Introduction
The Guidance Division of the Oklahoma Department of Career and Technology Education is
pleased to provide the 2006 Career Activity File to teachers and counselors. This booklet
will provide some practical ideas and suggestions on leadership and Career Clusters, with an
emphasis on listening skills, service learning, and volunteerism.
Leadership
An emphasis on service learning and volunteering is not new. Past presidents have promoted
it by introducing Peace Corps, VISTA, and AmeriCorps. President George W. Bush, in his
January 2002 State of the Union Address, called upon all citizens to dedicate 4,000 hours to
national service and volunteering over their lifetime. By including this concept in schools,
we will teach our children to volunteer, and they, in turn, will become better citizens, develop
greater communication skills, and put their leadership skills into practice as they mature.
The number one leadership communication tool is being an effective listener. Listening is a
skill that is not taught, and yet it is the hardest skill to master. Improving active listening
skills requires both commitment and effort.
Career Clusters
Why are Career Clusters in the news? The world of work is changing constantly, and few, if
any, students will have the pleasure of choosing a single career, training for it, and working
solely in that career. The Career Clusters can be used as a tool to support our students as
they transition through their work lives. Students will work across a career web, rather
than a career ladder, mixing and matching pathways from different clusters to create a new
occupation.
Career Clusters are broad occupational groupings that counselors, teachers, and parents may
use as a tool to help students prepare for employment and/or further training. The goal of
Career Clusters is to link what students learn in school with the knowledge and skills they
will need to be successful in college and in their chosen careers. Four of the 16 clusters are
highlighted — Architecture and Construction; Business, Management and Communications;
Education and Training; and Information Technology.
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://www.okcareertech.org/guidance/CareerInfo/caf.htm. For new and
related information throughout the year, view the Guidance Web site at www.okcareertech.
org/guidance.
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.
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
I consider my ability to arouse enthusiasm among my people the greatest asset I possess,
and the way to develop the best that is in a person is by appreciation and encouragement.
Charles Schwab, Steel Magnate (1862-1939)
To accomplish great things, we must not
only act but also dream; not only plan but
also believe.
Anatole France, The Nobel Prize in
Literature 1921 (1844-1924)
Some are born great, some achieve
greatness, and some have greatness
thrust upon ’em.
We make a living by what we get, we make a
life by what we give.
William Shakespeare, Twelfth Night
Sir Winston Churchill, Prime Minister
and Minister of Defense (1874-1965)
Greatness is not standing above our fellows
and ordering them around — it is standing with
them and helping them to be all they can be.
G. Arthur Keough, Educator (1909-1989)
A road to success is always
under construction.
Listen or your tongue will keep you
deaf.
Unknown
Native American Proverb
If you don’t know where you’re going to,
you will end up somewhere else.
Lewis Carrol, Alice in Wonderland
If Plan A isn’t working, I have Plan B,
Plan C, and even Plan D.
Serena Williams, Tennis Star
You don’t lead by pointing a finger and telling
people some place to go. You lead by going to
that place and making a case.
Ken Kesey, Writer (1935-2001)
Leaders aren’t born, they are made. And they are made just like anything else, through
hard work. And that’s the price we’ll have to pay to achieve that goal, or any goal.
Vince Lombardi, Football Coach (1913-1970)
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Career Activity File — Leadership and Career Clusters
Table of Contents
Introduction ................�
Page No.
1
Quotes .........................�
2
Leadership ..................�
4
Leadership Activities ........................................................................................................................... 4
Leadership Internet Sites .................................................................................................................... 5
Did You Know .......�
7
Part-Time School Leadership Positions .............................................................................................. 9
Lessons/Activities.....�
10
Elementary Lessons ...........................................................................................................................10
Middle Grades Lessons ......................................................................................................................15
High School Lessons ..........................................................................................................................23
Rate Yourself as a Leader ........................................................................................................................26
Products and Resources ...........................................................................................................................27
Career Clusters ........�
28
Activities for Career Clusters ............................................................................................................28
Career Clusters Web Sites .................................................................................................................31
Construction Company ......................................................................................................................34
Integrating Construction into the Classroom ...................................................................................37
Manmade and Natural Wood Unit ....................................................................................................38
Construction and Design Academy ...................................................................................................39
Samples of Cluster Plans of Study, Career Cluster Pathway Models,
Requirements, and Workforce Stats ..............................................................................................40
Architecture and Construction Business ....................................................................................40
Business, Management and Administration ..............................................................................44
Education and Training ...............................................................................................................48
Information Technology ...............................................................................................................51
Web Sites and Information for Counselors and Teachers ......................................................................56
Choose Your Path to Success .............................................................................................................56
WorkKeys/Key Train ..........................................................................................................................56
ABCs of Career Awareness and Career Exploration ........................................................................57
Teen Brains Under the Microscope ...................................................................................................57
The ABCs of Credit and Finance .......................................................................................................57
Prop Boxes ..........�
57
Counselor Blog ...�
57
Minority Scholarship Task Force ......................................................................................................58
Work Ethic Program Guide ...............................................................................................................58
Cooperative Alliance ..........................................................................................................................59
Oklahoma Higher Education College Credit Check ..............................................................................60
Career Poster and Poetry Contest ..........................................................................................................61
Bulletin Board Ideas �
63
Career Games and Activities ...................................................................................................................67
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Career Activity File — Leadership and Career Clusters
Leadership
Leadership Activities
Listening
Active Listening
One of the skills of an attentive listener is
the ability to repeat what someone tells them.
Practice this with two students working
together. Chose one topic which one person
supports and the other opposes. The person
who goes first will state why he or she supports
or opposes the chosen topic. The second person
paraphrases what was said. How well did the
second person listen? If the listener paraphrased
correctly, the first person will agree to what
was said. If not, the speaker restates what was
said, and the listener again paraphrases. This
continues until the listener paraphrases what
the speaker said accurately enough to satisfy the
speaker. The listener then makes a statement
on a topic, and the former speaker becomes the
listener. The activity continues back and forth
for two to three minutes per topic. The following
topics can be used for the activity.
Gun control
Smokers’ rights
Capital punishment
Women in combat
Medical use of marijuana
Foreign aid
Elimination of grades
Free lunch for all students
Required schooling until 18
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Attack on Iraq
Surrogate mother
Gays in the military
Right to die
Cloning research
Prayer in school
Leadership
Leaders and Followers
Have students draw a picture of a leader and
his or her followers. An example of a caption
for a teacher/students could be, “Teachers teach
students in a school.”
Coach/players
Teacher/students
Childcare worker/
children
Military General/
soldiers
Conductor/orchestra
members
CEO/employees
Mayor/citizens
Minister/church
members
Peer Teaching
Reading Buddies
Pair high school students with middle grade
students to improve reading skills.
Pair middle grade students with elementary
students.
Leader or a Follower
Discuss the positive qualities of a leader and a
follower. It is important to remember all leaders
are followers at some point. Have students write
two short paragraphs on whether they consider
themselves a leader or a follower and why.
Plan a Display Entitled “I Was Once Like You.”
This is similar to a “Hall of Fame.” Ask a
graduate of the local school district to provide
a school photograph, information about
extracurricular activities, school attended
after high school, awards attained as an adult,
occupational license, etc., for the display. The
display will help the students understand that
people from their environment can become
successful leaders.
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Career Activity File — Leadership and Career Clusters
Leadership Internet Sites
SERVICE LEARNING
Key Club
http://www.keyclub.org/
Key Club is the oldest and largest service
program for high school students. What makes
Key Club so successful is the fact that it is a
student-led organization that teaches leadership
through serving others.
National Student Safety Program
http://adtsea.iup.edu/nssp/default.aspx
The National Student Safety Program (NSSP)
is the youth organization that encourages and
assists students as they implement safety
activities within their schools and community.
Newkirk is the only participating school in
Oklahoma; its STEPP UP chapter focuses on
safety outside of drinking and driving. STEPP
UP members hosted the National Conference
held on the UCO campus in Edmond. This
chapter provides leadership opportunities for
their chapter members. Contact Jackie Huster,
Newkirk High School.
[email protected]
Oklahoma State Department of Education
Learn and Serve Program
http://sde.state.ok.us/home/defaultie.html
Select “Site Index,” Click on “L,” for Learn and
Serve Program.
Freedom Corps
http://www.usafreedomcorpskids.gov
This site provides resources, ideas, and
information to help parents and teachers engage
America’s youth in their communities.
Points of Light Foundation
http://www.pointsoflight.org/resources
This site provides ideas and guides for planning
a volunteer event. The guides are divided by
elementary, middle grades, and high school
levels. Create a free account with a password
and user name to view resources and materials.
LEADERSHIP
Self-Assessment
http://www.nwlink.com/~donclark/leader/self.
html
This site was created with 20 tasks to evaluate.
Use this assessment to help determine what
skills and abilities you can continue to improve
(strengths) and what skills and abilities you
need to develop (opportunities for growth).
The National Council on Youth Leadership
http://www.ncyl.org/
This site from The National Council on Youth
Leadership (NCYL) provides information on
NCYL programs, events, and how to start a new
chapter. NCYL is dedicated to the belief that
the recognition, encouragement, and leadership
skills we give to young men and women today
serve as a powerful inspiration that can shape
their behavior in tomorrow’s world.
Voices and Work from the Next Generation
http://www.whatkidscando.org/
What Kids Can Do documents the value of young
people working with teachers and other adults
on projects. You will find “Featured Stories”
highlighting these young activists and their
projects. The site presents an impressive array
of teens, the challenges they face, and what they
are doing to make the world a better place.
VOLUNTEERING
Volunteer Service Ideas
http://www.familyfirst.net/famlife/kind_attitude.
asp
Volunteer ideas that include the family,
neighborhood, and the environment.
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Career Activity File — Leadership and Career Clusters
How Leadership Influences Student
Learning
http://wallacefoundation.org/NR/rdonlyres/
E3BCCFA5-A88B-45D3-8E27-B973732283C9/0/
ReviewofResearchLearningFromLeadership.pdf
The report focuses on three areas that make
up the basic core of successful leadership
practices that support student learning: setting
directions, developing people, and making the
organization work.
Leadership Skills You Never Outgrow
http://www.eric.ed.gov
Click on the “Keywords” drop down box and
select ERIC #.
In the blank space type ED355050. This booklet
contains ideas and lesson plans for introducing
leadership in club meetings. The plans are
divided according to student level.
LISTENING SKILLS
Listen Up! Move Up!
http://featuredreports.monster.com/listen/
overview/
This site provides “The Listener Wins,”
“Interview Tip: Listen Well,” “Five Tips for
Listening Well,” and “Listen Profoundly.”
What Do You Hear?
http://www.alcaweb.org/cgi-bin/WebObjects/
ALCA (case sensitive)
The focus of this lesson and survey is on what
students hear on a walk around the school. To
view page, select “K-12,” select “Projects,” scroll
to the bottom of the page, and click on “Preview
Form.” This survey can be completed online after
completing the game What Do You Hear?
How Do You Listen: A Self Quiz
http://www.unce.unr.edu/publications/EBPubs/
EB0103/communication1.htm
This 10-question “yes or no” survey is on how
well you listen. The suggested response is
located at:
http://www.unce.unr.edu/publications/EBPubs/
EB0103/communication2.htm
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Career Activity File — Leadership and Career Clusters
Did You Know . . .
Employers’ Survey
A college career center conducted a study on how
employers rate the qualities and experiences
outside the classroom of potential employees.
Employers rate related work experience as
the number one activity they look for in potential
Employers’ Ratings
1.
2.
3.
4.
employees. Number two was leadership in
student organizations. The following table gives
the ratings and that experience. Suggested
examples on how to obtain these experiences can
lead to improved employability after graduation.
Suggested Examples
Job-related work experience
Student organization leadership
Paid job-related work experience
Student academic organization member
Non-paid internship
Officer in organization
Paid internship
Student council member; vocational student
organization member
Junior volunteer at local hospital
5. Volunteer community service experience
Source: Journal of Career Planning and Employment
A Four-Step Process to Be an Active
Listener
1. Give the other person your full attention and
make eye contact.
2. Watch the speaker’s body language to
understand how the speaker feels.
3. Think about what is being said instead of
how you are going to respond.
4. Repeat back to the speaker a summary of
what was said.
Listening Challenges
Most people talk at the rate of 125 words per
minute. Most of us think at least four times
faster than this. With concentration and
practice, we can listen and understand as
much as 400-500 words per minute. Since we
think so much faster than people speak, our
minds tend to wander to other things. To make
matters worse, linguists tell us that the normal
untrained listener will retain only 50 percent of
a conversation within the first 24 hours of the
interaction.
Community Leader Guide: Communication
http:www.unce.unr.edu/publications/EBPubs/
EB0103/communication.htm
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It is estimated that only
7% of a message is formed by the actual
words we choose,
38% of the message comes from pitch,
intonation, and volume
55% comes from nonverbal gestures like
facial and body gestures
The 8th Habit: From Effectiveness to
Greatness by Stephen Covey
Covey described the 8th Habit as, “The crucial
challenge of our world today is this: to find our
voice and inspire others to find theirs. Finding
your voice means finding what you love doing,
that you feel passionate about, that serves a
real need, and that your conscience tells you
to do.” This goes beyond the 7 Habits into the
area of leadership — of families, homes, and
businesses.
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Career Activity File — Leadership and Career Clusters
Volunteer Work Related to the Career
Clusters
Architecture and Construction – Work at a
Habitat for Humanity site.
Business, Management, and Communications
– Arrange a food drive for the community.
Education and Training – Organize one night
a month to teach parents a topic that they
request.
Information Technology – Develop a school Web
site.
Poverty Simulation
The Community Action Poverty Simulation is a
tool that educates people in the community about
the day-to-day realities of life with a shortage
of money and a huge amount of stress. During
a simulation, participants role-play the lives of
low-income families, from single parents trying
to care for their children to senior citizens trying
to live within the means of their Social Security
check. The task of each family is to provide food,
shelter, and basic needs during the simulation
while interacting with various community
resources. This program is available for a fee by
contacting Jack Hedrick, Junior Achievement
District Manager at [email protected] or 405-8801594. Mr. Hedrick can also explain the economic
programs that are available for K-12 students
that are taught by business volunteers.
Volunteering Survey
Read sample results from the USA Weekend’s
18th Annual Teen and Volunteering Survey of
21,700 students in Grades 6-12.
http://www.usaweekend.com/05_issues/050424/
050424teen_survey.html#surveyall
About how many hours a year do you volunteer?
Fewer than 20 hours: 15%
20 to 39 hours: 35%
40 to 59 hours: 13%
60 to 80 hours: 7%
More than 80 hours: 30%
Which of the following examples of volunteering
appeals to you the most? (Pick only one.)
Visiting with sick kids in the hospital: 22%
Feeding the homeless: 17%
Tutoring: 16%
Helping to build affordable houses: 12%
Do you expect to volunteer as an adult?
