The Personal Orientation Project and the Guidance Orientated Approach to Learning Offer of Service Phase 2

Agenda Welcome and introductions Brief review of offer of service, phase 1 POP in action The diversity of choices facing students entering secondary cycle two GOAL and secondary cycle one Preparing for the Personal Orientation Project GOAL and secondary cycle two The new subject area Career Development Exploration of Vocational Training Questions and comments

Brief review of inservice session, phase 1…

Group discussion What is POP?

Essentials of POP Socio-constructivism....

Socio-constructivism “Currently, socioconstructivism is a growing theoretical force in understanding ways to improve learning informal settings such as schools and professional seminars (Hickey, 1997). Incorporating views from sociology and anthropology, this perspective acknowledges the impact of collaboration, social context, and negotiation on learning. Critical to this view is the understanding that people learn through their interaction with and support from other people and objects in the world.”

Specific competencies linked to the POP and its key features Carries out a process of career exploration Plans his/her exploration process Determines some of his/her fields of interest Defines the purpose of the exploration Selects the means of exploration Sets out the steps of the process Varies the means of exploration Tries out work functions Visits workplaces and educational institutions Uses documentary resources in academic and career information Meets with key people Looks critically at his/her exploration process Compares his/her process with those of classmates Assesses the usefulness of his/her process Envisions other processes Judges the quality of his/her process Evaluates the relevance of the resources used

Specific competencies linked to the POP and its key features Contemplates his/her learning and work possibilities Consolidates his/her personal profile Makes connections between his/her personal qualities and discoveries Considers the personal commitments required to reach his/her goals Recognizes the impact of self-esteem on his/her aspirations Sets objectives for his/her personal development Determines his/her ways of making decisions Shares his/her reflections Compares his/her impressions with those of classmates Broadens his/her reflection by drawing on that of others Talks with parents or other trusted people Considers possible career paths Envisions the stages of his/her possible career paths Recognizes opportunities and their related constraints Considers his/her possible career paths in a time frame Critically compares possible career paths

POP Index Virtual catalogue of tools for POP User friendly site for the students and teachers Virtual catalogue of tools such as experiential tools, virtual visits, testimonial of workers, etc Exploration starting from the students’ own fields of interest Free access

POP in Action An open dialogue with professionals from our pilot schools & Roxanne Boutin, Guidance Counsellor from an experimentation school

The diversity of choices facing students entering secondary cycle two

Choice of path is student selected (Basic School Regulations, article 23.1) Parents implicated in the process MELS support (rencontres nationales, various in service sessions offered, information flyer on paths, etc.) Support of the cycle one school team (teachers, guidance counsellors, complementary educational services professionals, administration, etc.)

The diversity of choices facing students entering secondary cycle two Choice of path A choice according to the interests of the student: Differentiated compulsory programs: -in mathematics - in science and technology -in arts - in language arts and second language Many optional programs: -Exploration of Vocational Training -Entrepreneurship -Personal Orientation Project -any other local courses offered by the school

The diversity of choices facing students entering secondary cycle two Student choices The Applied General Education path,the General Education path and the choice of courses: –Students can be offered AST-POP as a block option. –Student who CHOOSE this block would follow the Applied General Education path (Basic school regulation, art.23.1). –POP is also possible as an optional course for students who prefer the science and technology course rather than applied science and technology course (AST) in secondary cycle two. These students therefore would be going in the General Education path.

