1. THE GUIDANCE- ORIENTED APPROACH TO LEARNING
Presented by Sandra Salesas, Provincial GOAL Coordinator and Nancy Battet, GOAL Coordinator, LBPSB
LEARNING PARTNERS’ SYMPOSIUM
February 9th, 2009

2. A Little Reminder
“GOAL is a concerted action between the school team and its partners, in which objectives are set and services (individual and collective), tools and pedagogical activities implemented to guide students in their identity development and career planning. These activities and services are integrated into the school’s success plan and its educational project… (1)
(1) Making dream come true, MEQ, 2002, p.18

3. GOAL When students are engaged in authentic learning situations
they are more aware of their own identity
they have career aspirations and academic plans
they choose an appropriate academic path, applied or general, POP, professional exploration
they are motivated and are more successful or more self-efficent (Bandura)

4. What GOAL is not? Not a series of isolated actions or activities
Not an «add-on » to existing programs
Not the sole responsibility of the counsellor
Not limited to specifically identified student groups
Not a course, rather a career culture which is school-wide and supported by administration and by the teaching personnel.

5. The School’s Mission
To instruct, to socialize and to qualify are all taken into account with GOAL;
To qualify links directly with GOAL and the broad area of learning, Personal and Career Planning;
Cross-curricular competencies reflect those required by most employers;
Qualification is essential to prepare students with the necessary competencies for the school-to-work transition as indicated in numerous ministerial reports;
References: Final report from the Commission on the estates general (1996, p. 23), MEL’s Strategic Plan
(2000, p.16). Quebec Education Program at the Secondary School Level
(2003, p.6) and the Education Act (EA, art.36, al.2)

6. The Importance of Providing Qualifications

7. With regard to Career-Life Planning, students receive:
CONSENSUS FROM THE ESTATES GENERAL IN AND THE QUEBEC YOUTH SUMMIT IN 2000
With regard to Career-Life Planning, students receive:
Too little support
Too late in students’ schooling

8. The Consequences
75 % of students in Secondary 5 admit to having no idea of their career plan at the beginning of the school year (Landry 1995)
Before the age of 20, the dropout rate is 33.3% ( )
22.2% of students dropout without any professional qualification, either because they do not have any diploma such as a High School Leaving or a CEGEP diploma ( )

9. Provocative Statistics
65.8% of Quebec’s youth under 20 years of age obtained a secondary school diploma in
59% of Quebec secondary graduates move directly on to CEGEP. Only 38% of those actually complete a pre-university CEGEP DEC. Only 78.6% of that small percentage continue on to university.
60% of Quebec’s anticipated labour force needs will require graduates of our vocational and technical programs, while less than 10% of anticipated jobs will be filled by university graduates.

10. Why students drop out Lack of a sense of school relevancy is the
most commonly cited reason for
“at risk” youth
Source: Statistics Canada

11. Meeting the Challenge BASIC SCHOOL REGULATION Educational Services:
Social integration
Personal & career goals
Complementary Services:
Success in learning
Team-building with Complementary Educational Services
Academic & career counselling and information
QUEBEC EDUCATION PROGRAM
Broad Areas of Learning:
Personal & Career Planning
Citizenship & Community Life
Personal Development
Cross-Curricular Competencies:
To construct his/her identity (Elementary)
To achieve his/her potential (Secondary)
To use information
Exercises critical judgment
Communicates appropriately

12. Why GOAL? What are the benefits?
Success for all.
Students…
understand relevance of school
are more aware of their own identity
are less disruptive in class
choose a more appropriate academic path
have career aspirations and supporting academic plans
are more motivated and achieve more success.

