Career Development and Training

career cruising image 2015

 

 

Our new global economy demands a workforce with an education beyond high school.   In order to build and sustain a vibrant economy and healthy educational community, the Muskegon Area Intermediate School District (MAISD), Muskegon Area Career Tech Center (MACTC) and Muskegon Opportunity – the Local College Access Network (LCAN) strive to ensure that all students begin and complete a meaningful EDP that is understood and managed for successful career and college planning leading to a quality post-secondary credential.  Local districts develop Educational Development Plans (EDP) for all youth in order for them to understand their skills, values, career choices and college training options.

Purpose: 

Encouragement for a county-wide comprehensive and collaborative partnership working to:

1) Provide a quality EDP completion process (including lessons and activities) for local districts and students beginning in the 7th and 8th grade enrolled in a public, charter, and/or parochial school

2) Help students understand what careers and course offerings are available to them including pre-college and career experiences within Muskegon County

3) Focus on parents’ / community involvement and awareness as part of the career development process

 

Professional Development offered to local staff:

A Recorded link to our introduction of Career Cruising!

https://attendee.gotowebinar.com/recording/5816065037668172034

Additional Resources for our use:

Get Started with ccSpringboard

Summary of Features

Suggested ccSpringboard Implementation Plan
Getting Started with Application Planner
Ways to Help Your Students Plan for their Postsecondary Destination 
CAMS Tutorials

Get Started with ccTheRealGame
ccTheRealGame Getting Started Guide
ccTheBeRealGame Getting Started Guide

Using ccSpringboard alongside ccTheRealGame
Using ccSpringboard alongside ccTheBeRealGame
Best Practices for EDP Completion 
CAMS Tutorials

 

What the Research Says About Motivating Learners:

From the literature on what motivates students to learn, the following key concepts were obtained from a wide collection of sources in a variety of formats. Here is a summary of what research has shown to be the top six motivators for learning. Motivation amidst EDP completion lessons and activities are no different!

1. Student control of learning. The focus here is learning. Assessment of learning styles and adapting lesson delivery is vital. If students feel they have their grades in their control (whether they actually do or not), the most resistant learners will engage and take ownership.
2. Relevance to student use and teacher’s genuine interest. There is a dual emphasis between relevance and genuine interest. Why a lesson is important and how it connects to life is best embraced by the student when the teacher demonstrates genuine interest in the subject and students.
3. Teacher’s enthusiasm. Teacher enthusiasm is vital. If a teacher has been assigned to a grade level or curriculum that he or she is not necessarily interested in, it’s time to find the silver lining in the cloud. Students are perceptive and read their teachers’ every action, reaction, and comment. Teachers must be excited about what they are bringing to the students if they expect the students to be interested.
4. Quick feedback and assignment return. Student performance is directly correlated to the time between assignment submission and return. Students’ learning increases when they can make adjustments to errors in a timely fashion. Teachers should strive to return student work the next day.
5. Instructional variety. Technology has provided the opportunity to deliver instruction in a variety of ways. Three shifts in approach to curriculum delivery during a 50-to 60-minute period will help student interest remain high and engaged. Shifting from lecture to group work to independent study keeps students connected and interested.
6. Encouragement. A simple pat on the back, a smiley face stamp, writing “Good Job!” or acknowledging effort can make a big difference in student performance.

 

Career Cruising Managers and Experts:

Trang Le | Client Success Manager

T: 1-800-965-8541 Ext. 165 | F: (416) 463-0938

trangl@careercruising.com | www.careercruising.com

 

Implementation Manager, Mony Pal

email: monyp@careercruising.com

 

Client Support – General technology and usage support

clientsupport@careercruising.com

 

 

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As we educate and expose our young students… Its imperative we tell them what kind of credentials are needed! Recently, MCAN, along with the Michigan Post-secondary Attainment Workgroup – a coalition of K-12 and higher education groups, foundations, business leaders, the governor’s office and legislators – participated in the release of a new report with crucial insight to boosting post-secondary credentials in Michigan to 60 percent by 2025. The report, Reaching for Opportunity: An Action Plan to Increase Michigan’s Postsecondary Credential Attainment, outlines the challenges and opportunities along with recommendations for strategic actions and policies to increase credential attainment, necessary to succeed in Michigan’s growing economy.

The report lays out a series of challenges that must be overcome to achieve its goals – and solutions to those challenges. Among them:

1) Too many students are receiving inadequate advice during high school and college, the report proposes increasing the number of school counselors and college advisers while also providing them high-quality professional development.

2) Michigan students are less likely to obtain college credits while in high school than the national average (just 11 percent), the report calls for high schools and higher education institutions to adjust the policies and increase financial incentives to boost that number.

3) Many low-income and minority students fail to complete their credential due to financial difficulties, the report calls for an increase in state-provided need-based financial aid.

4) More students should have the opportunity to move from community colleges to four year universities and colleges, the report calls for additional work to streamline credit transfer.