Yes: 93%
No: 7%
Volunteering Stats
Forty-four percent of adults volunteer and twothirds of these volunteers began volunteering
their time when they were young.
Adults who began volunteering as youth are
twice as likely to volunteer as those who did not
volunteer when they were younger.
Independent Sector Survey, 2002
http://www.independentsector.org/programs/
research/engagingyouth.html
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Career Activity File — Leadership and Career Clusters
Part-Time School Leadership Positions
Designate a task for the day or week from a
cluster of study. Brainstorm with students a list
of possible tasks students could be assigned to
do in the classroom and school that would fit in
each of the 16 clusters. Rotate or have students
apply for these positions. These ideas can be
used as examples:
Agriculture, Food and Natural Resources
Water plants for that day or week.
Feed the ant farm or other animals in the
classroom or another classroom.
Architecture and Construction
Turn lights off when rooms are empty.
Design another arrangement of classroom
desks.
Arts, A/V Technology and Communications
Edit class newspaper.
Broadcast school news on the public address
system.
Business, Management and Administration
Collect lunch count and attendance for the
office.
Organize the number of cafeteria lunches,
bag lunches, salads, and a la carte on a
school form.
Education and Training
Tutor students with assignments.
Read to younger students.
Finance
Work in school store taking inventory and
making change.
Provide student lunch loans to those who
forgot their lunch money.
Health Science
Lead opening exercise during physical
education.
Monitor hand washing prior to lunch.
Hospitality and Tourism
Clean tables and assist in lunchroom.
Greet visitors at classroom door.
Human Services
Serve as conflict manager.
Serve as a buddy to a new student.
Information Technology
Load software on computers.
Troubleshoot during computer lab.
Law, Public Safety, Corrections
and Security
Serve as crossing guard.
Escort younger students to bus.
Manufacturing
Recycle paper.
Assemble snacks or art supplies for younger
students.
Marketing, Sales and Service
Decorate a bulletin board.
Post ads explaining upcoming activities.
Science, Technology, Engineering and
Mathematics
Serve as a problem solver to other students.
Set up mike for an assembly.
Transportation, Distribution and Logistics
Assist students in wheel chairs.
Deliver snacks to younger students.
Government and Public Administration
Lead in voting between two activities.
Lobby for students’ suggestions.
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Career Activity File — Leadership and Career Clusters
Lessons/Activities
Cover Up
This activity will help students describe
the importance of cooperation, understand
leadership abilities, and demonstrate how to get
along positively with people who are different
from themselves.
Related Subjects – Elementary
Social Studies
Art
Language Arts
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
Cut paper in quarters (4 covers per 8.5 x 11
page), markers, or crayons
Activities
Introduce the activity. Tell the students that
you represent a music company looking for
a cover design for a new CD. Explain that
the students will be working in teams. In
the first phase of the activity, the teams will
compete to design the winning CD cover.
In the second phase, they will compete to
see which team can mass produce the most
copies of the winning cover in a given period
of time.
Begin Phase 1 of the activity. Have the
students form small teams of 5 to 7. Ask
each team to choose a manager. Give each
team several sheets of paper and markers or
crayons.
Lead a discussion. At the end of 40 minutes,
have the teams submit their final designs.
Lead a discussion concerning this phase of
the activity. Ask these and other questions:
How did you organize for the job?
How did you get ideas for designs?
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Did all the members of your team do the
same thing, or did you specialize?
How did you select your final design?
How well did the members of your team
cooperate?
What problems did you encounter?
Phase 2 preparations: Select one design
to be mass produced in the second phase
of the activity. Using tracing paper, draw a
black-line master of the winning design and
reproduce at least 100 copies of it. Reproduce
three or more original colored copies for
teams to refer to while completing their task.
Begin Phase 2 of the activity: Divide the
copies equally among the teams, and provide
plenty of markers or crayons. Explain: You
will have 20 minutes to produce as many
exact copies of the model design as you can.
The winning team is the team that produces
the most. Since I have provided line copies,
your main task is to add the color and texture,
etc. Copies of poor quality will be eliminated
prior to the final count.
Give the groups 10 minutes to get organized.
Announce the start of production, and call
time after 20 minutes. Tally the results and
announce the winning team.
Lead a follow-up discussion. Encourage the
students to talk about what they learned
from the activity. Ask these and other openended questions:
How did you organize for the job?
Did you specialize? How?
How well did the members of your team
cooperate?
What did you learn about working with
others from this activity?
If you were to do the production phase
again, what would you change about your
process and why?
Evaluation
Students will be evaluated on participation
and quality of work.
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Career Activity File — Leadership and Career Clusters
Say it Again, Sam
Students will use positive communication skills
in place of hurtful or intimidating words when
expressing needs, wants, and feelings and
identify the skills needed to be a responsible
friend and family member.
Related Subjects – Elementary
Language Arts
Health
National Career Development Guidelines
Develop positive interpersonal skills,
including respect for diversity. (PS2)
Materials/Supplies
“Say It Again, Sam” worksheet
www.okcareertech.org/guidance/CareerInfo/caf.htm
Activities
Ask the students to complete “Say It Again,
Sam” worksheets.
Discuss with students their responses to the
worksheet.
Have students discuss how crudely stated
criticisms hurt people’s feelings and are
destructive to friendships while considerately
stated suggestions can be helpful.
Evaluation
Evaluation will be based on completion of
“Say It Again, Sam” worksheet and group
discussion.
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Career Activity File — Leadership and Career Clusters
Say It Again, Sam
People often say things that hurt other people’s feelings. Read the remarks under “One Way to
Say It.” Then write the correct letter of “Another Way to Say It” from the list below.
One Way to Say It
1. _________
2. _________
3. _________
4. _________
5. _________
“Lester, you are so clumsy!”
“Stupid Joanne, don’t you know how to look up words?”
“During class is not the time for that!”
“Oh, Cory always has crummy ideas.”
“Don’t choose Iris. She can’t catch the ball!”
Another Way to Say It
A.
B.
C.
D.
E.
“These ideas don’t quite fit. We might change them a little.”
“Maybe we could choose a different time.”
“If you will watch where you are going, you may not bump into things as much.”
“Perhaps we could use her for another activity.”
“Some practice with the dictionary would help you.”
Care to Try It?
Say It Again, Sam. Rewrite each of the remarks on the lines below.
I think Ellen is a liar.
__________________________________________________________________________
Audrey is just too dumb to do that project.
__________________________________________________________________________
Everett is too lazy to be on my committee.
__________________________________________________________________________
Someone stole my pencil.
__________________________________________________________________________
Don’t you think Gail acts weird sometimes?
__________________________________________________________________________
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Career Activity File — Leadership and Career Clusters
Transferable Skills
In this activity, students will identify
transferable skills in school that may be
implemented in a career.
Related Subject – Elementary
Language Arts
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
“Transferable Skills” worksheet, pencil
Discuss how skills learned in one situation
are used again in different situations.
Have the students fill in the “Transferable
Skills” worksheet.
Ask the students to make a list of future
skills they may be able to transfer from
school to work.
Evaluation
The student will be evaluated on class
participation and completed worksheet.
Activities
Define transferable skills.
Skills such as organization, public speaking,
interpersonal skills, highly technical skills,
etc., that can be used in different occupations
are known as transferable skills.
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Career Activity File — Leadership and Career Clusters
Transferable Skills
Transferable Skills
When Used in School
When Used in Career
1. Meeting deadlines
2. Listening
3. Expressing yourself verbally
4. Expressing yourself in writing
5. Remembering
6. Working independently
7. Taking notes
8. Writing in an organized manner
9. Organizing
10. Making decisions
11. Solving problems
12. Using criticism to grow
13. Being dependable
14. Being responsible
15. Working as part of a team
16. Planning ahead
17. Negotiating
18. Being motivated
19. Leading
20. Arriving on time
May be photocopied for student use.
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Career Activity File — Leadership and Career Clusters
The Wide World of
Volunteering
Who cleans the local stretch of highway? Who
reads to the shut-in down the street? Who
organizes the spring egg hunt in the park?
Chances are it is a group of volunteers or an
individual volunteer. This activity will explore
the topic of volunteering, explain the benefits of
volunteering, and help students identify ways
they can volunteer.
Related Subjects – Middle Grades
Social Studies
Language Arts
National Career Development Guidelines
Develop positive interpersonal skills
including respect for diversity. (PS2)
Materials/Supplies
“Summary of Volunteer Experience,” and
“Evaluation of Volunteer Experience,”
chalkboard, paper
Activities
Lead a class discussion on volunteering
and volunteer organizations within your
community.
Ask the students to brainstorm new ideas
for volunteering. Activities could include:
cleaning a park, visiting people in a nursing
home, etc.
Have the students discuss the benefits of
volunteer work. (Examples: Getting to know
people of a different age, feeling good about
“just helping someone” without being paid.)
Ask the class to brainstorm volunteer work
they could do as a group or that the students
could do themselves at school, home, or in the
community.
Make a master list from the brainstorming
session.
Have each student prepare a written plan to
volunteer in the community. It should list the
type of activity, who will benefit, when it will
be done, etc.
Evaluation
Students will be evaluated on their
participation in discussions, their written
plans of action, and their completed
worksheets on their experiences.
Have the students list ways in which they
have volunteered, and write them on the
chalkboard.
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Career Activity File — Leadership and Career Clusters
Summary of Volunteer Experience
Name of Volunteer ________________________ Organization _________________________
Job _________________________________________________________________________
Address ________________________________________ Telephone ___________________
Dates of Service _________________________________ Total Hours Worked ___________
Major Functions of Your Job: _____________________________________________________
____________________________________________________________________________
Accomplishments _____________________________________________________________
Skills Developed ______________________________________________________________
Specific Training (if applicable) ___________________________________________________
Signature of Supervisor _________________________________________________________
Title of Supervisor _____________________________________________________________
Date ________________________________________________________________________
Evaluation of Volunteer Experience
Position __________________________
Organization ______________________________
I would rate the quality of the experience as:
excellent ________ good ________ fair ________ poor ________
What I found most rewarding about this experience ___________________________________
What I found difficult and why ____________________________________________________
Strengths I brought to the position_________________________________________________
Skills I used __________________________________________________________________
New skills/knowledge I picked up _________________________________________________
Skills I enjoyed using ___________________________________________________________
How this experience benefited me ________________________________________________
Skills I’d like to develop further ___________________________________________________
Other volunteer roles I’d like to try _________________________________________________
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Career Activity File — Leadership and Career Clusters
In the News
Related Subjects – Middle Grades
English
History
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
Magazines, newspapers
Activities
Clip five articles from newspapers or
magazines that pertain to leadership skills.
These articles can be examples of either good
or poor leadership practices, i.e., company
receives a recognition or a company is
involved in unethical practices. Share with
the class, explaining your point of view as to
good or bad practices, and discuss why you
feel that way.
www.okcareertech.org/guidance/CareerInfo/caf.htm
List the headlines of the stories.
1.
_____________________________________
_____________________________________
2.
_____________________________________
_____________________________________
3.
_____________________________________
_____________________________________
4.
_____________________________________
_____________________________________
5.
_____________________________________
_____________________________________
Evaluation
Students will be evaluated on locating
articles pertaining to leadership skills and
their oral presentations about them.
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Career Activity File — Leadership and Career Clusters
Chart Goals
Related Subjects – Middle Grades
English
Careers
National Career Development Guidelines
Use a process of decision making as one
component of career development. (CM2)
Goals
Educational
Materials/Supplies
Decision Making and Chart Goals handouts
Activities
Think about your goals. These may be
tentative or definite. Write the goals in the
chart below. Underline those you think of as
definite.
Occupational
Interests
& Hobbies
Others
(Home life,
spiritual,
social, etc.)
Immediate
(Today, this
week, or this
month)
Intermediate
(This semester
or this year)
Long-range goals
Next year
Two years
Five years
Ten years
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Career Activity File — Leadership and Career Clusters
Decision Making
Think about these goals and how they fit together. Select the goal that seems most important to you now
and work it out in more detail by completing the following statements.
1. One goal that I really want to accomplish is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. I am going to make progress toward this goal by
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. My deadline to turn this plan into reality is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. The abilities and skills that I have that will help me achieve this goal are
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. I have detailed knowledge of the following subjects that will help me reach my goal.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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19
Career Activity File — Leadership and Career Clusters
6. Areas in which I need more information, help, skill, and knowledge are
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. Places to go and people to see for gaining knowledge, acquiring information, and mastering skills
are
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. The first step I am going to take (this week!) is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. My next three main steps will be
a. ___________________________________________________________________________
_____________________________________________________________________________
b. ___________________________________________________________________________
_____________________________________________________________________________
c. ___________________________________________________________________________
_____________________________________________________________________________
10. My deadline for completing these three steps is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evaluation
The students will be evaluated on the thorough completion of the handouts.
20
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Career Activity File — Leadership and Career Clusters
Rank Employees’
Needs and Desires
All too often managers think that they know
what the employees want, but the employees
claim otherwise. To illustrate this point, the
following survey was conducted. The managers
were asked to rank 10 job factors in the order
they thought their employees would rank them.
Independently, the workers were asked to rank
the same factors in order of importance.
Related Subjects - High School
English
Careers
National Career Development Guidelines
Use accurate, current, and unbiased career
information during career planning and
management. (CM3)
Materials/Supplies
Employee Ratings/Job Factors handout
Activities
Rank the 10 job factors as you believe
employees would rank them. Write a “1”
before the factor you believe the employees
will rank first, a “2” before the second most
important factor, and so on through number
10. Then compare your results with those of
the original survey that is printed on the next
page. Be sure to discuss what you discovered
with the rest of the class.
Evaluation
The student will be evaluated on the
discussion of the employee and supervisor
rating.
Employee Ratings
Job Factors
_______ Work that keeps you interested
_______ Good wages
_______ Job security
_______ Good working conditions
_______ Personal loyalty of management to workers
_______ Promotion and growth in company
_______ Feeling “in” on things
_______ Full appreciation of work done
_______ Sympathetic help on personal problems
_______ Tactful disciplining
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Career Activity File — Leadership and Career Clusters
Employee
Rating
Supervisor
Rating
Full appreciation of work done
1
8
Feeling “in” on things
2
10
Sympathetic help on personal problems
3
9
Job security
4
2
Good wages
5
1
Work that keeps you interested
6
5
Promotion and growth in company
7
3
Personal loyalty of management to workers
8
6
Good working conditions
9
4
10
7
Job Factors
Tactful disciplining
Keep these job factors in mind when looking at occupations you would like to do — will your
chosen occupation provide you with these rewards?
Evaluation
Students will be evaluated on their discussion of the different ratings given by the employees
and the supervisors.
22
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Career Activity File — Leadership and Career Clusters
Evaluate an Open-Door Policy
Many team leaders or managers claim to
maintain an “open door” to the office. They want
the staff to feel free to come into the office and
discuss anything relating to the firm. Some
encourage “small talk” as well. This assignment
will help you understand the challenge of
maintaining open communication.
