Activ
ities
whi
ch in
volv
e bu
sine
ss c
onta
ct w
ith
peop
le.
• Pe
rsua
ding
peo
ple
to b
uy.
• D
aily
con
tact
with
the
publ
ic.
• In
fluen
ce p
eopl
e’s
op
inio
ns o
r jud
gmen
ts.
• W
ork
unde
r pre
ssur
e.•
Perf
orm
a v
arie
ty o
f dut
ies
that
may
cha
nge
fr
eque
ntly
.•
Get
alo
ng w
ith p
eopl
e of
al
l typ
es.
• M
ake
accu
rate
mat
hem
atic
al c
alcu
latio
ns.
• M
ake
deci
sion
s ba
sed
on
pers
onal
judg
men
t and
ve
rifiab
le in
form
atio
n.•
Be s
elf-
mot
ivat
ed.
• Se
e w
ell,
eith
er n
atur
ally
or
with
cor
rect
ion.
• H
ear w
ell,
eith
er n
atur
ally
or
with
cor
rect
ion.
• H
ave
clea
r spe
ech
and
lang
uage
.•
Mai
ntai
n go
od p
hysi
cal
and
men
tal h
ealth
.
• Su
mm
er o
r par
t-tim
e em
ploy
men
t.•
Co-o
p m
arke
ting
ed
ucat
ion
prog
ram
s in
hi
gh s
choo
ls, t
echn
olog
y ce
nter
s, o
r com
mun
ity
colle
ges.
• Ca
reer
and
tech
nolo
gy
stud
ent o
rgan
izat
ions
(i.e.
, DEC
A).
• W
ork-
base
d le
arni
ng a
nd/
or w
ork-
site
lear
ning
.•
Job
shad
owin
g.•
Care
erTe
ch c
ours
es.
• D
irect
app
licat
ion
to e
m-
ploy
ers.
• Co
nsul
ting
new
spap
er
ads.
• Co
nsul
ting
scho
ol
plac
emen
t offi
ces.
• Co
nsul
ting
prof
essi
onal
jo
urna
ls a
nd a
ssoc
iatio
ns.
• Pl
acem
ent t
hrou
gh m
ar-
ketin
g ed
ucat
ion
inte
rn-
ship
or c
o-op
pro
gram
.•
Onl
ine
job
plac
emen
t site
s.
For M
ore
Sour
ces
of In
form
atio
n:
Publ
ic li
brar
y, s
choo
l car
eer c
ente
r, O
klah
oma
Care
er In
form
atio
n Sy
stem
(ww
w.o
kcar
eert
ech.
org/
guid
ance
/OKC
IS.h
tm),
Occ
upat
iona
l Out
look
H
andb
ook
(ww
w.b
ls.g
ov/o
co/)
, Occ
upat
iona
l Out
look
Qua
rter
ly (w
ww
.bls
.gov
/opu
b/oo
q/oo
qhom
e.ht
m),
Car
eer G
uide
to In
dust
ries
(w
ww
.bls
.gov
/oco
/cg/
hom
e.ht
m),
O*N
ET O
ccup
atio
nal I
nfor
mat
ion
Net
wor
k (h
ttp://
onlin
e.on
etce
nter
.org
), C
aree
r Clu
ster
s (w
ww
.car
eerc
lust
ers.
org)
or
(ww
w.o
kcar
eert
ech.
org/
iis/c
lust
eric
ons/
care
ercl
uste
rs.h
tm),
or s
peci
fic s
ourc
es fo
r thi
s cl
uste
r.
Wor
ld o
f Wor
k M
ap R
egio
ns:
2
This is a sample of the Requirements and More Sources of Information located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Requirements and More Sources of Information.’’
This is a sample of the Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/mark.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.
Okl
aho
ma
Mar
keti
ng
, Sal
es a
nd
Ser
vice
Car
eer
Clu
ster
Mar
keti
ng
Co
mm
un
icat
ion
s an
d P
rom
oti
on
Pat
hw
ayW
ork
forc
e S
tati
stic
s
Mar
ket R
esea
rch
Anal
ysts
: Res
earc
h Sp
ecia
lists
/R
esea
rch
Assi
stan
ts
Sale
s M
anag
ers:
Sal
es P
rom
otio
n M
anag
ers
Mar
ketin
g M
anag
ers:
Tra
de S
how
Man
ager
s/
Mar
ketin
g As
soci
ates
Gen
eral
and
Ope
ratio
ns M
anag
ers
Fina
ncia
l Man
ager
s: A
ccou
ntin
g M
anag
ers/
Acco
unts
Pa
yabl
e M
anag
ers,
Ass
ista
nt C
redi
t Man
ager
s/Bi
lling
Man
ager
s/Cr
edit
and
Colle
ctio
n M
anag
ers/
Ris
k M
anag
ers
Net
wor
k an
d Co
mpu
ter S
yste
ms
Adm
inis
trat
ors
Hum
an R
esou
rces
Man
ager
s, A
ll O
ther
Adve
rtis
ing
and
Prom
otio
ns M
anag
ers:
Acc
ount
Ex
ecut
ives
/Med
ia B
uyer
s/Pl
anne
rsPu
blic
Rel
atio
ns M
anag
ers
Adm
inis
trat
ive
Serv
ices
Man
ager
sFa
rm, R
anch
, and
Oth
er A
gric
ultu
ral M
anag
ers:
Co-o
p M
anag
ers
Mul
ti-M
edia
Art
ists
and
Ani
mat
ors:
Inte
ract
ive
Med
ia
Spec
ialis
tsAr
t Dir
ecto
rs: A
rt/G
raph
ics
Dir
ecto
rs/C
reat
ive
Dir
ecto
rsW
rite
rs a
nd A
utho
rs:
Copy
writ
ers
Publ
ic R
elat
ions
Spe
cial
ists
Gra
phic
Des
igne
rsAg
ents
and
Bus
ines
s M
anag
ers
of A
rtis
ts,
Perf
orm
ers,
and
Ath
lete
s
Sale
s R
epre
sent
ativ
es, W
hole
sale
and
M
anuf
actu
ring
, Tec
hnic
al a
nd S
cien
tific
Pro
duct
sSa
les
Rep
rese
ntat
ives
, Who
lesa
le a
nd
Man
ufac
turi
ng, E
xcep
t Tec
hnic
al a
nd S
cien
tific
Pr
oduc
tsFi
rst-
Line
Sup
ervi
sors
/Man
ager
s of
Offi
ce a
nd
Adm
inis
trat
ive
Supp
ort W
orke
rsAd
vert
isin
g Sa
les
Agen
ts:
Acco
unt S
uper
viso
rsFi
rst-
Line
Sup
ervi
sors
/Man
ager
s of
Ret
ail S
ales
W
orke
rs:
Circ
ulat
ion
Man
ager
s/Ac
coun
t Su
perv
isor
sCu
stom
er S
ervi
ce R
epre
sent
ativ
es
Mar
ket
ing
Com
mu
nic
atio
n a
nd
Pro
mot
ion
Pat
hw
ay
Unl
ess
othe
rwis
e in
dica
ted,
all
sala
ry a
nd e
mpl
oym
ent o
utlo
ok d
ata
is fr
om O
*Net
Onl
ine,
http
://on
line.
onet
cent
er.o
rg.
*A –
Nat
iona
l Wag
e D
ata,
O*N
et O
nlin
e, h
ttp://
onlin
e.on
etce
nter
.org
, and
Am
eric
a’s
Car
eer
Info
net,
http
://w
ww
.aci
net.o
rg/.
Gra
duat
e De
gree
sCo
llege
/Uni
vers
ities
Bach
elor
’s D
egre
esCo
llege
s/Un
iver
sitie
s
+16%
Ave
rage
gro
wth
+28%
Fas
ter t
han
aver
age
+19%
Ave
rage
gro
wth
+15%
Ave
rage
gro
wth
+16%
Ave
rage
gro
wth
+51%
Muc
h fa
ster
than
ave
rage
+20%
Ave
rage
gro
wth
+18%
Ave
rage
gro
wth
+19%
Ave
rage
gro
wth
+21%
Fas
ter t
han
aver
age
+35%
Fas
ter t
han
aver
age
+5%
Slo
wer
than
ave
rage
+10%
Ave
rage
gro
wth
+11%
Ave
rage
gro
wth
+31%
Fas
ter t
han
aver
age
+17%
Ave
rage
gro
wth
+12%
Ave
rage
gro
wth
*A
+21%
Fas
ter t
han
aver
age
+19%
Ave
rage
gro
wth
+5%
Slo
wer
than
ave
rage
+6%
Slo
wer
than
ave
rage
+8%
Slo
wer
than
ave
rage
+24%
Fas
ter t
han
aver
age
Per
cen
t C
han
ge a
nd
Em
plo
ymen
t P
rosp
ects
$43,
100
($20
.71/
hr.)
