Future Quest: Discover Your Path

Learning Goals & Products

Learning Goals

Students will be able to analyze their strengths, interests, values, and cultural background to identify possible career and learning pathways using evidence from interviews, job shadows, and coaching sessions.

Students will be able to conduct and synthesize short career research from professionals, career resources, and workplace observations to compare tasks, skills, environments, and training options including apprenticeships.

Students will be able to ask, discuss, and respond in collaborative conversations about career experiences while building on others' ideas and sharing their own clearly.

Students will be able to use domain-specific career vocabulary accurately to describe workplace tasks, job roles, skills, and pathways in speaking and writing.

Students will be able to curate evidence of their learning in a career portfolio using written, audio, and visual artifacts that document growth over time.

Students will be able to create and revise a before-and-after identity map that shows how new evidence changed their understanding of themselves and their future options.

Products

individual

Career Research Portfolio with Individual Identity Map Revision

Each student creates a portfolio containing interview and job-shadow notes, vocabulary evidence, reflections, and a before-and-after identity map showing how their thinking changed. The portfolio must connect firsthand evidence to a clear next-step career question or pathway interest.

team

Collaborative Future Me Gallery Display and Pathway Preview Presentation

Teams synthesize individual research into a shared problem/interest statement and present a higher-fidelity pathway preview to authentic audiences. The display and presentation must show how user/community evidence shaped the team’s understanding and how each member’s individual insights informed the final narrative.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
New York Portrait of a Graduate	Reflective and Future Focused	I can participate in collaborative discussions by sharing one idea about what I noticed during the “Who Am I, What’s Next?” experience and by responding respectfully to others’ ideas with a question or short comment.	I can reflect on my strengths, interests, and values using evidence from at least one Pathway Passport experience (notes, photos, or voice memo) and I can state a clear next-step question I want to investigate in my career portfolio.	I can use evidence from multiple sources (job shadow notes, skill stations artifacts, coaching conversations, and/or interviews) to revise my self-understanding and explain how my goals or interests changed over time using specific examples.	I can synthesize reflections and research into a well-reasoned “before-and-after” career identity claim by connecting patterns across experiences, using career/vocabulary words accurately, and setting a meaningful goal with an explanation of why it matters for my well-being and future pathway.
New York Portrait of a Graduate	Academically Prepared	I can come prepared for career conversations by bringing a completed note-taking page or question, listening to others, and sharing my ideas using simple, clearly connected sentences.	I can participate effectively in collaborative discussions by building on others’ ideas, asking follow-up questions, and expressing my perspective with specific details from my interviews and job-shadow/skill-station notes.	I can conduct short research to answer my career question by narrowing or broadening my inquiry, taking purposeful notes from multiple sources, and synthesizing what I learn to explain how it informs my evolving pathway choices.	I can lead my own inquiry process by conducting sustained, focused research; evaluating and synthesizing evidence across interviews, observations, and career resources; and using accurate career vocabulary to clearly justify my conclusions about training options and next steps.
New York Portrait of a Graduate	Critical Thinker	I can ask focused questions and identify key facts from one or two sources (e.g., interviews, skill stations, job-shadow notes, or career resources) to explain what I noticed about careers and training pathways.	I can synthesize details from multiple sources to describe patterns across workplace tasks, skills, and environments, and I can revise my career question by narrowing or broadening my inquiry using evidence.	I can evaluate evidence from interviews, job shadows, and skill stations to make claims about how my strengths/interests/values connect to specific pathway options (including apprenticeships), and I can explain why the evidence supports my thinking.	I can compare and justify competing ideas by connecting patterns across sources to a clear, evolving argument about my future pathways, using domain-specific vocabulary and a well-supported explanation of how my thinking changed over time.
New York Portrait of a Graduate	Global Citizen	I can participate respectfully in conversations with diverse partners by listening to others, building on one idea, and sharing my own perspective about careers and community needs using appropriate language.	I can collaborate in group discussions by asking and answering questions that help me understand different viewpoints, and I can explain how my interests and values connect to respectful, ethical choices in real workplaces.	I can conduct research using a self-generated question to compare career pathways and workplace practices, synthesize information from multiple sources (e.g., interviews, job shadows, skill stations), and use new vocabulary accurately to support my conclusions.	I can use evidence from my portfolio experiences to analyze how identity, culture, and social responsibility shape career decisions; I can communicate clearly with diverse audiences and propose a well-justified next step that supports well-being and positive community impact.
New York Portrait of a Graduate	Effective Communicator	I can participate respectfully in discussions with diverse partners by listening when others speak and sharing my ideas with a clear purpose I can ask at least one follow-up question and use simple, relevant vocabulary from my interviews, job shadows, or skill stations.	I can build on others’ ideas during small-group and coaching conversations by referencing what someone else said and then adding my own perspective clearly I can ask and answer questions to deepen understanding, and I can use accurate, domain-specific vocabulary (e.g., training, tasks, workplace environment) in my spoken or written responses.	I can communicate persuasively in collaborative discussions by organizing my ideas around a claim and supporting details from multiple sources in my portfolio (interviews, notes, artifacts, audio reflections) I can synthesize information by comparing what different professionals say and adjusting my questions based on what I learn, using precise vocabulary to explain my thinking.	I can lead collaborative discussions by initiating topics, guiding turn-taking, and building on others’ contributions to reach shared understanding I can present my career question and findings with well-structured evidence, integrate key terms accurately, and refine my message in response to feedback from multiple audiences during small-group presentation or exhibition.