GOAL in Secondary Cycle One

School team Parents Students Community

GOAL in Secondary Cycle One Share school board vision (strategic plan, mission statement, Complementary Educational Services programs, etc.) Determine what your school will offer (what paths, local programs) Prepare a plan to inform your school team by: –Discussing the paths at staff meetings, at cycle or team meetings: Use information on the DVD given out at the phase 1 in service session – Personal Orientation Project and the Guidance Orientated Approach to Learning Testimonial from schools piloting the POP Use one-page document on POP in your handout package Use information and documentation from the POP vestibule site on LEARN at currently under construction Use MELS documentation –Schoolscapes magazine –Path overview information document (will be given out at the rencontres nationales) –Basic school regulation, etc. –Organize a meeting with certain professionals and teachers to develop your action plan –Determine the roles and responsibilites of each professional involved with your action plan, etc. School Team Suggestions to assist you in your preparations…

Prepare a document explaining the paths and the different course offered at secondary cycle two. Organize a parents information session event. Distribute existing MELS documents. Distribute document from your handout package. First year of cycle Activities to understand the school system. Activities on learning styles. Activities to explore the world of work. Activities to get to know yourself. Second year of cycle Explain the paths and the time table for the second cycle Teachers of different disciplines can inform students of the course options in the second cycle, science teacher Meet with Guidance Counsellors and other professionals, etc. Parents Students GOAL in Secondary Cycle One Suggestions… La recherche sur le PPO à fait ressortir que les parents souhaitent recevoir des informations précises sur ce programme.

GOAL In Secondary Cycle One Diversification of the paths Complementary Educational Services Quebec Education Program GOAL =

Activity Work on the school board POP action plan Ready for POP

Preparing for the Personal Orientation Project

Preparing for POP Who are the POP teachers? The POP is not associated with any specificic teaching discipline. POP teachers can form their own team to share ideas and resources.

Preparing for POP Protrait of a POP teacher: Keen to allow students to assume a very active role and to accompany them throughout the process Encourages students to work autonomously (32 individual projects at one time) Interested in the personal and career development of students Open to using new technology Comfortable working with a class that uses the Internet frequently Conscious of the importance of cross-curricular approach The administrator knows the expertise and strengths of his/her teachers and can encourage them to take on this exciting new challenge

Preparing for POP Responsibilies of Guidance Counsellors and other professionals During the development of POP in the experimentation schools, certain considerations came to light: POP changes the nature and timing of requests from students in the cycle two. POP teachers requested professional support and classroom intervention. GOAL related acitivities must be planned for secondary cycle one and two. Parents appreciated receiving precise information on this course.

Distribution of Tasks The Guidance Counsellor We suggest a review of responsibilities as POP will demand minimally a reorganization of their time. Roxanne Boutin, c.o. will discuss her involvement with POP and how it impacted on her other responsibilities.

Preparing for POP The training and supporting of POP teachers Support by pedagogical consultants and other resource personnel at your school board (i.e., GOAL rep) –Your school board should be naming a pedagogical consultant or other resource personnel to this responsibility; –Local RECIT consultant also can be used as a resource for the implementation of technology needs (Internet, computers, software and related equipment). Following your school board policy, teachers can be released by school administration for POP development....as is done in other disciplines.... for « pedagogical renewal » (50M$ over 6 years since for the secondary sector) Training and workshops at symposiums and conferences An online training course is being developed in French for May We will assess the value of translating it into English for use in training future POP teachers by their school boards.

Preparing for POP POP training opportunities: Quebec Home and School Association – October 2006 QPAT – November 24, 2006, 12h15 to 13h15 GOAL symposium spring 2007 Colloque de l’approche orientante March 2007 – in French Possibility of, as Guidance Counsellors expressed an interest, at a workshop prepared by the Order of Guidance Counsellors – bilingual presentation And other workshops offered by school boards for their schools and resource teams.

Preparing for POP Another POP in service session in May 2007 focusing on supporting school boards in their efforts to prepare teachers who will be teaching POP. What would your school team envision for this session?

Physical and Material Organization: –Computer tables –Between 16 to 22 computers –Appropriate electrical outlets –Internet access –Lockable storage unit for expensive items –Place to store consumable materials Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoin du renouveau pédagogique, mai 2006 The classroom: The PPO was developed for a standard classroom or an existing computer lab and if possible, in close proximity to a career resource centre. The class will consist of: –Standard tables with protective carpet to allow students to work with tool kits. –Shelving or storage units for the tool kits and accompanying activity guides.