$62,
400
($30
.01/
hr.)
$66,
100
($31
.77/
hr.)
$59,
700
($28
.68/
hr.)
$61,
000
($29
.33/
hr.)
$50,
600
($24
.35/
hr.)
$56,
500
($27
.15/
hr.)
$51,
300
($24
.64/
hr.)
$51,
100
($24
.57/
hr.)
$43,
700
($21
.02/
hr.)
$42,
000
($20
.19/
hr.)
$40,
600
($19
.50/
hr.)
$45,
200
($21
.72/
hr.)
$38,
300
($18
.39/
hr.)
$37,
700
($18
.12/
hr.)
$31,
400
($15
.12/
hr.)
$30,
100
($14
.47/
hr.)
$42,
500
($20
.43/
hr.)
$40,
000
($19
.21/
hr.)
$41,
800
($20
.12/
hr.)
$35,
200
($16
.91/
hr.)
$28,
400
($13
.64/
hr.)
$22,
700
($10
.93/
hr.)
Ok
lah
oma
Med
ian
Sal
ary
Certi
ficat
ions
2-Ye
ar C
olle
ges/
Tech
Cnt
rs
Plan
ning
, man
agem
ent,
and
mov
emen
t of p
eopl
e, m
ater
ials
, and
goo
ds b
y ro
ad, p
ipel
ine,
air,
rail
and
wat
er a
nd re
late
d pr
ofes
sion
al a
nd te
chni
cal s
uppo
rt se
rvic
es s
uch
as tr
ansp
orta
tion
infra
stru
ctur
e pl
anni
ng a
nd m
anag
emen
t, lo
gist
ics
serv
ices
, mob
ile e
quip
men
t and
faci
lity
mai
nten
ance
.
Educ
atio
n Ne
eded
for C
aree
r❖
H
igh
Scho
ol –
com
plet
ed h
igh
scho
ol, h
igh
scho
ol w
ith c
aree
r and
tech
nolo
gy tr
aini
ng,
G
ED, o
n-th
e-jo
b tra
inin
g, o
r app
rent
ices
hip
❏
Juni
or C
olle
ge –
com
plet
ed ju
nior
/com
mun
ity c
olle
ge, p
osts
econ
dary
tech
nica
l, or
car
eer
an
d te
chno
logy
trai
ning
✛
Bacc
alau
reat
e D
egre
e –
com
plet
ed fo
ur-y
ear d
egre
e or
mor
e
Sample Career Specialities / Occupations Pathways Cluster K&S
Clus
ter K
now
ledg
e an
d Sk
ills
• Aca
dem
ic F
ound
atio
ns
• Inf
orm
atio
n Te
chno
logy
App
licat
ions
• S
afet
y, H
ealth
, and
Env
ironm
ent
• Com
mun
icat
ions
• L
eade
rshi
p an
d Te
amw
ork
• Sys
tem
s • E
mpl
oyab
ility
and
Car
eer D
evel
opm
ent
• Pro
blem
Sol
ving
and
Crit
ical
Thi
nkin
g • T
echn
ical
Ski
lls
• Eth
ics
and
Lega
l Res
pons
ibilit
ies
Air/S
pace
Tra
nspo
rtatio
n:
Tran
spor
tatio
n m
anag
ers–
air
Ai
r tra
ffic
cont
rolle
rs
Airc
raft
carg
o ha
ndlin
g
sup
ervi
sors
Ai
rfiel
d op
erat
ions
spe
cial
ists
Ai
rpla
ne p
ilots
/cop
ilots
✛C
omm
erci
al p
ilots
❏ D
ispa
tche
rs-a
ir ❏
Flig
ht a
ttend
ants
Fl
ight
eng
inee
rs
Traf
fic m
anag
ers
O
ther
airl
ines
ope
ratio
ns a
nd
sup
port
jobs
Rail
Tran
spor
tatio
n:
Tran
spor
tatio
n m
anag
ers–
rail
D
ispa
tche
rs-ra
il
Loco
mot
ive
engi
neer
s
Loco
mot
ive
firer
s
Rai
lroad
bra
ke, s
igna
l and
s
witc
h op
erat
ors
(incl
udin
g
tra
in c
rew
mem
bers
and
yar
d
wor
kers
)
Rai
lyar
d co
nduc
tors
and
yar
dmas
ters
R
aily
ard
engi
neer
s, d
inke
y
ope
rato
rs, a
nd h
ostle
rs
Traf
fic m
anag
ers
O
ther
raily
ard
and
term
inal
o
pera
tions
and
sup
port
jobs
Road
Tra
nspo
rtatio
n
Tran
spor
tatio
n m
anag
ers–
road
Bu
s dr
iver
s-sc
hool
❖ B
us d
river
s–tra
nsit
and
i
nter
city
D
ispa
tche
rs–T
ruck
/bus
/taxi
,
tra
ffic
man
ager
s
In
tern
atio
nal
l
ogis
tics
Lo
gist
icia
ns
Logi
stic
s
ana
lyst
s
Logi
stic
s
con
sulta
nts
Lo
gist
ics
e
ngin
eers
Lo
gist
ics
m
anag
ers
C
ar, t
ruck
and
shi
p
loa
ders
Firs
t-lin
e su
perv
isor
s/
man
ager
s of
hel
pers
Fi
rst-l
ine
supe
rvis
ors/
m
anag
ers
of
t
rans
porta
tion
and
m
ater
ial-m
ovin
g
mac
hine
and
v
ehic
le o
pera
tors
In
dust
rial a
nd
p
acka
ging
eng
inee
rs
Labo
rers
and
frei
ght,
s
tock
and
mat
eria
l m
over
s, h
and
❖ L
abor
ers,
and
mat
eria
l
mov
ers–
hand
O
ther
pac
kagi
ng/
p
acki
ng/m
ater
ial
h
andl
ing
and
m
ovin
g jo
bs❖
Pac
kers
and
pac
kage
rs–h
and
Pr
oduc
tion,
pla
nnin
g,
exp
editi
ng c
lerk
s
Stor
age
and
d
istrib
utio
n m
anag
ers
❖ T
raffi
c, s
hipp
ing
and
r
ecei
ving
cle
rks
W
areh
ouse
man
ager
s
Faci
lity:
❏ E
lect
rical
/ele
ctro
nic
t
echn
icia
ns
Faci
lity
mai
nten
ance
m
anag
ers
and
e
ngin
eers
In
dust
rial e
lect
ricia
ns
Indu
stria
l equ
ipm
ent
m
echa
nics
O
ther
faci
lity/
term
inal
m
aint
enan
ce jo
bsM
obile
Equ
ipm
ent:
Gen
eral
❏ E
lect
rical
and
ele
ctro
nic
inst
alle
rs
and
repa
irers
—
tra
nspo
rtatio
n
equ
ipm
ent
M
obile
equ
ipm
ent
m
aint
enan
ce
m
anag
ers
M
obile
hea
vy
equ
ipm
ent m
echa
nics
Air/S
pace
✛ A
eros
pace
eng
inee
ring
and
o
pera
tions
tech
nicia
ns
Airc
raft
body
and
b
onde
d st
ruct
ure
r
epai
rers
❏ A
ircra
ft en
gine
spe
cial
ists
Ai
rcra
ft m
echa
nics
a
nd s
ervi
ce
t
echn
icia
ns❏
Airf
ram
e m
echa
nics
❏ A
vion
ics
tech
nici
ans
Air/S
pace
Ai
r tra
ffic
cont
rolle
rs
Avia
tion
insp
ecto
rsG
ener
al—
Inte
rmod
al✛
Civ
il en
gine
ers
En
gine
erin
g te
chni
cian
s
Envi
ronm
enta
l
com
plia
nce
insp
ecto
rs
Gov
ernm
ent s
ervi
ce
exe
cutiv
es❏
Sur
veyi
ng a
nd m
appi
ng
t
echn
icia
ns✛
Urb
an a
nd re
gion
al
p
lann
ers
Rail
R
ailro
ad in
spec
tors
Road
Fr
eigh
t ins
pect
ors
M
otor
veh
icle
insp
ecto
rs
Traf
fic e
ngin
eers
✛ Tr
affic
tech
nici
ans
Tran
sit
Pu
blic
tran
spor
tatio
n
ins
pect
ors
Wat
er
Mar
ine
carg
o in
spec
tors
Ve
ssel
traf
fic c
ontro
l
spe
cial
ists
Oth
er
Insp
ecto
rs, R
egul
ator
s,
o
ther
fede
ral/s
tate
/loca
l
tra
nspo
rtatio