Related Subject - High School
English
National Career Development Guidelines
Develop positive interpersonal skills,
including respect for diversity. (PS2)
Materials/Supplies
Case Study Question Handout
Activities
• Read the case study and answer the
questions. Be prepared to discuss your
responses with the class.
Tina Saunders, chief accountant, and Bob
Williams, manager of the men’s department,
were walking down the main aisle of Mason’s
Ready-to-Wear Shop on their way out to
lunch. As they approached the door, they saw
Jim Mason, the president, talking to Miss
Bakes, the jewelry department manager. Jim
was trying to edge away, and he sounded
somewhat impatient as he said, “Well, I have
to run along now. Drop into my office when
you have a chance. You know . . . ”
As Tina and Bob walked out the door, Bob
said, “Bet his next words were ‘My door is
always open.’”
Tina replied, grinning, “I won’t take that
bet.”
After the two were seated in the restaurant
across the street, Bob said, “Jim is finding
it pretty hard to take his father’s place as
head of the store. Of course, it was a shock
www.okcareertech.org/guidance/CareerInfo/caf.htm
to him when his father was killed in that
plane crash. But, it’s been over eight months
now, and Jim is still tense and keyed up all
the time. It’s not that he doesn’t know store
operation. He was well-coached from the
ground up. He started as a part-time stock
boy even before he was in high school, and
he worked every summer through his high
school and college years. He spent time in
every department. For five years, he was his
father’s assistant. So, he knows operations all
right.”
Tina was quiet for a few seconds before
answering. “Yes, he knows operations. Maybe
that’s his trouble. Now, don’t get me wrong.
I like Jim. But I can’t really get to him with
ideas or suggestions. I’ve been with the store
for a little over two years.” Tina paused for
a moment, then said, “I was assistant chief
accountant over at the Emporium when I
heard of the opening here. I heard, too, that
Mr. Mason, Jim’s father, was a fine person
to work for, and he was. He gave me free
reign in the accounting department and let
me make a lot of changes after I’d discussed
them with him. Easy man to talk to.
Encouraged ideas. But not . . . ”
“I know,” said Bob. “Now we don’t have a
chance to discuss either ideas or problems
with the boss. But heaven forbid that we
go ahead and make our own decisions. I’ve
stopped dropping in that ‘open door.’ Last
week I made an appointment with Jim to
discuss the new line of shirts and suits we’d
been handling for the last month.
“When I got to his office,” explained Bob,
“Jim was on the phone. He motioned to a
chair, and I sat down. When he hung up, he
dashed out, without a word, to talk with his
secretary. He came back, wrote some things
on a pad, and made a few notations on some
incoming mail. He then turned to me and
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Career Activity File — Leadership and Career Clusters
said, ‘Well, what’s your problem today? My
door is always open!’
“I reminded him that he had agreed to
discuss the new shirt and suit lines. I also
told him that I had some sales figures and
some customer comments that the clerks had
passed on to me. When I mentioned clerks,
he broke in to sound off about the shortage
of help in the women’s department. Then the
phone rang. We got back on the track again
for about three minutes. He was looking at
the sales figures, and I was pointing out the
upward trend, when he said, ‘What do you
think of Thompson in your department? Is he
slowing down a bit?’
“Well, after that comment, I was trying to
think of an excuse to leave, but I was saved
by the phone. He was pretty angry when he
finished the phone conversation. He turned
to me and said, ‘Trouble in the advertising
department again. Blake is always crying on
my shoulder. Guess we have your problem
worked out, haven’t we? Blake is coming
up now. But, when you have a chance, drop
back, and let’s have a real chat about your
department. Especially those new lines we
put in a while ago.’ I said thanks and left. I’d
just about reached Mary’s desk in the outer
office when Jim called, ‘Thanks for coming,
Bob. Come back any time. You know my door
is always open.’”
Evaluation
Students will be evaluated on how well they
complete the handout.
24
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Career Activity File — Leadership and Career Clusters
Case Study Questions
1. How does Jim rate as a good listener?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Give three examples to justify your rating of Jim.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is the reaction of employees to Jim?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What is Jim’s attitude toward his employees?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. In your opinion, what is wrong with the way Jim acts in meetings with a staff member?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. List what Jim did wrong when he met with Bob. What could Jim have done differently during
the meeting with Bob?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
25
Career Activity File — Leadership and Career Clusters
Rate Yourself as a Leader
Effective leaders exhibit certain qualities of personal characteristics. This self-evaluation will provide
personal leadership strengths and weaknesses.
Place a check mark in the column that best expresses your thoughts about the statement.
Need to Gain
Knowledge
Need to
Improve
Can Do
Well
1. I can work independently and in group settings to
get things done.
2. I can communicate effectively with others.
3. I can take risks to get the job done.
4. I can invest in others by enabling and empowering
them.
5. I can learn from mistakes and deal with setbacks.
6. I can practice the human relations skill of honesty.
7. I can practice the skill of listening.
8. I can understand, accept, and appreciate others
and their contributions.
9. I can demonstrate courage to take risks.
10. I can adapt to opportunities and obstacles.
11. I can demonstrate moral behavior.
12. I can accept diversity of ideas and opinions.
13. I can accept responsibility for personal actions.
14. I enjoy working with others.
15. I can seek counsel from others.
16. I can admit my mistakes.
17. List your strengths.
18. List your weaknesses.
26
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Career Activity File — Leadership and Career Clusters
Products and Resources
Concepts of Effective Leadership
Outstanding leadership advice is provided on
styles of leadership, basic motivational and
human relation skills for effective leadership,
and methods for setting and achieving personal
and organizational goals. (20 minute video)
Grade Level:
High School
Order Number:
HO7106
Okla. In-State Price:
$39
Hey, Is Anyone Listening?
This tape teaches students the importance of
listening and how listening impacts virtually
every aspect of life. It explains in detail the
causes of poor listening habits and gives concise
cures for a lousy listener.
Order Number:
TA7007
Okla. In-State Price:
$89.95
Watch What You Say . . . to You!
This video explores how students develop or
destroy the most important of all possessions . . .
their self-esteem. It explains the essential skills
of monitoring and mastering self talk. This video
provides steps for noticing and combatting the
cruel voice inside each student.
Order Number:
TA7006
Okla. In-State Price:
$89.95
How to Order?
You can order online 24 hours a day, or give us
a call. Our toll-free (U.S. only) customer service
number is 800-654-4502. Customer service hours
are 8 a.m. to 4:30 p.m. Central Time. You may
also fax an order to 405-743-5154.
Career Cluster Video and DVD Series:
Oklahoma In-State Prices
Career Cluster: Architecture and
Construction
CADD and Surveyor, Carpenter and Project
Manager, Equipment Worker and Highway
Worker.
CE7001 VHS .................................................$39
CE8001 DVD .................................................$59
Career Cluster: Information Technology
Network Administrator, PC Support Specialist,
Help Desk Specialist, Computer Programmer,
Multimedia Producer.
CE7010 VHS .................................................$59
CE8010 DVD .................................................$79
Business, Management, and Administration
General Manager, Accountant, Human Resources
Manager, Compensation Analyst, Marketing
Manager, Executive Assistant.
CE7003 VHS .................................................$39
CE8003 DVD .................................................$59
Education and Training
Elementary Teacher, Coach, Social Worker,
Speech Language Pathologist, Principal, Director
of Training.
CE7004 VHS .................................................$39
CE8004 DVD .................................................$59
Curriculum and Instructional Materials Center
Oklahoma Department of Career and Technology Education
1500 West Seventh Avenue
Stillwater, OK 74074-4364
Toll-free ordering: 800-654-4502
www.okcareertech.org/guidance/CareerInfo/caf.htm
27
Career Activity File — Leadership and Career Clusters
Career Clusters
Activities for Career Clusters
Business, Management and Communications
Ford Partnership for Advanced Studies (Ford PAS)
Related Subjects: Math, Science, Social Studies, English
Related Occupations: Careers in Business, Engineering, and Technology
Activity: Ford PAS is an educational program that uses project-based learning strategies with
student-created projects. The learning experiences challenge the students and provide real world
experience. The curriculum materials can be downloaded for free or purchased as bound copies.
To learn more about Ford PAS, visit www.FordPAS.org
Inventors
Related Subjects: Science, English
Related Occupation: Business Entrepreneur
Activity: Write a research paper on products to understand how the telegraph, radio, rubber tire,
plow, etc., were invented and the impact they made on society.
http://www.invent.org/hall_of_fame/1_1_search.asp
Graded On: Complete sentences, spelling, and grammar.
Business Simulation Game
Related Subjects: Social Studies, English
Related Occupation: Business Entrepreneur
Activity: This business simulation game allows the player to serve as the CEO of a fictional
company. (Provide e-mail address and ZIP code to play.) http://titan.ja.org/
Graded On: Teamwork, oral communications, and organizational skills.
Architecture & Construction
Road Repair
Related Subjects: Geography, Social Studies, and Math
Related Occupation: Highway Maintenance Worker
Activity: Students study maps to differentiate interstate highways from local highways. Print maps
of local streets using www.mapquest.com. With the help of parents, students will indicate on the
maps which roads need to be repaired. Students will determine if the repair will be done using
cement or asphalt. Also, have students estimate the cost of filling potholes.
Graded On: Reading map, estimating cost, locating position of pothole
Sandbox Road Construction
Related Subjects: Geography, Social Studies, and Math
Related Occupation: Highway Maintenance Worker
Activity: Have students color, cut, and tape clip art to sticks to place in sandbox or rice area. (See
related handout.) Students may use play vehicles to pretend they are building a road. Show the
students a video on Highway Maintenance Workers located at
http://www.acinet.org/acinet/videos_by_occupation.asp?id=,27&nodeid=28
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Career Activity File — Leadership and Career Clusters
Feely Sock
Related Subject: Language Arts
Related Occupation: Carpenter
Activity: Choose three or four objects that a carpenter would use (for example, pliers, tape measure,
wrench, nails, etc.). Place one object in the sock and tie the open end with the rubber band. Ask
students to guess what the object is by feeling the outside of the sock.
Measuring Plumbing Pipe
Related Subject: Math
Related Occupation: Plumber
Activity: View a video on plumbers at
http://www.acinet.org/acinet/videos_by_occupation.asp?id=,27&nodeid=28.
Provide different lengths of PVC pipe for students to connect and measure.
Related Activity: Measure classroom and design a blueprint including hallway.
Graded On: Measuring ability.
Education and Training
Learning Styles
Related Subjects: All Subjects
Related Occupation: Teacher
Activity: Provide students two rectangular pieces of paper to fold into an airplane. They will first
fold the paper by listening to a person provide oral directions without a visual. Then students
will fold a piece of paper by visually watching a person show the steps in folding an airplane. The
students will discuss which modality is their preference.
Graded On: Oral and written directions.
Education Needed
Related Subjects: Any Subject
Related Occupations: Any Occupation
Activity: Students decide what educational degree, certification, or licensing would be the minimum
required in order to have that job. Divide students into teams. Present a career to the students
to decide what educational degree, certification, or licensing would be needed. The students will
decide as a team. Points can be earned.
Graded On: Teamwork and prior knowledge.
Information Technology
Web Editor
Related Subjects: English, Journalism
Related Occupation: Web Editor
Activity: Have students take on the role of a Web editor for the school’s online Web site. They are
to scan local papers and student-written articles and select articles they would post on the Web
site. Then students edit the articles to cater to the school’s audience. The Web editor occupational
description is located at http://www.bls.gov/oco/ocos089.htm.
Graded On: Written communications.
Computer Game
Related Subjects: Any Subject
Related Occupations: Computer Science Specialist and Electrical Engineer
Activity: Read how Ben with leukemia made a request with the Make-A-Wish Foundation to design
a video game that would be helpful for kids like him who have cancer. It would give them a way
to fight back and relieve some of the pain and stress. Share this site with others.
http://www.makewish.org/site/pp.asp?c=bdJLITMAE&b=81924 or www.makewish.org/Ben
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29
Career Activity File — Leadership and Career Clusters
Road Construction
Color, cut, and tape clip art to sticks.
30
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Career Activity File — Leadership and Career Clusters
Career Clusters Web Sites
Cluster
Architecture and
Construction
Web Site
Description
http://www.buildingcareers.org/
Career information, salary information,
education and training, and career advice for
students interested in construction careers.
http://constructmyfuture.com
This site provides a database of over 1,600
postsecondary programs in over 400
institutions.
Another database lists companies willing to
provide field trips, speaking engagements,
and/or student internships. Check out a listing
of industry scholarships, construction terms,
and career descriptions.
http://www.ifihadahammer.com
901-465-0668
If I Had a Hammer integrates teamwork,
communication, and the real-life application of
math and science concepts in the construction
of an 8 x 11 foot house complete with
windows, door, and a front porch. Cost is
$1500 for a two-year license. To learn more,
view the two videos on the Web site.
http://www.islandnet.com/
~yesmag/projects/geodesic.html
This site provides directions to build a
Geodesic dome constructed from interlocking
geometric shapes using rolled newspaper.
http://www.dot.state.tx.us/kidsonly/
BuildStuff/Buildstuff.htm
Business,
Management, and
Administration
TxDOT’s Kid’s Page contains photos and
facts on a variety of topics for a wide
range of reading levels. It has information
about different kinds of roads and bridges,
construction equipment and machines, and
work zone safety.
http://www.buildingc3.com/item.
asp?id=195
Female construction opportunities. This Web
site provides apprenticeship information for
males and females.
http://www.careers-in-business.
com
This site contains information on a variety of
business career areas and a variety of other
reference material.
http://www.uspto.gov/go/kids/
United States Patent and Trademark Office for
students.
http://www.invent.org/hall_of_
fame/1_1_search.asp
Search through the Hall of Fame inductee
library by inventor, invention, and induction
date.
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31
Career Activity File — Leadership and Career Clusters
Cluster
Web Site
Description
Business,
Management, and
Administration cont.
http://bized.ac.uk/virtual/cb/
The Cameron Balloons Virtual Factory
Students will learn how to run a business
through computer interactions and
worksheets.
Education and
Training
http://www.okhighered.org/mtrc/
Academic Commitment to Education Program
(ACE), formerly the Teacher Cadet Program,
is for high school students. Students conduct
teaching-like experiences in an educational
setting. The Leadership, Education and
Achievement Program (LEAP), formerly the
ProTeam Program, is for middle/junior high
students. This program provides leadership
development and human relations skills.
Future Educators Association (FEA) creates a
bridge between LEAP and ACE programs to
recruit future teachers into the profession.
405.225.9143 or
email [email protected].
ACE, LEAP, and FEA
Teacher Cadet
This is a weblog created to explore
possibilities for using blogs in a high school
Teacher Cadet class.
http://itc.blogs.com/tc/
http://www.infoplease.com/people.
html
http://www.nlc-bnc.ca/
pagebypage/
Information Technology
http://web.uoregon.edu/ISTE/
NEcc2006/
http://www.terry-freedman.org.
uk/db/premiumsub/
http://terry-freedman.org.uk/
amember/signup.php
32
Students choose biographies from categories
that include athletics, presidents, notable
women, and explorers. Use this site as a
starting point for a person’s name to learn
about the person’s career.