13. Where does Student Services fit?
Essential to Success
GOAL
QEP
Teachers

14. Adding a GOAL flavour to your teaching
Self-awareness
Exploring the world of work
Setting goals and taking action
Source: Broad Areas of Learning, Quebec Education Program, Secondary Cycle One, MELS

15. Complementary Educational Services (CES): Orientations
CES at the heart of the school’s mission
Global vision with integrated services
GOAL and community links
Team-building for quality services
Services: Program of support services, assistance services, student life services and promotion and prevention services within a GOAL perspective

16. A Week on Respecting Differences (CSMB)
A multidisciplinary project with the Spiritual Life and Community Engagement Animator, the Guidance Counsellor and the behavior technician
Working on complementary expertise to promote a continuum of services
Finding that unifying project

17. A team process Team meetings Finding themes and speakers
Preparing students before, during and following the presentations
Identifying team strengths
Promoting our services to teachers
Ensuring action plan in the educational project and the success plan

18. Some themes explored:
A handicapped person’s challenges with discrimination
A blind person’ employability skills
A prisoner’s adaptation to the real world
A gay person’s testimonial
Self-image and obesity

19. Group activities We intervened in class to present discussion topics
Videos on self-image and nutrition
Importance of communication skills
Targeted groups with specific difficulties (Examples: special needs, repeaters, etc.)

20. Links with the QEP
Cross-curriculum competencies especially communication, cooperation and critical thinking
BAL – Citizenship and Community Life, Personal and Career Planning and Health and Well-Being
Subject areas: Languages and Personal Development

21. Outcomes
Appreciation of differences
Developing a rapport between teachers and professionals
Promoting our complementary services
Recognizing the pedagogical value of the CES team
Increase motivation to learn and to use the Complementary Educational Services

22. Winning Entrepreneurship Project (ETSB)
Teamwork: One Teacher and Two Special Education Technicians
Art class
Challenges
Entrepreneurship
Organization
What students gained

23. Group of multiple handicap students
Art Class
Group of multiple handicap students
Life skills class at Massey-Vanier High School
Art class stepping stone
Works into marketable note cards

24. Entrepreneurial venture with special needs students
Idea of marketing
They liked the idea
Understanding the vision
Correlation idea and finished product
Community Partners: Station Knowlton

25. Table of tasks according to skills and abilities
Organization
Table of tasks according to skills and abilities
Committees and Departments: e.g. Quality Control; Advertising; Purchasing; Production; Packaging; Sales; Finance
Peer modeling and mentoring within the class

26. Where’s the Black Sheep?

27. Learning through Giving Project at SWLSB
Pakistan, its people, the earthquake and the Canadian Red Cross became the theme which wove its way through English, French, Geography and Moral Education classes.
At the same time the students designed and produced a wide range of fundraising events
Students learned to problem solving, planning and mathematical skills. students to actively use and develop their decision-making and planning skills, learn more about the world as a global village, and build confidence, initiative and leadership skills.
The students proved to themselves the impact that a few committed citizens can have.

28. Who am I? Using a multimodal approach for self-exploration
Multiple intelligences
Learning styles
Personality types
Cognitive styles
Study habits
Essential skills
Interests and Talents
Extracurricular strengths

29. GOAL can help us to answer our students’ questions

30. Career and Educational Planning Influences
Parents
Teachers
Friends
Professionals
Career Development courses (ex. POP, Explo and Entrepreneurship)

31. Career infusion and collaboration
GOAL is everywhere!
Classroom
School-life activities
Individualized Educational Plan
Guidance programs and activities
School Success Plan
Supporting Montreal Schools
NANS Schools
School Board Mission Statement
In the home
In local businesses, organizations, and other community agencies
Career infusion and collaboration

32. How do we achieve success?
“decompartmentalization of professional practices”
and
“collective, concerted action”
TEAMWORK!
Ref. Making Dreams Come True – Achieving Success Through the Guidance-Oriented Approach, 2002
Examples: The psychologist can work with the counsellor on self-esteem workshops for female students.
The psychologist, technicians, and/or the counsellor can intervene jointly in the classroom to design a group project for at-risk students. (eg. Art project on multicultural issues)
The counsellor can work with the social worker on an entrepreneurial project highlighting peer counselling with innovative promotion tools and strategies to reach out to students)
Teachers must be prepared to shift their mind set with the arrival of the QEP for the send cycle as well as with the changes in programming.
Board consultants, group of teachers, and guidance counsellor in a school can work together on a project.