n ag
ency
job
s
Oth
er g
over
nmen
t
age
ncy
man
ager
s
C
argo
and
frei
ght
a
gent
s❖
Cas
hier
s, c
ount
er
and
rent
al c
lerk
s
Cus
tom
er o
rder
and
billi
ng c
lerk
s
Cus
tom
er s
ervi
ce
man
ager
s❖
Cus
tom
er s
ervi
ce
rep
rese
ntat
ives
M
arke
ting
m
anag
ers
❖ R
eser
vatio
n,
t
rave
l and
t
rans
porta
tion
a
gent
s/cl
erks
❏ S
ales
man
ager
s
Sale
s
rep
rese
ntat
ives
—
tra
nspo
rtatio
n/
log
istic
s se
rvic
es
Tran
spor
tatio
nO
pera
tions
Logi
stic
sPl
anni
ng a
ndM
anag
emen
tSe
rvic
es
War
ehou
sing
and
Dist
ribut
ion
Cent
erO
pera
tions
Faci
lity
and
Mob
ileEq
uipm
ent
Mai
nten
ance
Tran
spor
tatio
n Sy
stem
s/In
frast
ruct
ure
Plan
ning
, Man
agem
ent,
and
Regu
latio
n
Sale
s an
dSe
rvic
eHe
alth
, Saf
ety,
and
Envi
ronm
ent
Man
agem
ent
En
viro
nmen
tal
c
ompl
ianc
e
ins
pect
ors
En
viro
nmen
tal
m
anag
ers
and
e
ngin
eers
En
viro
nmen
tal
s
cien
ce a
nd
pro
tect
ion
t
echn
icia
ns
Envi
ronm
enta
l
sci
entis
ts a
nd
spe
cial
ists
H
ealth
and
saf
ety
man
ager
s
Indu
stria
l hea
lth
a
nd s
afet
y
eng
inee
rs
Safe
ty a
naly
sts
❖ T
axi d
river
s an
d ch
auffe
urs
Tr
uck
driv
ers-
heav
y❖
Tru
ck d
river
s—lig
ht o
r
del
iver
y se
rvic
es
Truc
k dr
iver
s-tra
ctor
-trai
ler
Tr
uck/
bus/
taxi
term
inal
ope
ratio
ns a
nd s
uppo
rt jo
bsTr
ansi
t Sys
tem
s:
Tr
ansp
orta
tion
man
ager
s–
mas
s tra
nsit
Bu
s dr
iver
s—tra
nsit
and
i
nter
city
D
ispa
tche
rs-b
us
Dis
patc
hers
-rail
Su
bway
and
stre
etca
r
ope
rato
rs
Traf
fic m
anag
ers
O
ther
term
inal
ope
ratio
ns a
nd
sup
port
jobs
Wat
er T
rans
porta
tion:
Tr
ansp
orta
tion
man
ager
s–wa
ter
Ab
le s
eam
en
Brid
ge a
nd lo
ck te
nder
s
Cap
tain
s
Dis
patc
hers
—w
ater
❏ M
ates
M
otor
boat
ope
rato
rs
Ord
inar
y se
amen
Pi
lots
of w
ater
ves
sels
Sa
ilors
and
mar
ine
oile
rs
Ship
and
boa
t cap
tain
s
Ship
eng
inee
rs
Traf
fic m
anag
ers
O
ther
por
t/har
bor/w
ater
way
/
mar
ina
oper
atio
ns a
nd
sup
port
jobs
Po
wer
pla
nt m
echa
nics
Rail
R
ail c
ar re
paire
rs
Rai
l loc
omot
ive
and
car
m
echa
nics
and
repa
irers
Si
gnal
and
trac
k sw
itch
r
epai
rers
Road
Au
tom
otiv
e bo
dy a
nd
rel
ated
repa
irers
Au
tom
otiv
e gl
ass
i
nsta
llers
and
repa
irers
Au
tom
otiv
e m
aste
r
mec
hani
cs❏
Aut
omot
ive
serv
ice
t
echn
icia
ns a
nd
mec
hani
cs
Auto
mot
ive
spec
ialty
t
echn
icia
ns
Auto
mot
ive/
truck
m
echa
nics
and
bod
y
rep
aire
rs
Bicy
cle
repa
irers
Bu
s an
d tru
ck
mec
hani
cs a
nd d
iese
l
eng
ine
spec
ialis
ts❏
Ele
ctro
nic
equi
pmen
t
ins
talle
rs a
nd
r
epai
rers
—m
otor
v
ehic
le
Mot
orcy
cle
mec
hani
cs❖
Tire
repa
irers
and
c
hang
ers
Wat
er❏
Mot
orbo
at m
echa
nics
Sh
ip m
echa
nics
and
r
epai
rers
This is a sample of the Cluster and Pathway Model located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Cluster/Pathway Model.’’
Okl
aho
ma
Tran
spo
rtat
ion
, Dis
trib
uti
on
an
d L
og
isti
cs C
aree
r C
lust
er
Req
uir
emen
ts m
ay in
clu
de
but
are
no
t lim
ited
to
th
e fo
llow
ing
:
You
shou
ld li
ke:
You
shou
ld b
e ab
le to
:Po
ssib
le p
hysi
cal a
bilit
ies:
Opp
ortu
nitie
s fo
r exp
erie
nce:
Met
hods
of e
ntry
:
• W
orki
ng w
ith th
ings
and
ob
ject
s.•
Wor
king
with
pro
cess
es,
mac
hine
s, a
nd te
chni
ques
.•
Activ
ities
of a
sci
entifi
c an
d te
chni
cal n
atur
e.•
Hel
ping
and
wor
king
with
pe
ople
.•
Wor
king
that
requ
ires
prec
ise
resu
lts.
• W
orki
ng in
a v
arie
ty o
f se
tting
s.•
Wor
king
with
you
r han
ds.
• Co
mm
unic
ate
effe
ctiv
ely
and
unde
rsta
nd o
ral a
nd/
or w
ritte
n in
stru
ctio
ns.
• M
ake
judg
men
ts/d
ecis
ions
on
ver
ifiab
le fa
cts
and
expe
rienc
e.•
Perf
orm
a v
arie
ty o
f dut
ies
that
may
cha
nge
frequ
ently
.•
Use
logi
cal,
step
-by-
step
pr
oced
ures
.•
Wor
k w
ithin
pre
cise
lim
its
or s
tand
ards
of a
ccur
acy.
• Un
ders
tand
and
app
ly m
ath
to p
robl
ems
accu
rate
ly.•
Visu
alize
obj
ects
in th
ree
dim
ensi
ons
from
dra
win
gs.
• M
aint
ain
even
tem
pera
men
t and
emot
iona
l sta
bilit
y.
• H
ave
good
vis
ion,
eith
er
natu
rally
or w
ith
co
rrec
tion.
• Sp
eak
and
hear
wel
l, ei
ther
na
tura
lly o
r with
corr
ectio
n.•
Use
han
ds to
reac
h,
hand
le, a
nd fe
el o
bjec
ts
and
mat
eria
ls.
• Po
sses
s a
driv
er’s
lice
nse.
• Be
nd, s
toop
, kne
el,
crou
ch, a
nd c
raw
l.•
Poss
ess
good
eye
-han
d an
d fin
ger c
oord
inat
ion.
• Su
mm
er o
r par
t-tim
e em
ploy
men
t.•
Care
erTe
ch c
ours
es.
• Ca
reer
and
tech
nolo
gy
stud
ent o
rgan
izat
ions
.•
Part
icip
atio
n in
sci
ence
an
d te
chno
logy
clu
bs.
• W
ork-
base
d le
arni
ng.
• Jo
b sh
adow
ing.
• Tw
o-ye
ar o
r fou
r-ye
ar
degr
ee c
ours
es o
r
prog
ram
s.•
Mili
tary
ser
vice
.
• D
irect
app
licat
ion
to e
m-
ploy
ers.
• Co
nsul
ting
new
spap
er
ads.
• Co
nsul
ting
scho
ol
pl
acem
ent o
ffice
s.•
Cons
ultin
g st
ate
em
ploy
men
t offi
ces.
• Ta
king
civ
il se
rvic
e ex
ams.
• D
irect
app
licat
ion
to la
bor
unio
ns.
• O
nlin
e jo
b pl
acem
ent s
ites.