This site explains how to develop a children’s
book. You will follow two books, Zoom
Upstream and School from the beginning
of the story idea through finding the ideal
illustrator, the printing cycle, and then to
market. There are lesson plans to assist
educators and parents in helping children
understand the writing process.
National Educational Computing Conference
has begun Web casting many of its keynote,
spotlight, and concurrent sessions, making
them available for a full year after the
conference.
Computers in Classrooms
This is a free emailed newsletter that contains
news and practical advice for anyone
concerned with the teaching, management,
and use of information and communication
technology in schools.
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Cluster
Information Technology
cont.
Web Site
Description
Coming of Age: An introduction to the NEW
worldwide Web is a free download in PDF
format. Sample of Contents includes: Glossary
http://fordlog.com/wp-content/
uploads/2006/04/Coming_of_age_ of Terms Used, Blogging in Primary Education,
Using Blogs in School, Uses of Podcasting in
v1-2.pdf
Schools, Wikis: An Introduction, and Setting
Up a Wiki.
http://fordlog.com/?page_id=100
http://en.wikipedia.org/wiki/Game_ Career description and information on being a
designer
computer game designer.
http://www.mentoringnetwork.
org/riley/faq.html
http://kidspace.kidlink.org/
kidspace/start.cfm
http://www.kidlink.org/KIDPROJ/
www.okcareertech.org/guidance/CareerInfo/caf.htm
Kidlink’s free educational programs are for
children and youth in all countries through the
age of 17. This site helps children understand
themselves, identify and define goals for life,
and collaborate with peers around the globe
through a variety of activities.
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Career Activity File — Leadership and Career Clusters
Construction Company
Student teams will bid and construct wooden
tower while using problem-solving skills.
Related Subjects
Math
Writing
National Career Development Guidelines
Develop positive interpersonal skills
including respect for diversity. (PS2)
Materials/Supplies
Each company (team) will need “Company
Worksheet,” “Tower Blueprint,” 35 popsicle
sticks with 9/64-in. holes drilled a fourth of an
inch from each end; and 35 small screws and
nuts (size 6-32x1).
Activities
Divide the students into groups to form a
construction company that will construct
a tower. Explain the bidding process. Each
company will be competing for this job with a
bid to turn into the teacher.
Pass out the “Tower Blueprint” and
“Company Worksheet” to each company
to determine the amount of raw materials
needed and the approximate time frame to
complete the project.
After examining the submitted bids and
plans, the teacher will have each of the
companies build a tower following the
blueprint.
Companies will complete a one-page journal
that explains how the group worked together.
Sample topics may include which students
demonstrated leadership; the importance
of all members doing their jobs and the
difference teamwork played; the importance
and relevance of the blueprint, budget, and
plans to the final product; and the time frame
and its importance.
Display their finished towers.
Evaluation
Students will be evaluated on doing their
delegated duties, calculations on “Company
Worksheet,” and display of finished tower.
Additional Resources
Arizona Student Union Time Lapse
http://www.union.arizona.edu/construction/
timelapse/index.php
Golden Gate Bridge
http://goldengate.org/multimedia/
Source
Adapted from Construction Careers, Career Activity File, Technology and Career Development, November 1998.
Tony Goetz Elementary, Muskogee.
34
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Career Activity File — Leadership and Career Clusters
Tower Blueprint
www.okcareertech.org/guidance/CareerInfo/caf.htm
35
Career Activity File — Leadership and Career Clusters
Company Worksheet
Construction Company Name
___________________________________________________________
Construction Company Members
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Price List
Working Time:
Beams:
Nuts and Bolts:
$ 1,500.00 per minute
$ 125.00 each
$
9.50 each
Estimate Cost of Construction
Item
Number
Nuts and Bolts:
Beams:
Minutes:
_________
_________
_________
Unit Cost
_______
_______
_______
Total
________
________
________
GRAND TOTAL ____________________________________________
Study your blueprint very carefully. Estimate the number of beams, nuts, and
bolts you will need for your project. How many minutes will it take?
36
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Integrating Construction into the Classroom
Teachers or counselors can use the construction of a home or building as a theme to introduce career
activities and academics to their students.
WHO
• owner
• builder
• architect
• carpenter
• plumber
• electrician
• earth movers
• insulators
• masons
• tile setter
GEOGRAPHY
• carpet layer
• roofers
• telephone
installers
• city workers
• security officer
• realtor
• banker
• lawyer
• types of housing
• adobe
• tepee
• igloo
• earthquakes
• tornadoes
• flooding
SCIENCE
ECOLOGY
• simple levers
• soil testing
• kinds of wood
• building physics
(why plumb?)
• solar
considerations
• land change
• animal habitat
and food
• diminished
forrest
• watershed
changes
ACTIVITIES
MATH
• shapes
• angles
• volume
• squaring (using 3/4/5 or
measuring diagonals)
• drawing arcs
• estimating
• designing/drawing
• testing for strength and design by
building with wood/paper/clay/etc.
• sanding wood
• doing hammer/nail projects
• drilling with hand drill
or cordless drill
• gluing wood
• using sawdust sensory tables/
making sawdust playdough
• sorting nails, screws
www.okcareertech.org/guidance/CareerInfo/caf.htm
37
Career Activity File — Leadership and Career Clusters
Manmade and Natural Wood Unit
Grade Level: Kindergarten
Related Occupation: Carpenter
Lesson: Students become familiar with different
kinds and forms of wood found in the students’
homes and school environments. The students
will:
• Identify the names of five uniform samples
of different kinds of wood (redwood, pine,
basswood, particle board, and plywood).
• Compare the contrasting wood samples.
• Label objects that are made of wood while
on a “Wood Hunt.”
• Cut out pictures from magazines of things
made of wood and place them on a poster of
a tree.
• Locate and compare a piece of wood
(i.e., pine) the teacher has hidden in the
classroom to the wood sample the teacher
provides to students.
The teacher will:
• Ask students to bring something made of
wood from home for the “Wood Museum.”
• Divide students into teams to observe how
wood and water interact with wood, first by
putting drops of water on the wood, then by
putting the wood in basins of water.
• Investigate ways to sink the floating wood
samples by attaching paper clips with
rubber bands.
Conclusion
Design a sculpture using wood, glue, and nails,
and finish the project with stain or paint.
Optional: Race Car
Have an adult cut the wood for the students to
assemble and decorate.
http://www.lowes.com/lowes/
lkn?action=howTo&p=Build/RaceCar.
html&rn=RightNavFiles/rightNavHowTo or
www.lowes.com/family
Jamie Bellah, Kindergarten Teacher
Richmond Early Childhood Center, Stillwater
From FOSS® Wood and Paper Teacher Guide,
Copyright© The Regents of the University of
California and published by Delta Education.
Used with permission.
For the complete module summary, go to www.
fossweb.com/modulesK-2/WoodandPaper/
index.html
Woodworking
Students will:
• Discover how sandpaper will change the
shape of basswood.
• Experiment with what happens to sawdust
and shavings when they are mixed with
water.
• Construct particleboard and plywood from
raw materials.
• Nail pieces of wood together.
• Stain the wood with tempera paint.
38
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Construction and Design Academy
The United States will spend $360 billion
on roadwork with part of it going to 375,000
bridges. Mass transit will need $72 billion worth
of construction. The nation’s infrastructure will
use $3.3 trillion in construction and related
services. And, one in three schools will need
repair work or renovation to the tune of $60
billion in construction.
According to the U.S. Department of Labor,
Bureau of Labor Statistics, and its State of the
Construction Industry 2002 – 2012, construction
is the only goods-producing sector in which
employment is projected to grow. From June
2003 to June 2004, construction added 193,000
employees — nearly one out of seven new nonfarming jobs.
In Oklahoma, the construction industry is
also booming with the construction market
representing more than eight percent of
Oklahoma’s gross product, according to Dick
Anderson, executive director of the Oklahoma
AGC.
“Projects that are in planning stages as well
as those underway need qualified construction
workers,” Anderson said. “But these workers
must come with at least basic training.”
Yet, the number of people entering the
construction industry as a career option is
declining.
In response to this escalating problem, and for
the first time in Oklahoma, the construction
industry and educators have come together
to provide a positive effect on the workforce
through the Construction Education Program
(CEP). And, for the first time — it’s not just
about drywall.
The CEP has established a framework for a
high school Architecture and Construction
Academy, a two-year program available to
high school juniors who have successfully
completed geometry. The curriculum focuses on
construction management while incorporating
hands-on experience. Students will work with
cost/product estimations, time constraints,
and contract administration and participate in
valuable industry activities and internships.
The academy will help students recognize the
relationship between what they learn in school
and what they can do in the future by linking
the classroom learning to business and industry
standards.
The CEP, designed to turn the construction
industry around, represents all levels of
secondary and postsecondary education and
is being led by the Oklahoma AGC, Francis
Tuttle and Tulsa Technology Centers, the
Oklahoma Department of Career and Technology
Education, Oklahoma State University-OKC,
and OSU-Okmulgee.
“This program is not just about carpentry
training, but the whole aspect of construction,
architecture, and engineering,” Anderson said.
“Its purpose is to develop a pipeline of workers
for construction and architecture-related projects
in the Oklahoma City and Tulsa areas.”
The curriculum being developed will provide
training not only for high school students but
also for young adults in postsecondary education
as well as incumbent workers. This will serve
as a bridge to postsecondary architecture and
construction certification, degree programs, and/
or work.
Adapted from Expressions, Winter 2005
www.okcareertech.org/guidance/CareerInfo/caf.htm
39
This is a sample of the 16 Career Cluster Plans of Study located at http://www.okcareertech.org/guidance.
Select Career Cluster Plans of Study; click on “Cluster Icon.” Revise; save to hard drive and/or print.
For Apprenticeship information, visit
www.doleta.gov/atels_bat/sainformation.asp
On-the-Job Training:
Apprenticeships:
Job-Shadowing:
Internship/Mentorship:
Short-Term Training Options
q Basic Residential Wiring
q Lockout/Tagout
q Safety Training
q Steel Framing
q Conversational Spanish
Community College
Construction Technology
Drafting and CAD
Engineering Technology
Surveying
For more information, visit www.okhighered.org
q
q
q
q
College/University
Architecture
Civil Engineering
Construction Management
Electrical Engineering
Urban Planning
Technology Center Electives
AC, Heat and Refrigeration
Carpentry
Drafting CAD
Masonry
Plumbing
12th Grade
English IV
Trigonometry or Statistics
Physics or Environmental Science
Economics/Government
For more information, visit www.okhighered.org
q
q
q
q
q
Additional High School Electives
Art
Construction Technology I
Construction Technology II
Drafting and Design
Technical Writing
11th Grade
English III
Algebra II, Trigonometry or Statistics
Chemistry I or Physics
American History
For more information, visit www.okcareertech.org
Technology Center
AC, Heat and Refrigeration
Cabinetmaking
Carpentry
Construction Trades
Drafting CAD
Masonry
Plumbing
10th Grade
English II
Geometry or Algebra II
Biology I or Chemistry I
World History
Required Courses/Electives
PE, Health, Art, Foreign
Language, or Computer
Technology
Career Electives
TechConnect Construction
Technology Education
Work-Based Learning Options
q
q
q
q
q
q
q
9th Grade
English I
Algebra I or Geometry
Physical Science or Biology I
Geography/Oklahoma History
Required Courses/Electives
PE, Health, Fine Arts, Foreign
Language, or Computer
Technology
Career Electives
TechConnect Construction
Technology Education
This plan of study should serve as a guide, along with other career planning materials, as you continue your career path. Courses listed within
this plan are only recommended course work and should be individualized to meet each student’s educational and career goals. All plans should meet high
school graduation requirements as well as college entrance requirements.
Date ______________________________________________
Advisor Signature __________________________________
HS Plan of Study
Student Name ________________________________________
Student Signature _____________________________________
Parent/Guardian Signature ______________________________
High School
Postsecondary
Career
Enhancement
Options
Sample Career Specialities / Occupations
Pathways
Cluster K&S
This is a sample of the Cluster and Pathway Model located at http://www.okcareertech.org/guidance.
Select Careers and Pathways arranged alphabetically; click on “Cluster Icon.”
• Academics
• Communications
• Employability and Career Development
• Ethics and Legal Responsibilities
❖
❖
❖
❏
✛
❏
❏
❖
❖
• Information Technology Applications
• Leadership and Teamwork
• Problem Solving and Critical Thinking
Design/Pre-Construction
Architect
Architectural and Civil Drafter
Building Code Official
Civil Engineer (structural, geotechnical, transportation, etc.)
Civil Engineering Technician
Computer-Aided Drafter (CAD)
Cost Estimator
Drafter
Electrical and Electronic Engineering Technician
Electrical Engineer (electronics, security, telecommunications)
Environmental Designer
Environmental Engineer (hydro engineering, acoustical, etc.)
Environmental Engineering Technician
Fire Prevention and Protection Engineer
Industrial Engineer
Interior Designer
Landscape Architect
Landscape Designer
Materials Engineer
Mechanical Drafter
Mechanical Engineer (HVAC, plumbing, fire protection, etc.)
Modeler (traditional and computer)
Preservationist
Programmer
Regional and Urban Planner/Designer
Renderer (traditional and computer)
Specifications Writer
Surveying and Mapping Technician
Surveyor
Cluster Knowledge and Skills
❖
❏
✛
✛
✛
✛
✛
✛
✛
❏
❏
✛
✛
❖
❏
❏
❖
❖
• Safety, Health, and Environment
• Systems
• Technical Skills
❖
❖
❖
❏
❏
❏
❏
Manufacturer’s Representative
Mason
Millwright
Operating Engineer
Paperhanger
Pipe Fitter
Plumber
Preservationist
Project Inspector
Project Manager
Refractory Technician
Reliability Engineer
Remodeler
Restoration Technician
Safety Director
Sales and Marketing Manager
Scheduler
Security and Fire Alarm System
Installer
Security Controls Manager
Service Contractor
Sheetmetal Worker
Specialty Contractor
Specialty Trades Subcontractor
Steamfitter
Subcontractor
Superintendent
System Installer
Terrazo Worker and Finisher
Thermal Control Technician
Tile and Marble Setter
Wastewater Maintenance
Technician
❖ High School – completed high school, high school with career and technology training,
GED, on-the-job training, or apprenticeship
❏ Junior College – completed junior/community college, postsecondary technical, or career
and technology training
✛ Baccalaureate Degree – completed four-year degree or more
Maintenance/Operations
Boilermaker
Carpenter
Carpet Installer
Concrete Finisher
Construction Engineer
Construction Foreman
Construction Inspector
Construction Manager
Cost Estimator
Demolition Engineer
Drywall Installer
Electrician
Elevator Installer
Environmental Engineer
Equipment and Material
Manager
Estimator
Facilities Engineer
Field Supervisor
General Maintenance
Contractor
Glazier
Hazardous Materials Remover
Heating, Ventilation, Air
Conditioning and Refrigeration
Mechanic
Highway Maintenance Worker
Hydro Testing Technician
Insulation Worker
Iron/Metalworker (structural
and reinforcing)
Landscaper/Groundskeeper
Maintenance Estimator
Maintenance Planner/Scheduler
Education Needed for Career
Pipe Fitter
Plasterer/Drywall
Plumber
Preservationist
Project Inspector
Project Manager
Roofer
Safety Director
Sales and Marketing Manager
Scheduler
Security and Fire Alarm
Systems Installer
Service Contractor
Sheetmetal Worker
Specialty Contractor
Specialty Trades
Subcontractor
Steamfitter
Subcontractor
Superintendent
System Installer
Terrazo Worker and Finisher
Tile and Marble Setter
Construction
Boilermaker
Carpenter
Carpet Installer
Concrete Finisher
Construction Craft Laborer
Construction Engineer
Construction Foreman
Construction Inspector
Construction Manager
Drywall Installer
Education and Training
Director/Coordinator
Electrician
Electronic Systems Technician
Elevator Installer
Equipment and Material
Manager
Estimator
Explosives Worker
Field Supervisor
General Contractor/Builder
Glazier
Heating, Ventilation, Air
Conditioning and Refrigeration
Mechanic
Insulation Worker
Iron/Metalworker (structural
and reinforcing)
Landscaper/Groundskeeper
Manufacturer’s Representative
Mason
Millwright
Painter
Paperhanger
Careers in designing, planning, managing, building and maintaining the built environment.