33. Show me how! Assess needs of school community
Build upon established success
Identify a complementary educational services’ need and develop a project for students at-risk, special needs, etc.
Ask for support from your administration, school board, and community
Use and share best practices
Use resources that have been created to support your GOAL initiatives
Build GOAL into your School Success Plan

34. Personal and Career Planning: It’s never too early to start dreaming!

35. Practical Examples of GOAL in the Classroom
Have students write about a fantasy job …”If I were a….”, draw a picture of themselves in the job, and identify the tools they would use. Discuss in class. Have students participate in a career dress-up day in which they wear the uniform connected to their occupation. 
Have students construct a career pyramid that illustrates the different types of jobs in a career area at different levels of education and responsibility. For example, the variety of jobs found in a hospital (orderly, ambulance driver, doctor, janitors, etc.).
“These are the people of your neighbourhood” … students collect pictures illustrating various community workers (police officer, truck driver, salesperson, teacher, etc.). Have students give a job title for each, discuss the work activities involved, and the problems they solve.

36. More Classroom Examples
Read Dr. Seuss’, “Oh, the Places You’ll Go” (or invite someone from the business community to read to students). Have students do a composition on the “Places they plan or would like to go…”.
Have students prepare an autobiography and address at least three ways in which their life is influenced by family, school, and friends.
Have students research some aspect of change – such as a means of transportation – compile pictures depicting changes and occupations affected, and arrange a bulletin board display related to the project.
Do oral reports on different occupations with the student pretending to be the worker in the report.

37. More Classroom Examples
Have students design a simple machine and build an assembly line to build it. The assembly line is set up and test in class, and everyone has a job to do. Students then market their product by writing advertisements.
Who builds the stuff in my neighborhood? How many people does it take to build a house? Who grows my food and how does it get to the store? How many workers does it take to design and sew my jeans? What do I know about the country in which they are produced? Have students do a research project to answer many questions related to their surroundings.
Plan, cook, and serve a meal while studying nutrition.

38. Practical Examples of GOAL in School-life Activities
Career fair with employers from the community
Have students interview workers concerning their career paths – how did they decide upon the field, etc.
Have students plan and carry out a Hobby Fair in which each student is invited to bring in an example of his or her hobby and demonstrate or describe the hobby to the class.
Students form clubs: e.g., radio club, drama club, Junior Achievement, etc.
Job shadowing, job training (stages), and other career exploration activities
Students organize a Talent Show or other arts event as a fund raiser and to develop creativity, cooperation, and project skills.

39. The GOAL Network’s mandate:
1- To identify GOAL features and key works in the QEP, Secondary Cycle One and Two.
2- We will be preparing promotional tools for administrators and consultants, including updating the GOAL website.
3- We will be developing GOAL-driven learning and evaluation situations to embed GOAL into teaching practices, particularly through the Broad areas of learning. These learning situations will aim to prepare students for choices of paths, math sequences and post-secondary and vocational programs.
4- We are presenting GOAL at the Learning Partners’ Symposium on February 9th and 10th, 2009 at the Sheraton Laval (
5- To develop a GOAL regional plan with the Direction régionale of the MELS and with other school boards and community partners in a region.

40. References Career Cruising, http://www.careercruising.com
Workapedia (Canadian sector councils)
Smart Options,
The Real Game Series,
Work-Study Programs,
Government of Quebec, Heading for Success,
Career exploration
Alberta Career Resources,
Québec Entrepreneurship Contest and Toolkit,

41. Resources The GOAL Post and the GOAL website www.learnquebec.qc.ca
MELS documentation on GOAL: Making Dreams Come True,
Complementary Educational Services – In Brief
Human Resources and Skills Development Canada
Youth Canada
Conference Board of Canada www. conferenceboard.ca
Sector Councils
2020

42. Discussion Questions 1- In your own words, define GOAL and its aims.
2- Where is GOAL in your school? In your student services’ initiatives?
3- How would you like to develop GOAL with your team of professionals?
4- Identify one possible GOAL-oriented theme for your students?

43. Discussion period Thank you!
Sandra Salesas, c.o., Provincial Coordinator for GOAL,
Tel: , ext. 5510