For M
ore
Sour
ces
of In
form
atio
n:
Publ
ic li
brar
y, s
choo
l car
eer c
ente
r, O
klah
oma
Care
er In
form
atio
n Sy
stem
(ww
w.o
kcar
eert
ech.
org/
guid
ance
/OKC
IS.h
tm),
Occ
upat
iona
l Out
look
H
andb
ook
(ww
w.b
ls.g
ov/o
co/)
, Occ
upat
iona
l Out
look
Qua
rter
ly (w
ww
.bls
.gov
/opu
b/oo
q/oo
qhom
e.ht
m),
Car
eer G
uide
to In
dust
ries
(w
ww
.bls
.gov
/oco
/cg/
hom
e.ht
m),
O*N
ET O
ccup
atio
nal I
nfor
mat
ion
Net
wor
k (h
ttp://
onlin
e.on
etce
nter
.org
), C
aree
r Clu
ster
s (w
ww
.car
eerc
lust
ers.
org)
or
(ww
w.o
kcar
eert
ech.
org/
iis/c
lust
eric
ons/
care
ercl
uste
rs.h
tm),
or s
peci
fic s
ourc
es fo
r thi
s cl
uste
r.
Wor
ld o
f Wor
k M
ap R
egio
ns:
5,6,
and
7
This is a sample of the Requirements and More Sources of Information located athttp://www.okcareertech.org/guidance/Career%20path/okcareertech/student/career_clusters.htm Select a cluster icon; click on “Requirements and More Sources of Information.’’
This is a sample of the National Cluster Workforce Statistics located athttp://www.okcareertech.org/okcareerclusters/trans.htm Scroll to the bottom of the page. Click on “Cluster Icon.’’ Choose a pathway.
Tran
spo
rtat
ion
, Dis
trib
uti
on
& L
og
isti
cs C
aree
r C
lust
erFa
cilit
y an
d M
ob
ile E
qu
ipm
ent
Mai
nte
nan
ce P
ath
way
Wo
rkfo
rce
Sta
tist
ics
Aero
spac
e En
gine
erin
g an
d O
pera
tions
Tec
hnic
ians
Elec
tric
al a
nd E
lect
roni
c En
gine
erin
g Te
chni
cian
sAd
min
istr
ativ
e Se
rvic
es M
anag
ers:
Fac
ility
M
aint
enan
ce M
anag
ers
and
Engi
neer
s/M
obile
Eq
uipm
ent M
aint
enan
ce M
anag
ers
Aero
spac
e En
gine
erin
g an
d O
pera
tions
Tec
hnic
ians
Elec
tric
al a
nd E
lect
roni
c En
gine
erin
g Te
chni
cian
s
Sign
al a
nd T
rack
Sw
itch
Rep
aire
rs
Rai
l Car
Rep
aire
rs
Elec
tric
al a
nd E
lect
roni
cs In
stal
lers
and
Rep
aire
rs,
Tran
spor
tatio
n Eq
uipm
ent
Airc
raft
Mec
hani
cs a
nd S
ervi
ce T
echn
icia
ns: A
irfra
me
Mec
hani
cs/P
ower
Pla
nt M
echa
nics
/Airc
raft
Engi
ne
Spec
ialis
ts/A
ircra
ft Bo
dy a
nd B
onde
d St
ruct
ure
Rep
aire
rsEl
ectr
icia
ns:
Indu
stria
l Ele
ctric
ians
Avio
nics
Tec
hnic
ians
Indu
stri
al M
achi
nery
Mec
hani
cs: I
ndus
tria
l Mac
hine
ry
Mec
hani
csBu
s an
d Tr
uck
Mec
hani
cs a
nd D
iese
l Eng
ine
Spec
ialis
ts:
Auto
mot
ive/
Truc
k M
echa
nics
and
Bo
dy R
epai
rers
/Rai
l Loc
omot
ive
and
Car M
echa
nics
an
d R
epai
rers
Auto
mot
ive
Body
and
Rel
ated
Rep
aire
rs:
Auto
mot
ive/
Truc
k M
echa
nics
and
Bod
y R
epai
rers
Mob
ile H
eavy
Equ
ipm
ent M
echa
nics
, Exc
ept E
ngin
esAu
tom
otiv
e G
lass
Inst
alle
rs a
nd R
epai
rers
: Au
tom
otiv
e/Tr
uck
Mec
hani
cs a
nd B
ody
Rep
aire
rsCa
rpen
ters
: Sh
ip M
echa
nics
and
Rep
aire
rsAu
tom
otiv
e Se
rvic
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Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm54
Career Games and Activities
Cluster RaceMake or use a commercially made game board. Prepare word cards with the 16 Career Clusters listed, one on each card. Place the cards face up so all the clusters can be seen. Name a cluster. If the first player can find the card with that word on it, he or she advances one space on the game board. Players take turns, and the first to reach the finish line is the winner.
Guess the ClusterDivide learners into small groups. Instruct them to organize themselves into “obvious” clusters, such as male/female or light hair/dark hair, etc.
Have each small group try to guess how the other groups clustered themselves. Explain that many occupations are like this — you can tell which cluster they belong to.
Vegetable Beef SoupDivide learners into groups of 4 or 5. Have learners decide which roles they will have: recorder, timekeeper, supply clerk, cheerleader.
Materials: chart paper, markers, vegetable beef soup can, and list of Career Clusters (refer to page 56).
Directions:• Divide the chart paper or chalk/white board
into two columns showing the headings: Careers and Career Clusters.
• Have the team brainstorm every occupation that is involved in producing and delivering that can of soup to the grocery and write it under the Careers column.
• List which Career Cluster goes with which occupation and write it under the Career Clusters column.
• Circle the cluster you see the most. What did your team find?
• Look to see which of the 16 Career Clusters are missing from your list. What did your team find?
• Send a spy to another team to borrow an occupation so you have all 16 Career Clusters.
• Questions to ask: Did you find that a part-time position or
something in your background helped you with this activity?
How well did your team work together? Would the type of soup make a difference with
the jobs? Provide an example.
Answer the QuestionWrite the name of the 16 Career Clusters on a piece of paper/poster board. Place the Career Clusters titles on the floor or tape them to the wall. Ask learners to walk to or stand by the cluster they believe answers the question. Career Clusters titles are located in this booklet on page 57. Sample questions may include: Which cluster offers the most job opportunities
in your community? Which cluster do you think you would rather
be in? What cluster would your hobby or volunteer
work fall into? Which cluster would you like to know more
information about? Which cluster does your father’s job fall in? Which cluster does your mother’s job fall in? Which cluster does your sibling’s job fall in?
Career: Choose Your Path to SuccessLearners can create their own career plan while using this prepaid Internet site. Junior high and high school learners follow the menu to view career-planning steps, plans of study, the 16 Career Clusters, career knowledge and skills, occupational information, and more career information.http://www.okcareertech.org/guidance/Career%20Path/okcareertech/counselor/index.htm
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 55
Airplane GameThe purpose of the game is to review all pathways in the specific Career Clusters. The game challenges the learner to remember as many pathways as possible.
Create a worksheet with a box for each of the pathways represented in each of the Career Clusters. For example, have seven boxes large enough for learners to write the name of each pathway in the Agriculture, Food and Natural Resources cluster because this cluster has seven pathways.
Pass out the worksheet and a pen/pencil to each learner. Learners write the name of one pathway within the cluster. When all learners have written the name of one pathway on their paper, they will make their sheet into an airplane or paper ball. The instructor then asks learners to throw their paper ball or fly their airplane across the room. Each person will then pick up one of the pieces of paper to see which pathway was written on the paper. If the pathway was written incorrectly or incomplete, the person who picked up the paper should correct it at that time.
Next, on the same sheet of paper, each learner will add a second pathway name to the sheet, fold it back into the shape of an airplane or a paper ball, and throw it across the room a second time. This process is repeated until each square on the sheet of paper has a complete listing of all pathways for that cluster.
Idea: Handout could be made with clues or occupational titles.
Created by: Curtis Shumaker, Facilitator of Agriculture, Food & Natural Resources Career Cluster
Experiment With a Paper HelicopterThe rotors twirl as the paper helicopter falls to the ground. This happens because molecules of air occupy the space between the helicopter and the floor. The air provides resistance to any object that moves through it. Have your learners experiment by using different materials and designs. Template is located at: http://www.vtol.org/Kids/AHS-HELICOPTER.pdf
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm56
16 Career Clusters
Agriculture, Food & Architecture &Natural Resources Construction
Arts, A/V Technology Business, Management& Communications & Administration
Education Finance& Training
Government & Public Health ScienceAdministration
Hospitality & Human ServicesTourism
Information Law, Public Safety,Technology Corrections & Security
Manufacturing Marketing, Sales, & Service
Science, Technology, Transportation, DistributionEngineering & Mathematics & Logistics
Note: Use these cluster names with career games and activities, including Vegetable Beef Soup listed on page 54.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 57
On the Job
Directions — Read the statement and circle the answer that best completes the job description.