This is a sample of the Requirements and More Sources of Information located at
http://okcareertech.org/guidance/Career%20Path/okcareertech/student/career_clusters.htm
• Communicate effectively
and understand oral and/
or written instructions.
• Make decisions using
measurable data.
• Use logical, step-by-step
procedures.
• Work accurately with
detailed instructions.
• Visualize objects in
three dimensions from
drawings.
• Attain a set standard
of accuracy based on
measurable criteria.
• Plan and direct an entire
activity.
• Working with things and
objects.
• Working with processes,
machines, and techniques.
• Activities of a scientific
and technical nature.
• Doing routine, organized,
accurate work.
• Working with your hands.
• Work that requires precise
results.
• Working as a member of a
team.
• Working in a variety of
settings.
• Have good vision,
either naturally or with
correction.
• Speak and hear well,
either naturally or with
correction.
• Use hands to reach,
handle, and feel objects
and materials.
• Possess a driver’s license.
• Bend, stoop, kneel,
crouch, and crawl to
perform your job.
• Climb and maintain body
balance.
• Lift and carry up to 50
pounds frequently.
Possible physical abilities:
• Summer or part-time
employment.
• CareerTech courses.
• Apprenticeship programs.
• Assist as a helper on work
site.
• Career and technology
student organizations
(i.e., SkillsUSA).
• Work-based and/or worksite learning.
• Job shadowing.
• Military service.
Opportunities for
experience/training:
• Direct application to
employers.
• Consulting newspaper
ads.
• Consulting school
placement offices.
• Consulting state
employment offices.
• Taking civil service exams.
• Direct application to labor
unions.
• Online job placement sites.
• Consulting professional
journals and associations.
Methods of entry:
World of Work Map Regions: 7 and 8
Public library, school career center, Oklahoma Career Information System (www.okcareertech.org/guidance/OKCIS.html), Occupational Outlook
Handbook (www.bls.gov/oco/), Occupational Outlook Quarterly (www.bls.gov/opub/ooq/ooqhome.htm), Career Guide to Industries
(www.bls.gov/oco/cg/home.htm), O*NET Occupational Information Network (http://online.onetcenter.org), States’ Career Clusters (www.careerclusters.org),
Career Clusters (www.okcareertech.org/iis/careerclusters.htm), or specific sources for this cluster.
For more sources of information:
You should be able to:
You should like:
Requirements may include but are not limited to the following:
Architecture and Construction Career Cluster
This is a sample of the Cluster Workforce Statistics located at http://www.okcareertech.org/iis/clustericons/
workforcestats.htm. Select Cluster Workforce Statistics; click on “Cluster Icon.” Choose a pathway.
Certifications
2-Year Colleges/Tech Cntrs
9% Slower than average growth
14% Average growth
18% Average growth
36% Much faster than average growth
30% Faster than average growth
-7% Declining
0% Slower than average growth
11% Average growth
12% Average growth
13% Average growth
16% Average growth
6% Slower than average growth
14% Average growth
16% Average
21% Faster than average growth
29% Faster than average growth
5% Slower than average growth
17% Average growth
21% Faster than average growth
12% Average growth
13% Average growth
16% Average growth
6% Slower than average growth
21% Faster than average growth
4% Slower than average growth
16% Average growth
29% Faster than average growth
24% Faster than average growth
Percent Change and Employment
Prospects
$42,100 ($20.26/hr.)
$58,700 ($28.20/hr)
$57,500 ($27.64/hr.)
$50,200 ($24.14/hr.)
$81,100 ($39.01/hr.)
$49,700 ($23.88/hr.)
$44,000 ($21.14/hr.)
$26,100 ($12.55/hr.)
$35,200 ($16.92/hr.)
$36,900 ($17.72/hr.)
$52,300 ($25.15/hr.)
$38,900 ($18.68/hr.)
$36,100 ($17.36/hr.)
$29,900 ($14.38/hr.)
$28,100 ($13.52/hr.)
$33,400 ($16.08/hr.)
$27,700 ($13.30/hr.)
$44,000 ($21.14/hr.)
$26,100 ($12.55/hr.)
$35,200 ($16.92/hr.)
$36,900 ($17.72/hr.)
$36,100 ($17.36/hr.)
$25,000 ($12.01/hr.)
$23,500 ($11.28/hr.)
$23,900 ($11.47/hr.)
$25,300 ($12.17/hr.)
Oklahoma Average
Salary
21% Faster than average growth
$62,300 ($29.93/hr.)
$52,300 ($25.15/hr.)
$40,400 ($19.43/hr.)
Unless otherwise indicated, all salary and employment outlook data is from O*Net, http://online.onetcenter.org
Construction
First-Line Supervisors/Managers of Construction Trades
and Extraction Workers
Carpenters
Construction and Building Inspectors: Project Inspector
Sales Representatives, Wholesale and Manufacturing,
Except Technical and Scientific Products:
Manufacturer’s Representative
Electricians
Cement Masons and Concrete Finishers
Glaziers
Roofers
Painters, Construction and Maintenance
Associate Degrees
2-Year Colleges/Tech Cntrs
Bachelor’s Degrees
College/Universities
Civil Engineers: Construction Engineer/Project Engineer
Construction Managers: General Contractor/Specialty
Contractor/Superintendent/Project Manager/Equipment
and Material Manager/Scheduler
Cost Estimators
Sales Managers: Sales and Marketing Manager
Marketing Managers
Purchasing Managers
Engineering Managers: Safety Director
Training and Development Managers
First-Line Supervisors/Managers of Construction
Trades and Extraction Workers
Carpenters: Millwright
Construction and Building Inspectors: Project Inspector
Sales Representatives, Wholesale and Manufacturing,
Except Technical and Scientific Products:
Manufacturer’s Representative
Construction Managers: General Contractor/Specialty
Contractor/Superintendent/Project Manager/Equipment
and Material Manager/Scheduler
Brickmasons and Blockmasons
Electricians
Heating and Air Conditioning Mechanics/Refrigeration
Operating Engineers and Other Construction Equipment
Operators: Equipment Operators
Plumbers, Pipefitters, and Steamfitters
Structural Iron and Steel Workers
Graduate Degrees
College/Universities
Urban and Regional Planners: Urban Planner/Designer/
Preservationist
Architecture and Construction Career Cluster
Construction Pathway
This is a sample of the 16 Career Cluster Plans of Study located at http://www.okcareertech.org/guidance.
Select Career Cluster Plans of Study; click on “Cluster Icon.” Revise; save to hard drive and/or print.
On-the-Job Training:
Internship/Mentorship:
Job-Shadowing:
Short-Term Training Options
q Certified Help Desk Analyst
q Certified Administrative Manager
q Microsoft Certified Professional
q Business Plan Development
Community College
Accounting
Business Communications
Human Resources Management
Administrative Assistant
Work-Based Learning Options
q
q
q
q
q
q
q
q
College/University
Accounting
International Business
Market Management and Research
Operations, Management and Supervision
Technology Center Electives
Business and Computer Technology
Help Desk Analysis
Business and Administration
Services
Accounting Services
English IV
Trigonometry, Pre-Calculus or Statistics
Economics
Government
12th Grade
Entrepreneurship
Customer Service
Marketing, Advertising, and Public Relations
Conversational Spanish
For more information, visit www.okhighered.org
q
q
q
q
Additional High School Electives
Business Law
Accounting I and II
Computer Applications
Computer Programming
International Business
English III
Algebra II, Trigonometry or Statistics
Chemistry I or Physics
American History
11th Grade
For more information, visit www.okhighered.org
Technology Center
Business and Computer Technology
Help Desk Analysis
Business and Administration Services
Accounting Services
English II
Geometry or Algebra II
Biology I or Chemistry I
World History
Required Courses/Electives
PE, Health, Art, Foreign
Language, or Computer
Technology
Career Electives
Advanced Computer Applications
10th Grade
For more information, visit www.okcareertech.org
q
q
q
q
English I
Algebra I or Geometry
Physical Science or Biology I
Geography/Oklahoma History
Required Courses/Electives
PE, Health, Fine Arts, Foreign
Language, or Computer
Technology
Career Electives
Computer Applications
Career Orientation
9th Grade
This plan of study should serve as a guide, along with other career planning materials, as you continue your career path. Courses listed within
this plan are only recommended course work and should be individualized to meet each student’s educational and career goals. All plans should meet high
school graduation requirements as well as college entrance requirements.
Date ______________________________________________
Advisor Signature __________________________________
HS Plan of Study
Student Name ________________________________________
Student Signature _____________________________________
Parent/Guardian Signature ______________________________
High School
Postsecondary
Career
Enhancement
Options
Sample Career Specialities / Occupations
Pathways
Cluster K&S
This is a sample of the Cluster and Pathway Model located at http://www.okcareertech.org/guidance.
Select Careers and Pathways arranged alphabetically; click on “Cluster Icon.”
Accountant
Industrial Relations
Director
International Human
Resources Manager
✛ Interpreter and
Translator
Labor & Personnel
Relations Specialist
Meeting & Convention
Planner
Occupational Analyst
Organizational
Behaviorist
OSHA/ADA Compliance
Officer
Pay Equity Officer
Payroll Professional
Personnel Recruiter
Training & Development
Manager
Training & Development
Specialist
Budget Analyst
Project Manager
Property, Real Estate and
Association Manager and
Supervisor
✛ Public Relations Specialist
Public Relations Writer
Research & Development
Manager
Research & Management
Supervisor
Retail Salesperson and
Associate
Route Salesperson
Sales Engineer
Sales Manager
Sales Representative
Salesperson
Small Business Owner and
Entrepreneur
❖ Telemarketer
❖ Traffic, Shipping, and
Receiving Clerk
Warehouse Manager
❏ Wholesale & Retail Buyer
❖ Wholesale, Freight,
Stocking, Handling, Material
Moving and Packing Worker
Marketing
Advertising Salesperson
Agent
Art Director
Assistant Department
Manager
Assistant Marketing Manager
Assistant Store Manager
Broker
✛ Copywriter
❖ Counter Person
Customer Service Clerk
Customer Service Consultant
Customer Service Supervisor
Demonstrators and Product
Promoter
Department Manager
Distribution Worker
E-commerce Manager and
Entrepreneur
Event Manager
❏ Graphic Designer
International Distribution
Manager
International Marketing
Manager and Supervisor
International Merchandising
Manager & Supervisor
Logistics Manager/
Coordinator
Logistics Manager/Supervisor
✛ Market Researcher
Marketing Information
Manager
Marketing Manager
Media Coordinator
Product Manager
Administrative and
Information
Support
Assistant
Administrative
Support Personnel
Communications
Equipment Operator
❖ Computer Operator
❏ Court Reporter
Customer Service
Assistant
Data Entry
Specialist
Desktop Publisher
Dispatcher
Executive Assistant
Information Assistant
❏ Legal Secretary
Medical Front Office
Assistant
❏ Medical
Transcriptionist
Office Manager
Paralegal
❖ Receptionist
Records Processing
Occupations
including ❖Library
Assistant &
Order Processor
Shipping & Receiving
Personnel
Stenographer
Typist
❖ Word Processor
❖ Administrative
Education Needed for Career
• Safety, Health, and Environment
• Systems
• Technical Skills
Business
Analysis
Business Consultant
E-Commerce Analyst
Marketing Analyst
Operations Research
Analyst
Price Analyst
Product Manager
Requirements
Specialist
✛ Systems Analyst
✛ Business Analyst
❖ High School – completed high school, high school with career and technology training,
GED, on-the-job training, or apprenticeship
❏ Junior College – completed junior/community college, postsecondary technical, or career
and technology training
✛ Baccalaureate Degree – completed four-year degree or more
• Information Technology
• Leadership and Teamwork
• Problem Solving and Critical Thinking
Human Resources
Affirmative Action
Coordinator
Assignment Clerk
Compensation & Benefits
Manager
Compensation, Benefits &
Job Analyst Specialist
Conciliator/Mediator/
Arbitrator
Corporate Trainer
Employee Assistance Plan
Manager
Employer Relations
Representative
Employment & Placement
Manager
Employment Interviewer,
Private or Public
Employment Service
Equal Employment
Opportunity Specialist
Human Resources
Assistant
Human Resources Clerk
Human Resources
Consultant
Human Resources
Coordinator
Human Resources
Generalist
Human Resources
Information Systems
Specialist
✛ Human Resources
Manager
Identification Clerk
Cluster Knowledge and Skills
Business Financial
Management and
Accounting
Accounting Supervisor
Accounts Receivable
Clerk
Adjuster
Adjustment Clerk
Assistant Treasurer
Auditor
❖ Billing Clerk
Billing Supervisor
Bookkeeper
✛ Budget Analyst
Budget Manager
Cash Manager
✛ Certified Public
Accountant
Chief Financial Officer
Controller
Cost Accountant
❏ Credit Manager
Finance Director
Financial Accountant
Merger & Acquisitions
Manager
❖ Payroll Accounting
Clerk
Price Analyst
❏ Purchasing Agent
Top Collections
Executive
Top Investment
Executive
Treasurer
❏ Accounting Clerk
• Academic Foundations
• Communications
• Employability and Career Development
• Ethics and Legal Responsibilities
Management
Accounting Manager
Accounts Payable Manager
Administrative Services
Manager
Assistant Credit Manager
Association Manager
Billing Manager
Business & Development
Manager
Chief Executive
Compensation & Benefits
Manager
Credit & Collections Manager
Entrepreneur
Facilities Manager
First Line Supervisor
✛ General Manager
Government Manager
Hospital Manager
Human Resource Manager
Management Analyst
❏ Management Trainee
Manufacturing Manager
Meeting & Convention
Planner
Operations Manager
Payroll Manager
Public Organization
Manager
Public Relations Manager
Public Relations Specialist
Purchasing Manager
Risk Manager
Senior Manager
Sports & Entertainment
Manager
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.
