ESOL Career Pathways Project/ M.C.I.S....ESOL Career Pathways Project/ M.C.I.S. • Teachers...

MONTANA ESOL conference- 2015ESOL Career Pathways Project/ M.C.I.S.

Broad WIOA Goals

• Increased access to education, training & employment

• High quality workforce development system • Improved quality of labor market: relevance • Enhanced services and design • Increased prosperity of workers and employers • Needs met through a competitive nation

In general, WIOA is in effect on July 1, 2015 Final Rules by January 22, 2016

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ESOL Career Pathways Project/ M.C.I.S.

• Teachers connected through Skype technology, as they integrated

21st century skills and workforce development goals into their

statewide project based learning collaboration.

• They worked on developing workforce vocabulary, computer

literacy skills and oral and written competencies as they

documented their research and created workforce related power

points or any other tool that they shared in class, via the ESOL

WIKI with other sites, and with colleagues/ friends at their Spring

ESOL conference.

• All of their activities intended to promote the ESOL and Career

Readiness Standards for the State of Montana.

ESOL Pathways Project 2015 Skype Dates and Objectives

Skype calls 12:10 PM -12:55 PM –on Thursdays monthly

Call Dates Call Objectives_______________________

October 23: Collaborative State Project Overview

Homework: Explore MTCIS site: mtcis.intocareers.org

November 20: MTCIS Integration into Project : Brainstorm class activities

Homework: Plan and implement MTCIS activities at three levels in ESOL classroom,

December 18: Discuss student “Occupation Exploration Projects” & vocabulary

Homework: schedule a field trip to the local Job Services Center

January 22: Share outcomes and experience of class trip to Job Service

Homework: Organize instructional PowerPoint lessons for students so they can begin to create their Occupation

PowerPoints.

February 26: Sharing on experience and outcomes of student PowerPoints.

Homework: Prep work success strategies in classes

March 26: Collegial evaluation of the state project, Skype, and technology

Integration as a whole. Homework: Prepare your site presentations for April conference.

April (TBD): ESOL Pathways Projects State Presentations and Strategies

For ESOL Student Success in Transitions to the Workforce

Step 1: MCIS registration

https://mtcis.intocareers.org/timeout.aspx

Step 2: Explore MCIS web and understand how to navigate on it

Step 3: Interest Profiler

https://mtcis.intocareers.org/onet_ip/onet_ip_intro.aspx

Step 4: Choosing Occupations

https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=Occ/Occ100.htm

Step 5: Education and training

https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=Occ/Occ310.htm

Step 6:Employme

https://mtcis.intocareers.org/LandingPage.aspx?Tab=5

Step 7: Plan Presentation

To learn more about

themselves and

careers that match

their background

and interests.

To explore occupations

and training options and

begin networking or job

seeking.

To plan their

next steps.

Katya Arpon Marandino Irish

Key skills students learned in this project:

• -Project Authenticity, ensuring students use technology to create a final

product;

• Student Engagement, allowing students to shape the curriculum as they make

significant production choices throughout the project;

• -Active Learning, encouraging students to solve problems and communicate

their understanding by using technology tools;

• Rigorous Communications Skills, developed in the reading, writing, listening,

speaking, and presenting activities integral to technology-based projects;

• - Practical Life Skills, developed through collaboration, decision-making, and

critical thinking; transferable to other educational and work settings.

Habits of mind that students practiced in this project :

Students clearly define everyone's roles, responsibilities, and contributions

to the project, and students are held to it.

Students work together to figure out what their final product is going to

be and how they will acquire the knowledge they need to complete it.

Project in Great Falls

1.Explore M.C.I.S site

2. Take Assessment- interest profiler

3. Understand Reality Check

4. Learn about skills

5. Explore occupations

6. Explore education options

7. Network & Job service

8. Set Goals

9. Make Plan

10.Manage Finances

Visiting the Job Service in Great Falls

Completing employment applications

Attending weekly Guest speakers presentations

Creating resumes

Writing Cover letters

Studying cases

Performing Interviews

Creating Puzzles

Navigating on the internet

Presenting PowerPoints Creating PowerPoints

Ellen & Joanna

*

In The Bozeman ABLE Classroom

*

*They created PowerPoints,

compared careers, and

created “Next Steps.”

*

*

It was a positive first step into project

based learning in the ABLE classroom

& we will do more next year!

*Bozeman Jobs Project

2014-2015

*Job Service Field Trip

*Fabulous Guest Speakers

Firefighting and Emergency

Medical Services IT Services

Nursing

Teaching/Retirement

Law Enforcement (K9 Unit)

*Research, Collaboration, Application

Shannon Davis

*

*The majority of our students either already work or are not actively seeking

employment (housewives, ineligible visa)

*Students were already working with another teacher who teaches PEP Talk and uses

MTCIS in her classroom

*

*Students focused on career-specific vocabulary (waiter dialogues, common phone

inquiries/orders, restaurant terms)

*Focused on creating resumes (exploring their strengths, education, etc.) and

cultural differences when interviewing, resigning, etc. (did not use MTCIS)

*Explored online resources for jobs in the area with only one student, who was

actively looking for a job change (was employed)

*

*Met with Migrant Council and Job Service to discuss how they could help students

*One student found a position through her introduction to Job Service as a

bookkeeper for a company in town—she was already a trained accountant in Russia

and had taken accounting classes through our Community Ed program here.

Bobbie

The entire class was introduced to the MCIS Website with translation help for the beginning students. While

visiting the Occupations Clusters page, there was discussion of one of Chinese student’s home country

occupations along with related vocabulary.

The class visited Flathead Job Service with an orientation provided by a former ESOL student who is

employed there. This was a very successful activity as it provided information about services that are

available to all. Students indicated that they didn’t know of its existence even after living in the area for 3

years. One of the Chinese students was surprised and pleased to learn that people over 35 are employable

as in China she would be considered “too old” at the age of 51.

As the project progressed, the students were introduced to “Your Guide”, the Montana 2 Year College

Workforce Development Guide. This provided information new to the students relating to some of the

Postsecondary Education Opportunities available and associated vocabulary.

The students completed various exercises in the National College Transition Network Curriculum

Guide to again address our project questions of “Who Am I?”, Where Am I Going?” and How do I Get

There?”

Although the class wasn’t able to progress through MCIS as quickly as hoped, I felt the project was a

good start. Having enough class time is always a challenge as we meet twice a week for 2 hours each

time.

We have had 3 students hired recently to work at the campus day care center. Their employment

highlights the need for alignment between ESOL students and their employers. Employment

reinforces to the students that their language skills need to continue to improve.

Six Steps to Career Pathway Decision-Making:

• identify their interests and talents through career research, job-shadowing, Community Classrooms,

Career and Technical Education Programs, and other self-examination/exploration opportunities.

• consider the possible careers in each pathway, in relationship to their interests, abilities, and talents.

• collaborate with family members, counselors, and teachers, evaluate and decide which Career

Pathway seems to fit them best.

• select courses that are related to their chosen Pathway.

• complete course work to the best of their ability, including paid or unpaid work experience,

internships, or apprenticeships.

• continually assess their performance and pathway choice along the way.