Pilots need to know ______________________.
Needlepoint Biology Weather conditions
_______________ are made on an assembly line.
Cars Paintings Children
A clothing salesperson ____________________.
Never sleeps Knows a lot about fashion Sells cars
Air traffic controllers ______________________.
Help pilots during take off and landing Fly airplanes Work for a television station
Childcare workers have to enjoy working with__________________.
Animals Numbers Children
The word aerospace deals with _____________.
Flying Water Rock bands
A telephone installer and repairer might have to__________________.
Climb a pole Sing a song Build a satellite
Railroad engineers drive ___________________.
Locomotives Buses Nails
People who help make maps are ____________.
Librarians Secretaries Surveyors
A __________________ builds chimneys.
Carpenter Bricklayer Cashier
Emergency medical technicians (EMT) drive__________________.
Tractors Buses Ambulances
__________________ use a paint brush, easel, and watercolors.
Graphic designers Artists Postal workers
__________________ use scissors, clippers, and hair dyes.
Cosmetologists Steel workers Doctors
__________________ use film, lenses, and flash attachments.
Dental Hygienists Mayors Photographers
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm58
Field Trip Ideas
Places to go:
1. Manufacturing Plant Tours
2. Zoos
3. Museums
4. Concerts and Plays Check with local high schools and colleges
for free or reduced admissions.
5. Historical Sites
6. Airport Notice how the weather affects flying. Make
your own paper airplanes and try them out in different weather conditions.
7. Fire Station
8. Post Office
9. Bakery
10. Ice Cream Store
11. Your Backyard Discover the stars, plants, insects, and other
wildlife in your area.
12. Landfill Explore recycling and environmentalism.
13. Dairy Farm
14. Nursing Homes Research and learn older songs and then
sing for residents.
15. Canal Study water and its uses, etc.
16. Ponds, Lakes, etc. Learn about different types of fish and methods of fishing.
17. Camping and Hiking Study different types of leaves and plants.
Create your own field guide.
18. Playgrounds Compare and contrast different playgrounds
in your city, and then plan a new one.
19. Humane Society Learn pet care skills and study different
breeds of pets.
20. Library Research how books are made and catalogued.
21. Candy Maker
22. Bank
23. Grocery
24. Picnics
25. Farm
Adapted from Family Field Trip Ideas; used with permission from Family First.
Out-of-school and community activities will help the learner explore interests and consider options.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 59
Group Reinforcement Activity
Divide your audience into small groups. Give each group an envelope containing the following materials related to a Career Cluster: pathway model, cluster plan of study, workforce statistics, cluster brochure from www.careercluster.org. With these materials, ask each group to answer the following questions and report to the large group the highlights of their discussion.
Your Career Cluster is _______________________________________________________.
How many pathways are in your cluster and what are they?
Give an example of a career ladder and lattice within your Career Cluster.
What high school academic courses would best prepare a learner who wants to pursue postsecondary education and a career in this Career Cluster?
What technical courses would prepare learners to be successful in postsecondary education and a career in this Career Cluster?
What additional electives would give learners an edge in preparing for a future career in this cluster?
What college degree plans would be appropriate for learners interested in pursuing a career in this Career Cluster?
What short-term courses, seminars, and/or certifications could a learner acquire to best prepare for postsecondary education and a career in this cluster?
Identify an extensive learning experience that would benefit learners interested in preparing for a career in this Career Cluster.
Introduction to Career Clusters Speaker’s Kitwww.okcareertech.org/okcareerclusters/resources
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm60
Adopt-A-Pilot Online
Developed primarily for fifth-grade classes, this program unites learners with Southwest pilots to explore math, science, and geography. For four weeks, learners track their adopted pilot’s journey and complete curriculum that apply to aviation activities.
Related Subjects Science Math Geography Writing
National Career Development Guidelines Uses accurate, current, and unbiased career
information during career planning and management (CM3).
Materials/Supplies http://www.southwest.com/adoptapilot Resource book on guest pilot visits to hands-
on activities. http://www.southwest.com/programs_
services/adopt/resource_book.pdf
Activities Complete the Teacher Registration form
early in the school year for the Adopt-A-Pilot program at [email protected]
Read the background information on the pilot.
Download the Learner Flight Plan and Teacher Flight Plan.
http://www.southwest.com/programs_services/adopt/teacher_plan.pdf
http://www.southwest.com/programs_services/adopt/flight_plan.pdf
Use the lessons in the Flight Plan to enhance science, math, geography, and writing lessons.
Evaluation Learners will be evaluated on completing
and presenting the activities in the Learner Flight Plan.
Additional Resources For streaming video segments on careers in
aviation, visit
http://www.southwest.com/programs_services/adopt/adopt_home.html
Under “Video Library,” click “Careers in Aviation.”
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 61
Career Collage
Learner will construct collages of careers.
Related Subject Art
National Career Development Guidelines Master academic, occupational, and general
employability skills in order to obtain, create, maintain, and/or advance your employment. (CM4)
Materials/Supplies Newspapers Magazines Glue Construction paper
Activities Supply learners with newspapers and
magazines.
Have learners create career collages.
Pictures may be of tools and equipment, people at work, on-the-job clothing, etc.
Have learners explain their collage to the class.
Teacher may direct questions related to the career collage.
Ask the class to identify other careers in which these tools, equipment, and clothing may be used.
Evaluation Learners will be evaluated on the
construction of their collages of careers and describe them to the class. Learners will answer questions about them.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm62
Trojan Tee-Shirt Odor Problem
Instructional Focus:
ReadingLearners read a variety of grade level materials, applying strategies appropriate to various situations.
WritingLearners write for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.
ListeningLearners listen for a variety of purposes appropriate to the grade level.
SpeakingLearners speak for a variety of purposes and audiences with sophistication and complexity appropriate to the grade level.
Performance Task
Trojan Tee Shirt Company designs shirts for schools for athletic functions and for fund-raising. They ship to locations on the East Coast. They have asked you to help them solve a problem. They recently added a new fiber to their manufacturing process that helps prevent shrinkage and allows their shirts to hold the color longer. Early marketing tests show that customers are complaining about an unusually bad odor that comes from the shirts — even after repeated washings. Your group has been asked to suggest what the manufacturer can do to prevent the problem. Your recommendation will be used by the company president to decide whether this shirt can be released to the national market or whether it must discard the new fiber and test another fabric. Please do the following:
1. Gather the information needed to find ways to prevent the odor problem.
2. Brainstorm with your team on solutions to consider.
3. Consider your audience; also discuss the president and his concerns.
4. Develop a plan of action.
5. Describe how you and your team intend to gather information about the problem.
6. Develop and complete a chart outlining your plan.
7. Summarize the possible solutions.
8. Compose your recommendation report on a word processor and submit to company president.
Source: http://www.acteonline.org/resource_center/pl/lessonplans.cfm
Select lessons by programs or by cluster. Lessons include a Scoring Guide.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 63
Who Are You Gonna Call?
Learner will locate businesses with the use of a local phone book.
Related Subject English
National Career Development Guidelines Participate in ongoing, lifelong learning
experiences to enhance your ability to function effectively in a diverse and changing economy. (ED2)
Materials/Supplies “Who Are You Gonna Call?” handout and
phone book
Activities Learners read the problem/need and locate
a business name and phone number from the local phone book and place in the first column.
Place the name of the occupation(s) that would take care of the problem/need in the second column.
Place the Career Cluster related to the occupation in the third column.
Evaluation Learners will be evaluated on their responses
of the business name, phone number, occupation, and related Career Cluster.
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm64
Who Are You Gonna Call?
Problem/Need Occupation Cluster
Interested in taking karate classes once a week.Business Name:Phone Number:
The cat is sick and not eating.Business Name:Phone Number:
Need a ZIP Code for a package.Business Name:Phone Number:
Need a meeting room for 85 people for a family reunion.Business Name:Phone Number:
Traveling to England and need the exchange rate for money.Business Name:Phone Number:
There is a nail in the front right car tire.Business Name:Phone Number:
Termites were spotted near the north side of your house.Business Name:Phone Number:
You have a bag of nice clothes that no longer fit.Business Name:Phone Number:
Need a headstone for a cemetery plot.Business Name:Phone Number:
Flash floods caused your car to stall out in high water.Business Name:Phone Number:
Water damage from a leaky washer soaks the carpet.Business Name:Phone Number:
High winds and storms cause the electricity to go out.Business Name:Phone Number:
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 65
Information for Counselors and Teachers
Oklahoma ABLE Tech (Grades K-Adult)Assistive Technology Demonstration Center Explore hundreds of devices covering a
variety of disabilities. Individuals can learn more about assistive technology by hands-on opportunities in order to support informed decision-making.