This is a sample of the Requirements and More Sources of Information located at
http://okcareertech.org/guidance/Career%20Path/okcareertech/student/career_clusters.htm
• Communicate well.
• Make change/work with
figures.
• Reason logically.
• Influence people.
• Pay attention to detail.
• Maintain patience and tact.
• Accept responsibility.
• Follow instructions.
• Work under pressure.
• Handle complaints.
• Working with a variety of
people.
• Communicating
information.
• Using a variety of office
equipment.
• Routine, organized
activities.
• Activities that involve
meeting and helping
people.
• Sit at a desk or stand for
long periods of time.
• Work long hours.
Possible physical abilities:
• Military service.
• Co-op programs.
• Part-time, temporary, or
seasonal employment.
• Internships or work-study.
• Volunteer work in
charitable or community
organizations.
• Staff member on school
newspaper or other
publications.
• Career and technology
student organizations (i.e.,
BPA).
• Work-based and/or worksite learning.
• Job shadowing.
• CareerTech courses.
Opportunities for
experience/training:
• Direct application to
employers.
• Consulting newspaper
ads.
• Consulting school
placement offices.
• Consulting state
employment offices.
• Professional certification
tests/licensing.
• Online job placement sites.
Methods of entry:
World of Work Map Regions: 2 and 4
Public library, school career center, Oklahoma Career Information System (www.okcareertech.org/guidance/OKCIS.html), Occupational Outlook
Handbook (www.bls.gov/oco/), Occupational Outlook Quarterly (www.bls.gov/opub/ooq/ooqhome.htm), Career Guide to Industries
(www.bls.gov/oco/cg/home.htm), O*NET Occupational Information Network (http://online.onetcenter.org), States’ Career Clusters (www.careerclusters.org),
Career Clusters (www.okcareertech.org/iis/careerclusters.htm), or specific sources for this cluster.
For more sources of information:
You should be able to:
You should like:
Requirements may include but are not limited to the following:
Business, Management and Administration Career Cluster
This is a sample of the Cluster Workforce Statistics located at http://www.okcareertech.org/iis/clustericons/
workforcestats.htm. Select Cluster Workforce Statistics; click on “Cluster Icon.” Choose a pathway.
Certifications
2-Year Colleges/Tech Cntrs
12% Average growth
26% Faster than average growth
4% Slower than average growth
20% Average growth
25% Faster than average growth
19% Average growth
27% Faster than average growth
21% Faster than average growth
31% Faster than average growth
22% Faster than average growth
$55,700 ($26.79/hr.)
$55,000 ($26.45/hr.)
$50,200 ($24.14/hr.)
$49,700 ($23.88/hr.)
$49,600 ($23.84/hr.)
$43.500 ($20.92/hr.)
$37,800 ($18.17/hr)
$37,500 ($18.03/hr.)
$32,800 ($15.77/hr.)
$32,400 ($15.56/hr.)
Percent Change and Employment
Prospects
28% Faster than average growth-*A
$55,700 ($26.79/hr.)-*A
Oklahoma Median
Salary
16% Average growth
$55,800 ($26.81/hr.)
5-32% Depending upon occupational area
13% Average growth
$65,500 ($31.50/hr.)
$20,000 ($9.61/hr.)
$44,000 ($21.14/hr.)
Depending upon
occupational area
15% Average growth
$88,100 ($42.36/hr.)
Unless otherwise indicated, all salary and employment outlook data is from O*Net Online, http://online.onetcenter.org, and America’s Career Infonet, http://www.acinet.org/.
*A – National Wage and Outlook Data from O*Net Online, http://online.onetcenter.org, and America’s Career Infonet, http://www.acinet.org/.
Management Pathway
First-Line Supervisors/Managers
Chief Executives: Entrepreneurs / Government
Management
General and Operations Managers:
Entrepreneurs / Chief Executives / General
Managers / Business and Development
Managers / Operations Managers / Senior
Managers / Management Trainees
Financial Managers: Accounting Managers /
Accounts Payable Managers / Assistant Credit Bachelor’s Degrees
Managers / Billing Managers / Credit and
College/Universities
Collection Managers / Risk Managers
Agents and Business Managers of Artists,
Performers, and Athletes
Industrial Production Managers:
Manufacturing Management
Medical and Health Services Managers:
Hospital Management
Purchasing Managers
Human Resources Managers, All Other
Management Analysts
Public Relations Managers: Association
Managers / Public Organization Managers
Compensation, Benefits, and Job Analysis
Specialists: Compensation and Benefits
Managers
Administrative Services Managers: Facilities
Managers
Public Relations Specialists
Meeting and Convention Planners
Business, Management and Administration
Management Pathway Workforce Statistics
This is a sample of the 16 Career Cluster Plans of Study located at http://www.okcareertech.org/guidance.
Select Career Cluster Plans of Study; click on “Cluster Icon.” Revise; save to hard drive and/or print.
On-the-Job Training
Internship/Mentorship
Job-Shadowing
Short-Term Training Options
q Teacher Cadet
q Child Care as a Profession
q Physical and Intellectual Development
q Planning a Safe, Healthy Learning Environment
q Conversational Spanish
Work-Based Learning Options
Community College
Pre-Education
Family Services and Child Development
Secondary Education
Health, Physical Education and Research
English/Language Arts
Mathematics
Science
History
College/University
Early Childhood Education
Elementary Education
Secondary Education
Health and Physical Education
Mathematics Education
Music/Vocal and Instrumental Education
Science Education
Career and Technology Education
Technology Center Electives
Child Care
12th Grade
English IV
Trigonometry or Statistics
Physics or Environmental Science
Economics/Government
For more information, visit www.okhighered.org
q
q
q
q
q
q
q
q
Additional High School Electives
Parenting and Child Development
Marriage and Family Life
Psychology
Sociology
11th Grade
English III
Algebra II, Trigonometry or Statistics
Chemistry or Physics
American History
For more information, visit www.okhighered.org
q
q
q
q
q
q
q
q
English II
Geometry or Algebra II
Biology I or Chemistry I
World History
Required Courses/Electives
PE, Health, Art, Foreign
Language, or Computer
Technology
Career Electives
Career Orientation
10th Grade
For more information, visit www.okcareertech.org
Technology Center
q Child Care
9th Grade
English I
Algebra I or Geometry
Physical Science or Biology I
Geography/Oklahoma History
Required Courses/Electives
PE, Health, Fine Arts, Foreign
Language, or Computer
Technology
Career Electives
Healthy Life Choices
This plan of study should serve as a guide, along with other career planning materials, as you continue your career path. Courses listed within
this plan are only recommended course work and should be individualized to meet each student’s educational and career goals. All plans should meet high
school graduation requirements as well as college entrance requirements.
Date ______________________________________________
Advisor Signature __________________________________
HS Plan of Study
Student Name ________________________________________
Student Signature _____________________________________
Parent/Guardian Signature ______________________________
High School
Postsecondary
Career
Enhancement
Options
Sample Career Specialities / Occupations
Pathways
Cluster K&S
This is a sample of the Cluster and Pathway Model located at http://www.okcareertech.org/guidance.
Select Careers and Pathways arranged alphabetically; click on “Cluster Icon.”
Cluster Knowledge and Skills
• Academics
• Communications
• Employability and Career Development
• Ethics and Legal Responsibilities
• Information Technology Applications
• Leadership and Teamwork
• Problem Solving and Critical Thinking
• Safety, Health, and Environment
• Systems
• Technical Skills
Education Needed for Career
❖ Teacher Aides
Teaching/Training
✛ Special Education Teachers, Aides
✛ Secondary Teachers, Aides
Preschool, Kindergarten Teachers, ❖ Pre-School Workers
Physical Trainers
Nannies
❖ Library Technical Assistants
Human Resource Trainers
Group Workers and Assistants
✛ Elementary Teachers, Aides
Early Childhood Teachers and Assistants
College/University Lecturers, + Professors
✛ Coaches
Child Life Specialists
❖ Child Care Workers
Child Care Directors
❖ High School – completed high school, high school with career and technology training,
GED, on-the-job training, or apprenticeship
❏ Junior College – completed junior/community college, postsecondary technical, or career
and technology training
✛ Baccalaureate Degree – completed four-year degree or more
Professional Support Services
❏ Substance Abuse Counselors
✛ Supervisors and Instructional Coordinators
Administration and Administrative Support
✛ Speech-Language Pathologists and + Audiologists
✛ Social Workers
Instructional Media Designers
✛ Superintendents, Principals, Administrators
❖ Social Services Assistants
✛ Psychologists- Clinical, Developmental, Social
Parent Educators
✛ Counselors
Education Researchers, Test Measurement Specialists
Curriculum Developers
✛ College Presidents, Deans
Administration and Administrative Support Personnel
Planning, managing, and providing education and training services and related
learning support services.
This is a sample of the Requirements and More Sources of Information located at
http://okcareertech.org/guidance/Career%20Path/okcareertech/student/career_clusters.htm
• Relate well and work
effectively with different
types of people.
• Evaluate information and
make decisions using
personal judgment.
• Plan, organize, and direct
an entire activity or
activities of others.
• Understand meanings and
relationships of words and
communicate effectively in
speech or writing.
• Reason clearly and
logically.
• Perform a variety of duties
that may change often.
• Communicating
information to others.
• Activities involving direct
contact with people.
• Activities involving
business contact with
people.
• Working with young
people.
• Talk and hear well,
either naturally or with
correction.
• See well either naturally or
with correction.
• Maintain good health.
• Sit or stand for long
periods.
Possible physical abilities:
• Summer, part-time,
and volunteer work at a
hospital or clinic.
• Participation in co-op
programs at a technology
center or college.
• Work-based and/or worksite learning.
• Job-shadowing.
• Two-year or four-year
degree courses or
programs.
• Military service.
Opportunities for
experience/training:
• Direct application to
employers.
• Consulting newspaper
ads.
• Consulting professional
journals and associations.
• Consulting school
placement offices.
• Consulting state
employment offices.
• Taking civil service exams.
• Online job placement sites.
Methods of entry:
World of Work Map Region: 12
Public library, school career center, Oklahoma Career Information System (www.okcareertech.org/guidance/OKCIS.html), Occupational Outlook
Handbook (www.bls.gov/oco/), Occupational Outlook Quarterly (www.bls.gov/opub/ooq/ooqhome.htm), Career Guide to Industries
(www.bls.gov/oco/cg/home.htm), O*NET Occupational Information Network (http://online.onetcenter.org), States’ Career Clusters (www.careerclusters.org),
Career Clusters (www.okcareertech.org/iis/careerclusters.htm), or specific sources for this cluster.
For more sources of information:
You should be able to:
You should like:
Requirements may include but are not limited to the following:
Education and Training Career Cluster
This is a sample of the Cluster Workforce Statistics located at http://www.okcareertech.org/iis/clustericons/
workforcestats.htm. Select Cluster Workforce Statistics; click on “Cluster Icon.” Choose a pathway.
Bachelor’s Degrees
College/Universities
Certifications
2-Year Colleges/Tech Cntrs
30% Faster than average growth
30% Faster than average growth
30% Faster than average growth
9% Slower than average growth
18% Average growth
15% Average growth
27% Faster than average growth
29% Faster than average growth
22% Faster than average growth
20% Average growth
47% Much faster than average growth
33% Faster than average growth
19% Average growth
23% Faster than average growth
$35,300 ($16.97/hr.)
$34,800 ($16.73/hr.)
$34,400 ($16.54/hr.)
$33,900 ($16.30/hr.)
$33,600 ($16.15/hr.)
$32,400 ($15.58/hr.)
$30,100 ($14.47/hr.)
$24,400 ($11.74/hr.)
$16,800 ($8.08/hr.)
$29,000 ($13.94/hr.)
$20,300 ($9.76/hr.)
$16,300 ($7.83/hr.)
$14,000 ($6.71/hr.)
$13,900 ($6.68/hr.)
Percent Change and Employment
Prospects
9% Slower than average growth
23% Faster than average growth
$37,700 ($18.13/hr.)
$35,600 ($17.11/hr.)
Oklahoma Median
Salary
10% Average growth
35% Faster than average growth
$39,100 ($18.80/hr.)
$35,700 - $60,600
(annual)
Unless otherwise indicated, all salary and employment outlook data is from O*Net Online, http://online.onetcenter.org, and America’s Career Infonet,
http://www.acinet.org/.
Teaching/Training
Coaches and Scouts
Fitness Trainer and Aerobics Instructor:
Physical Trainer
Preschool Teacher, Except Special Education:
Preschool Teacher / Early Childhood Teacher
Child Care Worker: Child Life Specialist / Nanny
Teacher Assistant: Preschool, Kindergarten,
Early Childhood Elementary, Secondary, or
Special Education Teacher Aide
Vocational Education Teacher, Secondary
School
Vocational Education Teacher, Middle School
Training and Development Specialists: Human
Resource Trainer
Special Education Teacher, Secondary School
Special Education Teacher, Middle School
Special Education Teacher, Preschool,
Kindergarten, and Elementary School
Middle School Teacher, Except Special and
Associate Degrees
Vocational Education
Secondary School Teacher, Except Special and 2-Year Colleges/Tech Cntrs
Vocational Education
Elementary School Teacher, Except Special
Education
Kindergarten Teacher, Except Special Education
Education Administrator, Preschoool and Child
Care Center/Program: Child Care Director
Recreation Workers: Group Worker and Assistant
Postsecondary Teachers: College/University
Lecturers, Professors (Wide salary range
depending on area of study)
Education and Training Career Cluster
Teaching/Training Pathway Workforce Statistics
This is a sample of the 16 Career Cluster Plans of Study located at http://www.okcareertech.org/guidance.
Select Career Cluster Plans of Study; click on “Cluster Icon.” Revise; save to hard drive and/or print.
