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Toronto Catholic District School Board

Guidance and Career Education

 

Who’s Who?

​Guidance Resource Teacher, K-12 Rosina Lenardon
Ext. 2734*​
​Cooperative Education Resource Teacher ​Linda Wren
Ext. 2057
​Ontario Youth Apprenticeship Program
Project Leader
Luciano Di Loreto
Ext. 2193*​
Department Secretary ​ Ana Sorrenti
Ext. 2827
 ​

 

 

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    Transition to High School

Transition to High School
 
Program and Course Calendar
    2016 - 2017
    2016-2017 Program and Course Calendar
    Program and Course Calendar
    2017 - 2018
2017-2018 Program and Course Calendar

​        OSAP Brochure (English)    

          OSAP Brochure (French)

  

 

 

Creating Pathways for Success: Education and Career/Life Planning

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Student learning in the education and career/life planning program takes place through:
    • a variety of developmentally appropriate learning activities and programs related to the  curriculum
    • school-wide activities and processes 
    • activities in the community

 

The knowledge and skills that students acquire through the program are organized in a conceptual framework that includes four areas of learning. Students from Kindergarten to Grade 6 will reflect on and capture evidence of their developing knowledge and skills in the four areas of learning in a portfolio called “All About Me” . In Grades 7 to 12, students will document evidence of their learning in an Individual Pathways Plan (IPP)
 
Creating Pathways to Success outlines an inquiry-based conceptual framework and supporting policies and processes to guide schools in developing a comprehensive Kindergarten to Grade 12 education and career/life planning program. The program framework is a four-step inquiry process built on four questions linked to the four areas of learning in education and career/life planning – Knowing Yourself; Exploring Opportunities; Making Decisions and Setting Goals; and Achieving Goals and Making Transitions
 
The four questions in the framework are relevant at any age or stage of development; only context and emphasis change as a student progresses through school, from Kindergarten to Grade 12.
 
  • Who am I?
  • What are my opportunities?
  • Who do I want to become?
  • What is my plan for achieving my goals?
 
The education and career/life planning process is ongoing and cyclical, with students regularly returning to the four questions, equipped with a greater knowledge of themselves and their opportunities and a growing understanding of how they can successfully shape their future. Regular use of the framework across the curriculum and throughout the school experience helps students see the connections between their learning in school and their lives beyond school, and creates a culture supportive of education and career/ life planning within the school.
A central goal of the program is for students to learn how to use the model and make a habit of applying it, so that they can become confident, independent, and effective education and career/life planners throughout their lives.
 
The Individual Pathways Plan (IPP), Grades 7 to 12  
Starting in Grade 7 and building on their K–6 portfolio, students will document their learning in education and career/life planning in a web-based Individual Pathways Plan (IPP).7 The IPP becomes the primary planning tool for students as they move through the grades towards their initial postsecondary destination. Ongoing development of the IPP also provides students with a valuable archive of their learning and a record of the resources that can assist them in planning.
Students are responsible for establishing and maintaining their Individual Pathways Plans. All secondary schools within TCDSB are equipped with the web-based tool of myBlueprint, aimed at supporting students in the establishment, review and revision of their IPP at least twice a year. The IPP provides the structure for students to document evidence of their ongoing inquiry and development in the four areas of learning. For each area of learning, students report and reflect on what they did during various learning activities, the knowledge and skills they used, what they learned, and how they have applied or plan to apply what they learned. By developing their Individual Pathways Plan, students take responsibility for their learning and for planning their future. Developing their IPP increases students’ awareness of their strengths and interests and of the related opportunities for learning and work. It also enables them, in collaboration with their teachers and parents, to make decisions, set goals, and develop and implement the steps needed to successfully complete elementary and secondary school and proceed to their initial postsecondary destination. In Grades 7 and 8, the IPP process will emphasize planning for the transition from elementary to secondary school; in Grades 10 to 12, it will emphasize planning for the student’s initial postsecondary destination.
 
The development of learning skills and work habits, described in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010 and reported in provincial report cards, is also a critical element in education.
 
The IPP also serves as a record of student learning and an effective resource for facilitating parent interviews and student-led conferences, illustrating where students have been and where they are going. In addition, the IPP helps students develop a fuller understanding of the education and career/life planning inquiry process and the value the process will have for them in their postsecondary planning and throughout their lives. 

 

 
 
 
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