Assistive Technology Equipment LoanProgram Offers a variety of assistive technology
devices for a short-term loan to Oklahomans with disabilities so that a trail can be experienced before a purchase is considered.
Contact: http://www.ok.gov/abletech/ or 1-800-257-1705
FIRST RoboticsThe For Inspiration and Recognition of Science and Technology (FIRST) Robotics Board voted to select Oklahoma for the regional competition in the spring of 2008. Learners not only build robots and compete in a competition setting but also build self-confidence, leadership, and life skills. This is a great time to involve a team from your school.
Location: http://www.usfirst.org
Animal SchoolTeachers and parents will be able to relate to this online movie Don’t Let Your Child Be a Kangaroo. What are our goals for your learners? We all agree that we want our learners to be successful; however, how would you define success? Select “Animal School” by clicking on the purple rectangle.
Location: http://www.raisingsmallsouls.com/ wp-content/themes/179/form.html
OKCIS Lesson PlansOKCIS has lesson plans for middle school and high school learners. You will find an 18-week career curriculum by selecting “Online CIS Activities” in the lower right-hand corner; then click on either “High School” or “Middle School” under “Suggested Course Outlines.” The learning activities have been written as stand-alone lesson plans and are listed in sequential order to support the educational planning process. Password protected.
Location: http://okcis.intocareers.org/
Middle Grades Lesson PlansThis Web site has middle-grades (6th-8th) career development lesson plans for school counselors and teachers that can be taught in the regular classroom.
Location: http://jobs.esc.state.nc.us/soicc/ products/m-guide.pdf
I Could Be Nicer, But I’m Choosing Not ToWhen youngsters say they could stop having a bad attitude and being so nasty but they are choosing not to, but they will choose to have a better attitude when they “get their real job” or “go to high school,” say: “You’re probably right; I’m probably wrong. Show me I’m wrong by being pleasant for the next three weeks; I’ll admit that you were right, and I was wrong.” Most learners don’t last three weeks, three days, three minutes. When the bad attitude surfaces after mere minutes, ask them “What will be any different on your real job?” Now, you may have the learner’s attention and may be able to learn more about what’s causing all the negativity.
Select “Free Samples and Magazine.”Location: http://www.youthchg.com/solvat.html
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm66
College Night HandoutsDownload and distribute these free informative handouts for your learners and parents.• College Planning 101• Ace the College Application• Financial Aid Timeline• First Time Resumé Builder Tips• 10 Tips for Scoring a Summer Job• Prep for the SAT and ACT• FAFSA• 41 Great Web Sites
Location: http://nextstepmagazine.com/nextstep/ high-school-counselor.aspx
Spanish/English Career Information ParentInvolvement ToolkitFour key topic areas for parent involvement have been developed with three informational brochures under each topic.
• Starting Young• Career Exploration• School Success• Parents of Children with Special Needs
Location: http://okcareertech.org/guidance/ parent_guide.html
Real World Math ProblemsUSA Today K-12 Education Online has math lessons, including project-based activities to aid in real-life/real-world problems and applications, especially numbers, graphs, charts, and analyzing data, as it relates to current events and the news.
Location: http://www.usatoday.com/educate/ mathtoday/index.htm
The Career Decision-Making ToolThe 9th – 12th Grade Decision-Making Tool (CDMT) helps teachers, counselors, and parents teach their learners or children about education and careers using a six-step decision cycle. The tool shows learners how to find a career that suits them and the education they need to pursue it.
Location: http://www.acrnetwork.org/cdmt
Reality Check Budget CalculatorThis online budget planner provides young adults a clear understanding of what it takes to survive on a real-life budget. Reality Check offers users three real-life budget scenarios: Get a Reality Check – Users make lifestyle
choices to determine what standard of living, and Reality Check determines the necessary annual income, as well as sample careers matching this salary.
Future Salary – Users enter a dollar figure of the salary they want to earn, and Reality Check offers suggested career fields and educational levels needed to meet that salary.
Career Direct – Users choose a career, and Reality Check estimates a salary depending on the city. The program then lets users pick lifestyle-related expenses and arrive at a balanced budget.
Location: http://www.cdr.state.tx.us/ realitycheck/
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 67
High School Graduate and Dropout Bookmarkers
Did you know, if you are ahigh school dropout . . .
Your average earnings will be $409/week, or $1,636/month, or $21,268/year if you are making $10.23 an hour.
U.S. Bureau of Labor Statistics, 2006
Many jobs pay minimum wage of $5.85/hour, or $234/week, or $936/month, or $12,168/year before taxes.
The Oklahoma County Self-Sufficiency Standard, $7.52/hour for an adult, measures income needed to meet basic needs (housing, food, transportation, health care).
The Self-Sufficiency Standard for Oklahoma, 2002
Your lifetime earnings will be $260,000 less over a lifetime than a high school graduate.
C. Rouse, economist, Princeton University
Your life expectancy will be 9.2 years shorter than a high school graduate.
P. Muennig, Columbia University
You have a greater risk of being on public assistance.
You spend long hours working part-time or full-time jobs.
You cannot enlist into the military service.
Sixty percent of dropouts go back to get a diploma or GED.
Jobs for the Future, 2006
Did you know, if you are ahigh school graduate . . .
Your average earnings will be $583/week, or $2,332/month, or $30,316/year if you are making $14.58 an hour.
U.S. Bureau of Labor Statistics, 2006
The Comanche County Self-Sufficiency Standard, $6.93/hour for an adult, measures income needed to meet basic needs (housing, food, transportation, health care).
The Self-Sufficiency Standardfor Oklahoma, 2002
You will earn almost $10,000 more annually than a high school dropout.
U.S. Census Bureau, 2004
As a male with a college degree, you will earn almost $1 million ($945,670) more than the high school dropout.
National Center for Education Statistics
Your unemployment rate is 5.5 percent compared to a high school dropout—8.5 percent.
U. S. Bureau of Labor Statistics, 2003
You can enlist in the military.
You are one of 76 percent of Oklahoma learners to graduate from high school.
National Center for Educational Statistics, 2006
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm68
Bulletin Board IdeasDivide the bulletin board into sections and title each with three or more of the suggested headings listed below. Place one occupation per slip of paper. Mix occupations up and have learners pick an occupation and place it under the correct heading.
Service Occupations
Animal Care and Service WorkersBarbers, Cosmetologists, and Other Personal
Appearance WorkersChildcare WorkersFitness WorkersPersonal and Home Care AidesRecreation WorkersChefs, Cooks, and Food Preparation Workers
Correctional OfficersFire Fighting OccupationsPolice and Detectives
Dental AssistantsMassage TherapistsMedical AssistantsOccupational Therapist Assistants and AidesPharmacy AidesPhysical Therapist Assistants and Aides
Careers on Wheels
Bus DriversTaxi Drivers and ChauffeursTruck Drivers and Driver/Sales Workers Delivery Truck Drivers Canteen Truck Drivers Plumbers Limo Drivers Moving Van Drivers Red Cross Blood Mobile Drivers Mobile TV/Radio Studio Drivers Surveyors Storm Chasers Book Mobile Drivers Automobile Salespersons Insurance Adjustors Real Estate Agents Landscape Architects
Careers in the Air
Aircraft Pilots and Flight Engineers Meteorologists Flight Attendants Line Installers and Repairers Cartographers Air Marshals Air Traffic Controllers
Careers That Maintain and Repair
Coin, Vending, and Amusement Machine Servicers and RepairersHeating, Air-Conditioning, and Refrigeration Mechanics and InstallersHome Appliance RepairersIndustrial Machinery Mechanics and Maintenance WorkersLine Installers and Repairers
Automotive Body and Related RepairersAutomotive Service Technicians and
MechanicsDiesel Service Technicians and MechanicsSmall Engine Mechanics
Computer, Automated Teller, and Office Machine Repairers
Electrical and Electronics Installers and Repairers
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 69
Careers That Sell
Advertising Sales AgentsCashiersCounter and Rental ClerksDemonstrators, Product Promoters, and
ModelsInsurance Sales AgentsReal Estate Brokers and Sales AgentsRetail SalespersonsSales EngineersSales Representatives, Wholesale and
ManufacturingSales Worker SupervisorsSecurities, Commodities, and Financial
Services Sales Agents
Dirty Jobs
The Dirty Jobs video profiles American laborers who make their living doing things we would not imagine. Mike Rowe introduces you to these hardworking men and women and assumes the duties of the jobs he is profiling. Talking to the learners about these jobs could lead into creative writing assignments that can be placed on the bulletin board to planning course work so they won’t have these types of occupations in their future.http://dsc.discovery.com/fansites/dirtyjobs/episode/episode.html
Car
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Po
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Co
nte
st –
No
vem
ber
200
7
Fin
d Yo
ur
Voi
ce; C
han
ge Y
our
Wor
ld
Elig
ibili
ty:
The
re a
re s
ix d
ivis
ions
: P
rimar
y (G
rade
s K
-1),
Inte
rmed
iate
(G
rade
s 3-
5), M
iddl
e G
rade
s (G
rade
s 6-
8), S
enio
r (G
rade
s 9-
12),
Adu
lt Le
arne
r (e
nrol
led
in s
choo
l), a
nd O
pen
Adu
lt (1
8 an
d ol
der,
not e
nrol
led
in s
choo
l). E
ach
sch
oo
l is
elig
ible
to
su
bm
it t
hre
e en
trie
s p
er c
ateg
ory
.