Short-Term Training Options
q Advanced Networking
q Desktop Certifications
q Linux I
q Linux II
q Windows XP
q Network +
q Internet Network and Security
Work-Based Learning Options
On-the-Job Training
Internship/Mentorship
Job-Shadowing
For more information, visit www.okhighered.org
Technology Center Electives
Business and Computer Technology
E-Commerce and Web Services
Information Services
Network Services
12th Grade
English IV
Pre-Calculus, Trigonometry or Statistics
Physics
Economics/Government
For more information, visit www.okhighered.org
College/University
Management Information Systems
Management Science and Computer Systems
E-Commerce
Computer Science
Information Science
11th Grade
English III
Algebra II, Trigonometry or Statistics
Chemistry or Physics
American History
For more information, visit www.okcareertech.org
q
q
q
q
q
10th Grade
English II
Geometry or Algebra II
Biology I or Chemistry I
World History
Required Courses/Electives
Additional High School Electives
PE, Health, Art, Foreign
Computer Applications I
Computer Applications II
Language, or Computer
Cisco
Technology
Multimedia Design
Career Electives
TechConnect IT
Technology Education
Computer Applications
Community College
Technology Center
q Computer Program and Computer Science
Business and Computer Technology
q
q Graphic Design and Visual Communications
E-Commerce and Web Services
q
q E-Commerce
Information Services
q
q Computer Information Systems
Network Services
q
q Information Technologies
Cyber Security
q
9th Grade
English I
Algebra I or Geometry
Physical Science or Biology I
Geography/Oklahoma History
Required Courses/Electives
PE, Health, Fine Arts, Foreign
Language, or Computer
Technology
Career Electives
TechConnect IT
Technology Education
Computer Applications
This plan of study should serve as a guide, along with other career planning materials, as you continue your career path. Courses listed within
this plan are only recommended course work and should be individualized to meet each student’s educational and career goals. All plans should meet high
school graduation requirements as well as college entrance requirements.
Date ______________________________________________
Advisor Signature __________________________________
HS Plan of Study
Student Name ________________________________________
Student Signature _____________________________________
Parent/Guardian Signature ______________________________
High School
Postsecondary
Career
Enhancement
Options
Sample Career Specialities / Occupations
Pathways
Cluster K&S
This is a sample of the Cluster and Pathway Model located at http://www.okcareertech.org/guidance.
Select Career and Pathways arranged alphabetically; click on “Cluster Icon.”
E-Business Specialist
Electronic Transactions
Implementer
Information Systems:
Architect
Planner
Systems:
Analyst
Architect
Integrator
Enterprise Systems
Analysis and Integration:
Application Integrator
Business Continuity
Analyst
Cross-Enterprise
Integrator
Data:
Systems Designer
Systems Manager
Warehouse Designer
Education Needed for Career
Programming and Software
Development
Test Engineer
❖ Tester
Systems:
✛ Analyst
Administrator
Software Applications:
Specialist
Architect
❏ Computer Game Designer
Design Engineer
Development Engineer
Engineer
QA Specialist
❖ Tester
Program Manager
❏ Programmer
Programmer/Analyst
Project Lead
Operating System:
Designer/Engineer
Programmer Analyst
Business Analyst
✛ Computer Engineer
Data Modeler
Programming / Software Engineering:
Applications:
Analyst
Engineer
❖ High School – completed high school, high school with career and technology training,
GED, on-the-job training, or apprenticeship
❏ Junior College – completed junior/community college, postsecondary technical, or career
and technology training
✛ Baccalaureate Degree – completed four-year degree or more
• Safety, Health, and Environment
• Systems
• Technical Skills
Interactive Media
Web Development and
Administration:
Web:
Administrator
Architect
❏ Designer
❏ Internet Researcher
❖ Page Developer
Producer
Site Developer
Specialist
Webmaster – Level 1 and 2 (c)
Webmaster
Producer
❖ Production Assistant
Programmer
Streaming Media Specialist
✛ Virtual Reality Specialist
Web:
Designer
Producer
Specialist
Digital Media:
2D/3D Artist
Animator
Audio/Video Engineer
Designer
✛ Media Specialist
Media/Instructional Designer
Multimedia:
Author
Authoring Specialist
Developer
Specialist
Cluster Knowledge and Skills
• Information Technology Applications
• Leadership and Teamwork
• Problem Solving and Critical Thinking
Testing Engineer
Technical:
Account Manager
Support Engineer
Support Representative
Sales Support
Technician
✛ Systems Analyst
Information Support and Services
Technical Support:
Analyst
Call Center Support
Representative
❖ Computer Operator
Content Manager
Customer:
Liaison
❖ Service Representative
Service Professional
Help Desk:
❏ Specialist
Technician
❏ Maintenance Technician
PC Support Specialist
PC Systems Coordinator
Product Support
Engineer
Technical Communicator
Editor
Publications Manager
Writer
Instructional Designer
Online Publisher
Electronic Publications
Specialist
Publisher
Documentation
Specialist
✛ Editor
• Academic Foundations
• Communications
• Employability and Career Development
• Ethics and Legal Responsibilities
Network Systems
✛ Telecommunications Network
Technician
Technical Writer:
❏ Desktop Publisher
Document Specialist
❖ Tester
❖ Technical Support Specialist
❖ User Support Specialist
Systems:
Administrator
Engineer
Support Lead
Network Engineer
PC Support Specialist
Systems Support Lead
Network:
Administrator
Analyst
Architect
Engineer
Manager
Operations Analyst
Security Analyst
Specialist
Technician
Transport Administrator
Database Development
and Administration:
Data:
Administrator
Analyst
Architect
Management Associate
Modeler
Modeling Specialist
Database:
Administrative
Associate
Administrator
Analyst
Developer
Manager
Modeler
Security Expert
DSS (Decision
Support Services)
Knowledge Architect
Senior:
✛ Database
Administrator
Systems Analyst
Systems:
Administrator
Analyst
Network Design and
Administration:
Communications Analyst
✛ Data Communications Analyst
Information Systems Administrator
Information Systems Operator
Information Technology Engineer
❏ Internet Access Provider
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.
This is a sample of the Requirements and More Sources of Information located at
http://okcareertech.org/guidance/Career%20Path/okcareertech/student/career_clusters.htm
• Find creative solutions to
problems.
• Perform scientific and
technical work.
• Use specific machines,
processes, and methods.
• Perform detailed and
accurate work.
• Communicate with
technical personnel,
managers, and people with
no computer background.
• Work dependently or as
part of a team.
• Operating a computer.
• Designing and creating
applications.
• Monitoring errors and
breakdowns.
• Solving complex
problems.
• Activities that involve
meeting and helping
people.
• See and hear well,
either naturally or with
correction.
• Have good manual and
finger dexterity.
• Be able to reach for,
handle, and feel objects.
• Speak clearly and
understandably.
• Be able to sit for long
periods of time.
Possible physical abilities:
• Summer or part-time
employment.
• Work-based and/or worksite learning.
• Job shadowing.
• Volunteer work at school.
• Webmaster for school site.
• Internship or work-study.
• Career and technology
student organizations.
• CareerTech courses.
• Military service.
Opportunities for
experience/training:
• Consulting school
placement offices.
• Consulting newspaper
ads.
• Consulting state
employment offices.
• Direct application to
employers.
• Taking civil service exams.
• Professional certification
tests.
• Online job placement sites.
Methods of entry:
World of Work Map Regions: 2 and 3
Public library, school career center, Oklahoma Career Information System (www.okcareertech.org/guidance/OKCIS.html), Occupational Outlook
Handbook (www.bls.gov/oco/), Occupational Outlook Quarterly (www.bls.gov/opub/ooq/ooqhome.htm), Career Guide to Industries
(www.bls.gov/oco/cg/home.htm), O*NET Occupational Information Network (http://online.onetcenter.org), States’ Career Clusters (www.careerclusters.org),
Career Clusters (www.okcareertech.org/iis/careerclusters.htm), or specific sources for this cluster.
For more sources of information:
You should be able to:
You should like:
Requirements may include but are not limited to the following:
Information Technology Career Cluster
This is a sample of the Cluster Workforce Statistics located at http://www.okcareertech.org/iis/clustericons/
workforcestats.htm. Select Cluster Workforce Statistics; click on “Cluster Icon.” Choose a pathway.
Certifications
2-Year Colleges/Tech Cntrs
2-Year Colleges/Tech Cntrs
77% Much faster than average growth
16% Average growth
$42,410 ($20.39/hr.)
$50,760 ($24.40/hr.)
Oklahoma Average
Starting Salary
Percent Change and Employment
Prospects *B
97% Much faster than average growth
97% Much faster than average growth
$26,910 ($12.94/hr.)
$26,910 ($12.94/hr.)
90% Much faster than average growth
$63,420 ($30.49/hr.)*
97% Much faster than average growth
8% Slower than average growth
$46,630 ($22.42/hr.)
$26,910 ($12.94/hr.)
100% Much faster than average growth
60% Much faster than average growth
$49,030 ($23.57/hr.)
$55,160 ($26.52/hr.)
Not Available
$46,900 ($22.55/hr.)
Unless otherwise indicated, all salary data is from Oklahoma Wage Report, 2003, Oklahoma Employment Security Commission
*A – National Wage Data, O*Net, http://online.onetcenter.org (9/2003); *B – All Projection Data from O*Net, http://online.onetcenter.org (9/2003)
Information Technology Educational Levels and Job descriptions from http://www.dice.com (10/2003)
Programming and Software
Development
Computer Support Specialists: Software
Applications QA Specialist / Software
Applications Tester
Computer Support Specialists: Software
Applications QA Specialist / Software
Applications Tester
Computer Software Engineers, Applications:
Applications Analyst / Applications Engineer /
Applications Business Analyst / Applications
Computer Engineer / Software Applications
Specialist / Software Applications Architect
/ Software Applications Design Engineer /
Software Applications Development Engineer /
Software Applications Engineer
Operations Research Analysts: Applications Data Bachelor’s Degrees
College/Universities
Modeler
Computer Software Engineers, Systems
Software: Operating Systems Designer/
Engineer / Systems Test Engineer / Systems
Tester
Computer Support Specialists: Software
Applications QA Specialist / Software
Applications Tester
Network Systems and Data Communications
Analysts: Operating Systems Programmer/
Analyst
Computer Programmers: Operating Systems
Programmer / Operating Systems
Associate Degrees
Programmer/Analyst
Network and Computer Systems Administrators:
Systems Administrator / Operating Systems
Graduate Degrees
Project Lead
College/Universities
Computer Systems Analysts: Network Analyst /
Network Systems Support Lead
Information Technology Career Cluster
Programming and Software Development Pathway Workforce Statistics
Career Activity File — Leadership and Career Clusters
Web Sites and Information for
Counselors and Teachers
CAREER Choose Your Path to Success
http://www.okcareertech.org/GUIDANCE/
Career%20Path/okcareertech/student/home.htm
http://www.okcareertech.org/guidance/
Career%20Path/okcareertech/counselor/index.
htm
Students can create their own career path
while using this prepaid Internet site. Junior
high and high school students 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. Students can download and print
out the worksheets to use with their top three
Career Clusters determined by the results from
their interest inventory. Their next step is to
decide what education or training they will need
to meet their career goal. Then they develop a
plan to reach their goal using the plans of study.
Students can view, customize, and print the plan
of study. The cluster plan of study is a template
that should be used as a tool to help choose
appropriate course work to prepare for a career
and advanced educational opportunities. This
template can be customized to reflect the school’s
current course offerings as well as those at your
local technology center and colleges.
When students make the right plans for their
future during high school, it saves time and
money. Many of the steps followed in this
program can be used again as they explore other
occupations.
WorkKeys Initiative and KeyTrain
Information
The WorkKeys initiative and the KeyTrain pilot
project are well underway, and positive results
are being reported across the state. It is easy
to confuse or intertwine the two, but they are
56
actually two separate undertakings that we hope
will work together for the good of our students.
WorkKeys is a test, an ACT product, and
the three sections receiving the emphasis in
this project are Applied Math, Reading for
Information, and Locating Information.
This effort is being rolled out with the
collaboration of the Department of Commerce,
Oklahoma Employment Securities Commission,
and the regional Workforce Investment Boards.
If clients or students pass the tests at certain
levels, they will receive a Career Ready
Certificate that informs potential employers of
validated skills in these three areas. Level 5
scores earn a Gold Certificate, Level 4 a Silver,
and Level 3 a Bronze. Businesses and industries
throughout the state are being educated as to
the information provided through this credential
and its usefulness in developing an academically
competent workforce.
KeyTrain is an instructional system that is
structured to develop the skills that WorkKeys
measures. To help develop the competencies of
students who cannot yet earn a Career Ready
Certificate, the Oklahoma Department of Career
and Technology Education (ODCTE) is providing
access to KeyTrain for the CareerTech system
this calendar year. Students pretest to determine
their instructional levels and then work through
a series of lessons related to skills they have
not yet mastered. After successfully completing
their selected lessons, the students are much
more likely to be successful when they sit down
to validate their skills through WorkKeys.
Please call if you have questions or need more
information on WorkKeys or KeyTrain.
Camilla Riley, Academic Integration and Assessment
Specialist, ODCTE, 405-743-5524
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
ABCs of Career Awareness and Career
Exploration, Exemplary Program Award
The ABCs Awards Recognition Program is
designed to recognize national exemplary career
awareness and exploration programs at the
elementary and middle school levels. The ABCs
will help identify, promote, and share the content
and concepts of successful career awareness and
exploration programs that operate across the
nation.
Please consider applying. All districts, schools,
institutions, businesses, or agencies that serve
students at the elementary and middle school
levels (K-8) are eligible to participate. Each
participant must submit a nine-page application
in order to be eligible for recognition. The
program must be in operation at the time the
application is considered. The application is
due the last week of February each year. For
an application or for more information, please
contact Janet Hawkins, 405-743-5123 or
[email protected].
Teen Brains Under the Microscope —
Why Teenagers Need Adults’ Help in
Decision-Making
http://www.marketwatch.com/News/Story/Story.
aspx?dist=newsfinder&siteid=mktw&guid=%7
B0A7E5364-8876-48C5-AAC6-7EB50E2D6EA
9%7D&link=&keyword=Teens%20brains%20still
%20growing
This article explains in simple terms why
the middle and late adolescence brain gets
sidetracked. This age group can provide you the
beginning of a plan and the end of a plan but
cannot connect the two together. For example,
they want to be a lawyer, but they’re getting Cs
and Ds.
The ABCs of Credit and Finance —
Essential Facts for Students
http://www.dfi.ca.gov/abcscreditcard/default.asp
Free credit card literacy program for high school
seniors, which includes a student booklet,
trainer’s guide, and PowerPoint presentation.
Prop Boxes
http://www.childcarelounge.com/Caregivers/
propbox.htm
http://www.education-world.com/a_curr/profdev/
profdev101.shtml
This site provides suggestions for prop boxes,
dramatic play materials, that are organized
around specific themes. Many of the themes
relate to careers and hobbies. Introduce themes
that are related to the students’ experiences to
promote imagination, oral language, and roleplaying.
Counselor Blog
The purpose of a blog is to keep students and
parents updated on deadlines, events, the
admissions process, and to answer frequently
asked questions about postsecondadry education.
Set-up an “ask the expert” blog approach by
inviting experts to be guests along side or with
a counselor. Each week counselors can choose
a different theme — financial aid, course
selection, college majors. Many of these topics
can be located at www.act.com or www.ed.gov.