Preparing for POP M. Gilles Marchand Directeur de l’équipement scolaire MELS

Preparing for POP Budget specifically for POP: $8000 for the tool kits for each POP classroom; $6000 for computer tables, work plans, protective carpets, etc. $1000 for consumable materials (variable amount depending upon the number of POP classes yearly until ) Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoins liés au renouveau pédagogique, mai 2006

Physical and Material Organization: Other budgets: Mesure 50650: 352,000,000 for matériel de base approved Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoin du renouveau pédagogique, mai 2006 Budget for computers: Use the existing computer labs Use the school board budgets for the purchase of computers –New budget for educational computers Mesure ( for all of Québec)

Preparing for POP A sample classroom layout Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoins liés au renouveau pédagogique, mai 2006

Preparing for POP A sample classroom layout Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoins liés au renouveau pédagogique, mai 2006

Preparing for POP A sample classroom layout Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoins liés au renouveau pédagogique, mai 2006

Preparing for POP A sample classroom layout Mise à niveau des locaux pour les cours du deuxième cycles du secondaire pour répondre aux besoins liés au renouveau pédagogique, mai 2006

Preparing for POP Technology Needs –Specification of your computers –Laptops vs desktops –Internet access and Internet protocol –Head phones –Visit the POP website for technology requirements and talk to the school board Récit Consultant

Preparing for POP Tool kit update: Working to ensure tool kits available for all fields of interest Translation and adaptation of French tool kits not always possible New kits being developed by partners Group purchase of tool kits being reviewed Possible for a school to assemble its own French tool kits (consult Liste du matériel de soutien pour la mise en oeuvre du PPO document on homepage of PPO site, please note that many of these tools are still under development and may be changed).Liste du matériel de soutien pour la mise en oeuvre du PPO

Activity Work on the school board POP action plan Ready for POP

GOAL in Secondary Cycle Two

GOAL still plays a crucial role in students development: Not all students will choose POP as a course in cycle two. cycle. Students need to understand the school system available to them after secondary school and its many aspects such as application forms, student loans, etc. Students need additional GOAL related activities to support them during these crucial years as they make decisions that will influence the next stage of their academic and career journey. After POP, students look for exploration opportunities. They actively pursue their own career possibilities.

GOAL and Secondary Cycle Two It is important to continue with a variety of activities for students: Activities to inform students about academic and career options Activities to explore different occupations Activities to allow GOAL experimentation both in the classroom and outside the classroom

GOAL in Secondary Cycle Two Students benefit from: Discussing concerning how personal qualities impact upon career choices Exploration or experimentation activities that assist students in identifies their interests and aptitudes Discussions concerning the labour market and regional employment Visits to other educational institutions (vocational training centres, cégeps), etc.

GOAL along with the school team will support the students in their transition from secondary school to the next stage of their career process.

New Subject Area Career Development

The Subject Area – Career Development

The Subject Area Career Development Applied General Education path Personal Orientation Project Work-Oriented Path Introduction to the World of Work World of Work Orientation Work Skills Training for a Semiskilled Trade Options Personal Orientation Project Exploration of Vocational Training Entrepreneurship

Exploration of Vocational Training Optional program as per the Basic School Regulation (2 or 4 credits) Offered by school boards starting in Ministrial program is in the development stages autumn 2007 (competencies, evaluation criteria, etc.) Much latitude granted to the school boards in the course implementation Important to have collaboration between the youth sector and the vocational training sector in the school boards

Closing Remarks Support exists for the school boards through: POP vestibule website ( POP Team including POP pilot school specialist, Christine Lavoie Shared experiences from our colleagues of the POP development and experimental team Community partners POP Network (representatives from pilot & non pilot schools) Training And other initiatives not yet thought of…any suggestions?

Questions and comments Cheryl Pratt, responsable sector anglophone, POP, MELS, Sandra Salesas, c.o., Provincial Coordinator for GOAL, MELS, & POP Collaborators