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Content knowledge
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Students will be able to identify and explain their interests, strengths, values, and cultural influences as evidence of personal identity and career direction. - identify
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- I can identify examples of my interests, strengths, values, and cultural influences and show them in my “Future Me Snapshots” using images, key words, and short captions.
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- I can explain how my interests, strengths, values, and cultural influences connect to choices I make by using 2–3 specific details from my identity board in my captions or notes.
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- I can clearly connect multiple parts of my identity to career direction by describing how at least one interest, strength, and value influences what kind of work I’m drawn to, using evidence from my board.
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- I can synthesize my interests, strengths, values, and cultural influences into a well-supported personal career narrative by explaining how they guide my career curiosity and by naming specific career pathways that fit my identity with accurate, detailed reasoning.
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Skill
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Students will be able to connect personal identity evidence to possible careers and training routes using a career pathway collage or timeline. - connect
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- I can create a career pathway collage or timeline that uses my identity evidence (interests, strengths, values, and cultural influences) to name at least one possible career connection
- I can match each image/word/caption to a career idea with clear, readable labels and short captions.
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- I can connect multiple parts of my identity evidence to a specific career pathway by showing how my interests, strengths, and values relate to job duties and workplace expectations
- I can add training-route elements to my collage/timeline (e.g., education, certification, apprenticeship, or postsecondary options) with brief explanations for why they fit me.
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- I can strengthen my career pathway collage/timeline by using research and/or peer and community input to make specific, evidence-based connections between my identity and the pathway
- I can show cause-and-effect links (e.g., my strengths → skills needed → training route) with at least two pieces of supporting evidence in my captions.
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- I can revise and refine my career pathway collage/timeline into a coherent, portfolio-ready story that explains how my identity evidence connects to one or more possible careers and training routes
- I can justify my choices with multiple, well-organized evidence points and describe how my pathway might grow or change as I learn more.
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Skill
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Students will be able to formulate an investigable career question that can be explored through site visits, career talks, or mock interviews. - formulate
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- I can create a simple career question by choosing one career I’m curious about and writing one clear “What/How” question I want to investigate
- My question connects to something I care about (interests, strengths, or values) using words from my Future Me board.
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- I can refine my career question into an investigable form by adding the specific detail needed to guide an on-site visit, career talk, or mock interview
- I can write a question that targets a skill, workplace expectation, or training route I want to learn about, and I can explain why it matters to me.
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- I can develop a focused, testable career question that is specific enough to answer with real evidence from site visits, career talks, or mock interviews
- I can include key terms (role, setting, pathway, or skill) and revise my question based on feedback so it stays aligned to my interests and values.
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- I can formulate a high-quality investigable career question that can be answered with concrete data and directly supported by multiple sources (e.g., employer/nonprofit staff, professionals, and interview responses)
- I can craft follow-up questions that deepen the investigation and show how my question will help me make a reasoned next step in my career pathway.
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Content knowledge
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Students will be able to research career pathways using digital tools and source notes about job skills, workplace settings, and training requirements. - research
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- I can use digital tools (search engines, curated career websites, or school databases) to find reliable information about a career pathway
- I can record basic source notes for job skills and typical workplace settings using brief quotes or paraphrases.
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- I can research a career pathway using digital tools to gather information from multiple sources and compare what each source says
- I can create clear source notes that identify key job skills, workplace settings, and at least one training requirement, citing each source in my notes.
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- I can analyze my research to explain how job skills and workplace settings connect to the training requirements for my chosen career pathway
- I can synthesize evidence from sources into organized notes (e.g., bullets or a graphic organizer) and accurately cite sources for each major claim.
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- I can independently evaluate and refine my research using digital tools to select the most credible and up-to-date sources
- I can produce a well-organized set of source notes that compares multiple training routes, summarizes the best-supported pathway, and clearly cites all information with enough detail for someone else to verify it.
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Skill
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Students will be able to analyze evidence from site visits, career talks, or interviews to compare career options and update their thinking. - analyze
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- I can identify and summarize key facts I learned from a site visit, career talk, or interview (for example, job duties, skills, workplace setting, and training routes) using notes or quotes from my evidence source.
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- I can compare two career options using evidence from my site visit, career talk, or interview and explain how the options match my interests, strengths, and values with clear details from my notes.
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- I can analyze patterns across multiple evidence sources and make a supported claim about which career option best fits me, describing at least two workplace expectations or skill requirements I learned and how they connect to my pathway.
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- I can refine my career thinking by updating my pathway collage/timeline and one-page career profile with new evidence, explaining my reasoning in a brief compare-and-contrast (including what I changed and why) based on site visit, career talk, and/or interview findings.
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Skill
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Students will be able to practice professional communication through introductions, active listening, thank-you notes, and follow-up messages in career-connected settings. - practice
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- I can introduce myself professionally in a career-connected setting (in-person or online) using a clear greeting, my name, and one sentence about why I’m interested in the role or organization
- I can listen actively by facing the speaker, asking one relevant question, and taking brief notes on key points.
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- I can deliver a well-organized introduction that includes my interests and strengths and connects them to a specific career area or partner
- I can practice active listening by responding to what I hear (e.g., restating a key point and asking follow-up questions) and I can write notes that include 2–3 important details to use later.
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- I can craft and send a thank-you note that sounds respectful and job-appropriate, referencing a specific moment from the career talk or site visit and naming one skill, expectation, or next step I learned
- I can write a follow-up message that includes a clear purpose, one question for the professional, and a courteous closing that matches the setting (email, form message, or letter).
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- I can consistently communicate professionally across multiple career-connected situations by tailoring my introduction and questions to the audience, role, and workplace expectations I’ve learned
- I can produce polished thank-you and follow-up messages that use specific evidence from my notes or interview debrief, show thoughtful reflection, and demonstrate a clear next step for my career exploration.
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Disposition
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Students will be able to document and revise portfolio artifacts that capture evidence of learning, growth, and next-step goals. - document
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- I can gather and organize my portfolio artifacts (interest/strengths map, career pathway collage or timeline, one-page career exploration profile, and one communication sample) and include the materials in the correct places with clear labels
- I can point to what I changed from the beginning to the end of the project using a simple “before/after” update.
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- I can document my learning by adding specific evidence (skills I researched, workplace settings I learned about, and details from a site visit or career talk) into my portfolio artifacts
- I can revise one artifact based on feedback and write a short next-step goal that connects to my interests, strengths, or values.
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- I can revise multiple portfolio artifacts to improve clarity, accuracy, and completeness by incorporating evidence from at least two sources (research plus community partner or career talk)
- I can explain my growth using details from drafts and reflection, and I can set a focused, realistic next-step goal with a reason and a plan for how I’ll work toward it.
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- I can independently curate a portfolio that shows a strong learning story across artifacts, with consistent connections between my identity (interests, strengths, values, cultural influences) and my chosen career pathway
- I can use feedback and reflection to make strategic, polished revisions and clearly justify my next-step growth goal by linking it to workplace expectations and specific actions I will take.
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