The students and parents will join in on the
discussion and pass ideas back and forth while
learning from one another. Use this Web site to
learn how to get started. http://fordlog.com/wpcontent/uploads/2006/04/Coming_of_age_v1-2.pdf
By Kristen Gerencher, CBS MarketWatch
www.okcareertech.org/guidance/CareerInfo/caf.htm
57
Career Activity File — Leadership and Career Clusters
Oklahoma CareerTech Foundation
Minority Scholarship Task Force
The Oklahoma CareerTech Foundation is
providing five to ten $1,000 college scholarships
for 2007 to ethnic minorities who want to become
CareerTech instructors.
Eligibility/Criteria
This award will be given to an individual who
has been a member of a CareerTech Student
Organization (CTSO) in secondary or postsecondary education.
Utilization of Scholarship Funds
The scholarship funds may be used for the
following allowable expenses: tuition, books and
school supplies, gasoline, and education-related
registration fees. Examples of expenses not
allowed include clothing, rent, and food.
Applicants must meet the following specific
criteria:
• Be a high school graduate or possess a GED.
• Meet the residency requirements of Oklahoma
postsecondary institutions and technology
centers.
• Must be able to meet college admission
requirements.
• Be a current member or former CTSO member
and planning to pursue an education to
become an educator in a CareerTech program.
• Be currently enrolled in a full-time CTE
program at an Oklahoma technology center
or high school or a full-time student in an
accredited institution of higher learning for
the fall and spring semester of the ensuing
school year.
Work Ethic Program Guide
The Northern Kentucky Chamber of Commerce
and Education Alliance of Northern Kentucky
created the K-8 Work Ethic Program to expand
the successful high school program into
elementary and middle schools. The committee
created this guidebook as a resource for parents
and schools to promote the development of a
strong work ethic in grades K-8. The guidebook
includes:
• Age-appropriate descriptions of each standard
at the end of elementary and the end of middle
school.
• Suggestions for ways that parents and schools
can support and encourage development
within each standard.
• Ideas for how schools can recognize students
who demonstrate growth and achievement
within each standard.
The program is designed to reflect an assortment
of skills and to define them developmentally
based on what is demonstrated at the end
of elementary and middle school. The 10
standards of a good work ethic include
Discipline, Attendance, Absence, Tardiness,
Service Learning/Community Service, Academic
Performance, Work Habits, Punctuality and
Preparedness, Respect, and Cooperation.
Download a complete guide by going to http://
www.nkychamber.com. Select from the menu –
Education Initiatives.
To receive a scholarship packet and additional
information, please contact Barbara Miller,
Scholarship Committee Chairperson, at (405)
717-4174 or email [email protected].
58
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Cooperative Alliance
Since 1988, colleges have been awarding college
credit to technology center students through
Cooperative Agreements. More than 300
cooperative agreements involving 123 associate
in applied science (AAS) programs are offered
through 18 colleges and 29 technology centers in
Oklahoma. These agreements are between one
college and one technology center.
Now, there’s a new way for students to earn
college credit with more flexibility and greater
benefits to the student. It’s called Cooperative
Alliance Agreements.
High school and adult students at participating
technology centers (1) can earn college credit from
state colleges and universities through Alliance
Agreements. Benefits of the Alliance model
include:
• High school students must also have
- ACT score of 19, PLAN score of 15, or high
school GPA of 2.5
- Letter of support from high school counselor
- Written permission from a parent or legal
guardian
Once admitted, students must maintain at least
a 2.0 grade point average in their college-level
courses to remain in good standing.
What degrees and certificates are included?
Cooperative Alliance Agreements include the
Associate of Applied Science (AAS) degrees and
college-level Certificates of Mastery.
Is my degree or certificate transferable to
another college or university?
The receiving college or university to which a
student transfers has the authority to determine
the eligibility of those courses as applied toward
your desired degree plan.
• Allows students to begin working on a degree
while still in high school.
• College credit is awarded immediately upon
successful completion of the course.
• Admissible students may enroll in any state
college or university and transfer courses
depending on the degree program.(2)
How much credit can students earn?
Each program varies in the number of courses
and college credit that are available. For
example, a student enrolled in a Network
Technology Program can earn up to 41 college
credit hours while a student enrolled in an
Automotive Technology Program can earn up to
57 college credit hours.
(1) As of June 2006, 26 technology centers are participating
in the Alliance project. Several more are working on
Alliance agreements. The remaining technology centers
are offering courses through Cooperative Agreements
with community colleges.
When is the college credit granted?
Credit is earned as soon as the course is
successfully completed.
(2) It should be noted that the receiving college or university
has the authority to determine the eligibility of those
courses as applied toward the desired degree plan.
Frequently Asked Questions
About Cooperative Alliance
Who is eligible to participate?
• Adult students
• High school students in 11th and 12th grades
- at an accredited high school
- who are at least 16 years old receiving
high-school-level instruction at home or
from an accredited high school
www.okcareertech.org/guidance/CareerInfo/caf.htm
Who awards the college credit?
The colleges and universities award the college
credit for courses taught at the technology
center.
How do students apply for college credit
NOW?
A process to enroll students has been established
at each participating technology center. Please
see the counselor or student services staff for
more information.
To find out more about opportunities available
for students at technology centers to earn college
credit now, please contact your local technology
center.
59
Career Activity File — Leadership and Career Clusters
Oklahoma Higher Education
College Credit Check
Visit http://okhighered.org/student-center/
jrhigh-highscl/courses.shtml to fill in the course
requirements that are needed for Oklahoma
state colleges and universities.
Course Requirements for College Entrance:
______ English
______ Math
______ Laboratory Science
______ History and Citizenship Skills
______ Other
______ Total Units
How many college credits do you have? There
are a variety of ways to earn college credit while
still in high school. Cooperative agreements,
cooperative alliances, concurrent enrollment,
Advanced Placement, and College-Level
Examination Programs allow you to try collegelevel work. Taking college courses in high school
will provide a learning experience; students
gain study skills, have less seat time in the
classroom, and more money in their pockets. Fill
in the number you have or will receive by the
time you graduate from high school.
60
Cooperative Agreements
______ College Credit
Cooperative Alliances
______ College Credit
Concurrent Enrollment
______ College Credit
Advanced Placement Classes
______ College Credit
College-Level Examination Program (CLEP)
______ College Credit
______
Total College Credit
www.okcareertech.org/guidance/CareerInfo/caf.htm
All entries become the property of OCDA/ODCTE and will not be returned.
Mail Posters Chosen as School Winners to:
Oklahoma Department of Career and Technology Education, Guidance Division •
1500 West Seventh Avenue • Stillwater, OK 74074-4364
Entry Form: Copy and complete the entire entry form below and attach with tape or
glue to the back of each entry. Please do not add student’s name on the front of the
poster.
Display: Posters are to be displayed in the student’s school during National Career
Development Month in November. Winning posters must be sent to Oklahoma
Department of Career and Technology Education by December 1.
Size: Each poster must be created in 81/2 - by 11-inch format.
C1. Standard use of ink, pencil, collage, poster paints, magic markers, acrylic, oil,
cut and pasted paper. C2. Use of photos, clipart, graphic art software, and mixed
media.
New Media: Students may submit their work in one or both categories –
C1 and/or C2.
Lettering: Simple bold lettering is preferred. Captions may be used to convey the
message, attract attention, and achieve goals of clarity, vigor, and originality. All
letters will be considered part of the design.
Judging Criteria: Judging will be based on originality, creativity, and development of
national theme. Attention will be focused on basic art principles and appropriate use
of media and lettering. Only posters judged as first-, second-, and third-place
winners should be sent for judging in the state contest.
Theme: Posters should reflect the theme: “One World ~ Many Cultures ~ Many
Careers.” Each poster must relate to the theme.
Eligibility: There are six divisions: Primary (Grades K-2), Intermediate (Grades 3-5),
Middle Grades (Grades 6-8), Senior (Grades 9-12), Adult-Student (enrolled in
school), and Adult (18 and older, not enrolled in school). Each school is eligible to
submit three entries per category.
One World ~ Many Cultures ~ Many Careers
Career Poster Contest – November 2006
Last
❑ School Submission
❑ Poster ❑ Category 1
❑
Category 2
Sponsored by the Oklahoma School Counselor Association (OSCA), Oklahoma
Counseling Association (OCA), and the Oklahoma Department of Career and
Technology Education.
Signature ___________________________________________
I, _________________________________, state that the attached
Poster/Poetry entry is the original, which I myself created and
completed.
❑ Poetry
If individual, you must state the school the individual attends per
eligibility guidelines unless the entry is submitted under Open Adult.
❑ Individual Submission
State Coordinator: Janet Hawkins
Address: 1500 West Seventh Avenue
Stillwater, OK 74074
Phone: 405-743-5123
E-Mail: [email protected]
E-Mail ________________________________________________
Phone ________________________________________________
OK ZIP ________
City _________________________ State_______
School Address _________________________________________
School Name ___________________________________________
School Coordinator ______________________________________
County ________________________________________________
City _________________________ State_______
OK ZIP ________
Address _______________________________________________
First
Student Name ____________________ Grade _____ Age _____
(Each entry must have a completed entry form.)
Official Entry Form
All entries become the property of OCDA/ODCTE and will not be returned.
For additional information, contact: Oklahoma Guidance Internet site
http://www.okcareertech.org/guidance Choose Teacher/Educator/Counselor
Information and Resources. Click on grade level.
Mail Poems Chosen as School Winners to:
Oklahoma Department of Career and Technology Education, Guidance Division •
1500 West Seventh Avenue • Stillwater, OK 74074-4364
Entry Form: Copy and complete the entire entry form and attach with tape or glue to
the back of each entry. Please do not add student’s name on the front of the page.
Display: Poems are to be displayed/read in the student’s school during National
Career Development Month in November. Winning poems must be sent to Oklahoma
Department of Career and Technology Education by December 1.
Size: Each poem should be typed on a single sheet of paper 81/2 by 11 inches in
12-point font.
Poetic Form: Poems may be written in any poetic form, i.e., cinquain, diamante, free
verse, haiku, limerick, metered, rhyming, blank verse, etc.
Judging Criteria: Judging will be based on originality, creativity, and development of
national theme, appropriate form, execution, spelling, and grammar. Only poetry
judged as first-, second-, and third-place winners in the school contests
should be sent for judging in the state contest.
Theme: Poems should reflect the theme: “One World ~ Many Cultures ~ Many
Careers.” Each poem’s topic must relate to the theme.
Eligibility: There are six divisions: Primary (Grades K-2), Intermediate (Grades 3-5),
Middle Grades (Grades 6-8), Senior (Grades 9-12), Adult-Student (enrolled in
school), and Adult (18 and older, not enrolled in school). Each school is eligible to
submit three entries per category.
One World ~ Many Cultures ~ Many Careers
Career Poetry Contest – November 2006
Last
❑ School Submission
❑
Poster
❑ Category 1
❑
Category 2
Sponsored by the Oklahoma School Counselor Association (OSCA), Oklahoma
Counseling Association (OCA), and the Oklahoma Department of Career and
Technology Education.
Signature ___________________________________________
I, _________________________________, state that the attached
Poster/Poetry entry is the original, which I myself created and
completed.
❑ Poetry
If individual, you must state the school the individual attends per
eligibility guidelines unless the entry is submitted under Open Adult.
❑ Individual Submission
State Coordinator: Janet Hawkins
Address: 1500 West Seventh Avenue
Stillwater, OK 74074
Phone: 405-743-5123
E-Mail: [email protected]
E-Mail ________________________________________________
Phone ________________________________________________
OK ZIP ________
City _________________________ State_______
School Address _________________________________________
School Name ___________________________________________
School Coordinator ______________________________________
County ________________________________________________
City _________________________ State_______
OK ZIP ________
Address _______________________________________________
First
Student Name ____________________ Grade _____ Age _____
(Each entry must have a completed entry form.)
Official Entry Form
Career Activity File — Leadership and Career Clusters
Bulletin Board Ideas
Research the occupation of your choice that is in the Architecture and Construction Cluster. Record
your findings on the tape measure form. Cut out the form and display on a bulletin board titled “Do
You Measure Up?”
Name of Architecture and Construction cluster career:
Describe work:
Training needed:
Special equipment:
Salary range:
Did you know . . . At the national level, 250,000 jobs requiring training in the field of architecture-engineeringconstruction go unfilled each year in an industry of 6.3 million workers? The average trained worker in this field is
47 years old? More than half of the buildings that will exist in 2035 have not yet been built?
www.okcareertech.org/guidance/CareerInfo/caf.htm
63
Career Activity File — Leadership and Career Clusters
Bulletin Board Ideas
Research the occupation of your choice that is in the Business, Management and Administration
Cluster. Record your findings on the bar graph form. Cut out the form and display on a bulletin
board titled “Step Up to Your Future.”
Name of Business, Management and Administration cluster career:
Describe work:
Training needed:
Special equipment:
Salary range:
64
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Bulletin Board Ideas
Research the occupation of your choice that is in the Education and Training Cluster. Record your
findings on the bookshelf form. Cut out the form and display on a bulletin board titled “Educating a
Mind.”
Name of Education and Training cluster career:
Describe work:
Training needed:
Special equipment:
Salary range:
www.okcareertech.org/guidance/CareerInfo/caf.htm
65
Career Activity File — Leadership and Career Clusters
Bulletin Board Ideas
Research the occupation of your choice that is in the Information Technology Cluster. Record your
findings on the computer form. Cut out the form and display on a bulletin board titled “Computer
Network.”
Name of Information Technology cluster career:
Describe work:
Training needed:
Special equipment:
Salary range:
66
www.okcareertech.org/guidance/CareerInfo/caf.htm
Career Activity File — Leadership and Career Clusters
Career Games and Activities
Virtual Field Trips
Open your web browser and search: career
virtual field trip or watch one-two minute videos
on 450 occupations.
http://www.acinet.org/acinet/videos_by_
occupation.asp?id=27,&nodeid=28
It is recommended to have students follow up
with research on a chosen occupation related to
the virtual field trip using one of the following
Internet sites.
http://www.bls.gov/oco/
http://www.nycareerzone.org/graphic/index.jsp
http://www.oesc.state.ok.us.lmi/publications/
publication.asp?pubID=10
Streaming Futures
http://www.kidzonline.org/streamingfutures/
“Streaming Futures” is a free, web-based
show dedicated to helping teens choose the
right career path. This site has more than 90
streaming video interviews with celebrities,
business leaders, athletes, musicians, and career
professionals from all different industries.
Students choose a category and click on “Stream”
to hear how these people started down the path
to where they are today. The results from the
“Career Quiz” will show students what areas
they are interested in. They can watch videos of
people that have the same interest.
Good Fit or Not
Distribute different occupational titles to
students. Students discuss whether or not the
occupation is the correct choice for them. Have
students use the same occupation and discuss
what type of training and school subjects were
necessary to reach that occupational goal.
www.okcareertech.org/guidance/CareerInfo/caf.htm
67
Tools of the Trade
Color the house painter’s tools _______________.
Color the school’s tools __________________.
Color the shoe store’s tools _________________.
(Counselor/Teacher — The space is left blank for you to add a color word of your choice.)