Th
eme:
Poe
ms
shou
ld r
efle
ct th
e th
eme:
“F
ind
Yo
ur V
oic
e; C
han
ge
You
r Wo
rld
.”
Eac
h po
em’s
topi
c m
ust r
elat
e to
the
them
e.
Jud
gin
g C
rite
ria:
Jud
ging
will
be
base
d on
orig
inal
ity, c
reat
ivity
, and
dev
elop
men
t of
natio
nal t
hem
e, a
ppro
pria
te fo
rm, e
xecu
tion,
spe
lling
, and
gra
mm
ar.
On
ly p
oet
ry
jud
ged
as
firs
t-, s
eco
nd
-, an
d t
hir
d-p
lace
win
ner
s in
th
e sc
ho
ol c
on
test
s sh
ou
ld b
e se
nt
for
jud
gin
g in
th
e st
ate
con
test
.
Po
etic
Fo
rm:
Poe
ms
may
be
writ
ten
in a
ny p
oetic
form
, i.e
., ci
nqua
in, d
iam
ante
, fre
e ve
rse,
hai
ku, l
imer
ick,
met
ered
, rhy
min
g, b
lank
ver
se, e
tc.
Siz
e: E
ach
poem
sho
uld
be t
yped
on
a si
ngle
she
et o
f pap
er 8
1 /2
by
11 in
ches
in
12
-poi
nt fo
nt.
Dis
pla
y: P
oem
s ar
e to
be
disp
laye
d/re
ad in
the
lear
ner’s
sch
ool d
urin
g N
atio
nal
Car
eer
Dev
elop
men
t Mon
th in
Nov
embe
r. W
inni
ng p
oem
s m
ust b
e se
nt to
Okl
ahom
a D
epar
tmen
t of C
aree
r an
d Te
chno
logy
Edu
catio
n by
Dec
emb
er 3
.
En
try
Fo
rm:
Cop
y an
d co
mpl
ete
the
entir
e en
try
form
and
atta
ch w
ith ta
pe o
r gl
ue to
th
e b
ack
of e
ach
entr
y. P
leas
e do
not
add
lear
ner’s
nam
e on
the
fron
t of t
he p
age.
Mai
l Po
ems
Ch
ose
n a
s S
cho
ol W
inn
ers
to:
O
klah
oma
Dep
artm
ent o
f Car
eer
and
Tech
nolo
gy E
duca
tion,
Gui
danc
e D
ivis
ion
• 15
00 W
est S
even
th A
venu
e •
Stil
lwat
er, O
K 7
4074
-436
4
All
entr
ies
beco
me
the
prop
erty
of O
CD
A/O
DC
TE
and
will
not
be
retu
rned
.F
or fu
rthe
r in
form
atio
n, c
onta
ct:
Okl
ahom
a G
uida
nce
Inte
rnet
site
http
://w
ww
.okc
aree
rtec
h.or
g/gu
idan
ce
Cho
ose
Teac
her/
Edu
cato
r/C
ouns
elor
Info
rmat
ion
and
Res
ourc
es. C
lick
on g
rade
leve
l.
Off
icia
l E
ntr
y F
orm
(Eac
h en
try
mus
t hav
e a
com
plet
ed e
ntry
form
.)
Lear
ner
Nam
e __
____
____
____
____
__ G
rade
___
__ A
ge _
____
F
irst
Last
Cou
nty
____
____
____
____
____
____
____
____
____
____
____
____
Sch
ool C
oord
inat
or _
____
____
____
____
____
____
____
____
____
_
E-M
ail
____
____
____
____
____
____
____
____
____
____
____
____
Sch
ool N
ame
____
____
____
____
____
____
____
____
____
____
___
Sch
ool A
ddre
ss _
____
____
____
____
____
____
____
____
____
____
City
___
____
____
____
____
____
__
Sta
te _
____
__ Z
IP _
____
___
Pho
ne _
____
____
____
____
____
____
____
____
____
____
____
___
Sta
te C
oord
inat
or:
Jane
t Haw
kins
Add
ress
: 15
00 W
est S
even
th A
venu
eC
ity/S
tate
: S
tillw
ater
, O
K 7
4074
Pho
ne:
405-
743-
5123
E-M
ail:
jhaw
k@ok
care
erte
ch.o
rg
If in
divi
dual
, you
mus
t sta
te th
e sc
hool
the
indi
vidu
ial a
ttend
s pe
r el
igib
ility
gui
delin
es u
nles
s th
e en
try
is s
ubm
itted
und
er O
pen
Adu
lt.
❑
Indi
vidu
al S
ubm
issi
on
❑
Sch
ool S
ubm
issi
on
❑
Poe
try
Pos
ter
❑
Cat
egor
y 1
❑
Cat
egor
y 2
I, __
____
____
____
____
____
____
____
___,
sta
te th
at th
e at
tach
ed
Pos
ter/
Poe
try
entr
y is
the
orig
inal
, whi
ch I
mys
elf c
reat
ed a
nd
com
plet
ed.
Sig
natu
re _
____
____
____
____
____
____
____
____
____
____
__
Spo
nsor
ed b
y th
e O
klah
oma
Sch
ool C
ouns
elor
Ass
ocia
tion
(OS
CA
), O
klah
oma
Cou
nsel
ing
Ass
ocia
tion
(OC
A),
and
the
Okl
ahom
a D
epar
tmen
t of C
aree
r an
d Te
chno
logy
Edu
catio
n.
OK
No
P.O.
Box
Car
eer
Po
ster
Co
nte
st –
No
vem
ber
200
7
Fin
d Yo
ur
Voi
ce; C
han
ge Y
our
Wor
ld
Elig
ibili
ty:
The
re a
re s
ix d
ivis
ions
: P
rimar
y (G
rade
s K
-1),
Inte
rmed
iate
(G
rade
s 3-
5), M
iddl
e G
rade
s (G
rade
s 6-
8), S
enio
r (G
rade
s 9-
12),
Adu
lt Le
arne
r (e
nrol
led
in s
choo
l), a
nd O
pen
Adu
lt (1
8 an
d ol
der,
not e
nrol
led
in s
choo
l). E
ach
sch
oo
l is
elig
ible
to
su
bm
it t
hre
e en
trie
s p
er c
ateg
ory
.
Th
eme:
Pos
ters
sho
uld
refle
ct th
e th
eme:
“F
ind
Yo
ur
Vo
ice;
Ch
ang
e Yo
ur W
orl
d.”
E
ach
post
er m
ust r
elat
e to
the
them
e.
Jud
gin
g C
rite
ria:
Jud
ging
will
be
base
d on
orig
inal
ity, c
reat
ivity
, and
dev
elop
men
t of
natio
nal t
hem
e. A
ttent
ion
will
be
focu
sed
on b
asic
art
prin
cipl
es a
nd a
ppro
pria
te u
se
of m
edia
and
lette
ring.
On
ly p
ost
ers
jud
ged
as
firs
t-, s
eco
nd
-, an
d t
hir
d-p
lace
w
inn
ers
sho
uld
be
sen
t fo
r ju
dg
ing
in t
he
stat
e co
nte
st.
Let
teri
ng
: S
impl
e bo
ld le
tterin
g is
pre
ferr
ed. C
aptio
ns m
ay b
e us
ed to
con
vey
the
mes
sage
, attr
act a
ttent
ion,
and
ach
ieve
goa
ls o
f cla
rity,
vig
or, a
nd o
rigin
ality
. All
lette
rs w
ill b
e co
nsid
ered
par
t of t
he d
esig
n.
New
Med
ia:
Lear
ners
may
sub
mit
thei
r w
ork
in o
ne o
r bo
th c
ateg
orie
s –
C
1 an
d/or
C2.
C
1. S
tand
ard
use
of in
k, p
enci
l, co
llage
, pos
ter
pain
ts, m
agic
mar
kers
, acr
ylic
, oil,
cu
t and
pas
ted
pape
r. C
2. U
se o
f pho
tos,
clip
art,
grap
hic
art s
oftw
are,
and
mix
ed
med
ia.
Siz
e: E
ach
po
ster
mu
st b
e cr
eate
d in
81 / 2
- by
11-
inch
form
at.
Dis
pla
y: P
oste
rs a
re to
be
disp
laye
d in
the
lear
ner’s
sch
ool d
urin
g N
atio
nal C
aree
r D
evel
opm
ent M
onth
in N
ovem
ber.
Win
ning
pos
ters
mus
t be
sent
to O
klah
oma
Dep
artm
ent o
f Car
eer
and
Tech
nolo
gy E
duca
tion
by D
ecem
ber
3.
En
try
Fo
rm:
Cop
y an
d co
mpl
ete
the
entir
e en
try
form
and
atta
ch w
ith ta
pe o
r gl
ue to
th
e b
ack
of e
ach
entr
y. P
leas
e do
not
add
lear
ner’s
nam
e on
the
fron
t of t
he p
oste
r.
Mai
l Po
ster
s C
ho
sen
as
Sch
oo
l Win
ner
s to
:
Okl
ahom
a D
epar
tmen
t of C
aree
r an
d Te
chno
logy
Edu
catio
n, G
uida
nce
Div
isio
n •
1500
Wes
t Sev
enth
Ave
nue
• S
tillw
ater
, OK
740
74-4
364
All
entr
ies
beco
me
the
prop
erty
of O
CD
A/O
DC
TE
and
will
not
be
retu
rned
.
Off
icia
l E
ntr
y F
orm
(Eac
h en
try
mus
t hav
e a
com
plet
ed e
ntry
form
.)
Lear
ner
Nam
e __
____
____
____
____
__ G
rade
___
__ A
ge _
____
F
irst
Last
Cou
nty
____
____
____
____
____
____
____
____
____
____
____
____
Sch
ool C
oord
inat
or _
____
____
____
____
____
____
____
____
____
_
E-M
ail
____
____
____
____
____
____
____
____
____
____
____
____
Sch
ool N
ame
____
____
____
____
____
____
____
____
____
____
___
Sch
ool A
ddre
ss _
____
____
____
____
____
____
____
____
____
____
City
___
____
____
____
____
____
__
Sta
te _
____
__ Z
IP _
____
___
Pho
ne _
____
____
____
____
____
____
____
____
____
____
____
___
Sta
te C
oord
inat
or:
Jane
t Haw
kins
Add
ress
: 15
00 W
est S
even
th A
venu
eC
ity/S
tate
: S
tillw
ater
, O
K 7
4074
Pho
ne:
405-
743-
5123
E-M
ail:
jhaw
k@ok
care
erte
ch.o
rg
If in
divi
dual
, you
mus
t sta
te th
e sc
hool
the
indi
vidu
ial a
ttend
s pe
r el
igib
ility
gui
delin
es u
nles
s th
e en
try
is s
ubm
itted
und
er O
pen
Adu
lt.
❑
Indi
vidu
al S
ubm
issi
on
❑
Sch
ool S
ubm
issi
on
❑
Poe
try
Pos
ter
❑
Cat
egor
y 1
❑
Cat
egor
y 2
I, __
____
____
____
____
____
____
____
___,
sta
te th
at th
e at
tach
ed
Pos
ter/
Poe
try
entr
y is
the
orig
inal
, whi
ch I
mys
elf c
reat
ed a
nd
com
plet
ed.
Sig
natu
re _
____
____
____
____
____
____
____
____
____
____
__
Spo
nsor
ed b
y th
e O
klah
oma
Sch
ool C
ouns
elor
Ass
ocia
tion
(OS
CA
), O
klah
oma
Cou
nsel
ing
Ass
ocia
tion
(OC
A),
and
the
Okl
ahom
a D
epar
tmen
t of C
aree
r an
d Te
chno
logy
Edu
catio
n.
OK
No
P.O.
Box
Num
bers
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm72
Labor Market Information
Fastest-Growing OccupationsRequiring Work Experience or On-the-Job Training
Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require work experience or on-the-job training. The education/training needed for these occupations may include:
Work Experience in a Related Occupation These occupations usually require skills and
training acquired in a related occupation. They do not require a degree. Many are supervisory.
Long-Term, On-the-Job Training Requires more than 12 months of on-the-job
training or combined work experience and formal classroom instruction, such as apprenticeships and employer-sponsored training. Individuals undergoing training typically are considered employed in the occupation.
Moderate-Term, On-the-Job Training One to 12 months of combined on-the-job
experience and informal training.
Short-Term, On-the-Job Training A short demonstration of job duties or one month
or less of on-the-job experience or instruction.
Home Health AidesMedical AssistantsPersonal and Home Care AidesDental AssistantsGaming ManagersGaming SupervisorsNonfarm Animal CaretakersPharmacy TechniciansSocial and Human Service AssistantsGaming Change Persons and Booth CashiersPersonal Care and Service Workers, All OtherStructural Iron and Steel WorkersFire FightersLocksmiths and Safe RepairersVeterinary Assistants and Laboratory Animal
CaretakersResidential Advisors
Emergency Management SpecialistsCourt, Municipal, and License ClerksAmusement and Recreation AttendantsInterpreters and Translators
Fastest-Growing OccupationsRequiring Postsecondary Training or an Associate Degree
Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require postsecondary education or training below a bachelor’s degree. The education/training needed for these occupations may include:
Postsecondary Training Postsecondary occupational programs lead to a
certificate or other award but not a degree.
Associate Degree At least two years of full-time academic study
beyond high school are required for an associate degree.
Dental HygienistsVeterinary Technologists and TechniciansPhysical Therapist AssistantsForensic Science TechniciansGaming DealersEnvironmental Engineering TechniciansPreschool Teachers, Except Special EducationEmergency Medical Technicians and ParamedicsOccupational Therapist AssistantsDiagnostic Medical SonographersRegistered NursesRespiratory TherapistsAppraisers and Assessors of Real EstateManicurists and PedicuristsSurgical TechnologistsMedical Records and Health Information
TechniciansMassage TherapistsParalegals and Legal AssistantsSkin Care SpecialistsFitness Trainers and Aerobics Instructors
Career Activity File Career Clusters
Past issues are archived at www.okcareertech.org/guidance/CareerInfo/caf.htm 73
Fastest-Growing OccupationsRequiring a Bachelor’s Degree or Higher
Listed below are the 20 fastest-growing occupations for the period between 2004 and 2014 based on the Oklahoma employment projections for occupations that require a bachelor’s degree or higher. The education/training needed for these occupations may include:
First-Professional Degree At least three years of full-time academic study
beyond a bachelor’s degree.
Doctoral Degree At least three years of full-time academic study
beyond a bachelor’s degree.
Master’s Degree One or two years of full-time academic study
beyond a bachelor’s degree.
Work Experience Plus Bachelor’s or Higher Degree Most occupations in this category are
managerial. All usually require experience in a related non-management position for which a bachelor’s or higher degree is usually required.
Bachelor’s Degree At least four years of full-time academic study
beyond high school.
Network Systems and Data Communications Analysts
Environmental EngineersPhysician AssistantsComputer Software Engineers, ApplicationsComputer Software Engineers, Systems SoftwareDatabase AdministratorsNetwork and Computer Systems AdministratorsMuseum Technicians and ConservatorsFinancial ExaminersCuratorsAthletic TrainersMedical Scientists, Except EpidemiologistsVeterinariansBiomedical EngineersCommunity and Social Service Specialists, All
Other
Survey ResearchersEducation Administrators, Preschool and Child
Care CenterPharmacistsPhysical TherapistsHydrologists
Located at www.oesc.state.ok.us/lmiSelect from middle column “Labor Market
Statistics’’Select from right menu “Economic Development
Resources.”Select “Employment and Industry Projections.”Select from the heading, “Long-term employment
projections 2002–2012 for the State of Oklahoma; then check “Trends in the Oklahoma Job Market.”